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Conole srhe

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Conole srhe

  1. 1. Learning trajectories: navigating the future of learningwith new technologies Gráinne Conole, University of Leicester SRHE conference, Celtic Manor Resource, 7th December 2011
  2. 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$
  3. 3. Today’s educational context• Rapidly changing technological environment• New digital literacy skills needed for learners and teachers• New open practices are emerging• New forms of online community and interactivity
  4. 4. Horizon reports• Mobile and e-books• Gesture and augmented• Learning analytics http://wp.nmc.org/horizon2011/
  5. 5. Ed tech trends• Mobile learning• Personalised learning• Cloud computing• Ubiquitous learning• BYOD• Digital content• The flipped classroom• Debt/drop out http://learn231.wordpress.com/2011/10/25/trend-report-1/
  6. 6. Social & participatory media 6 Media sharing Blogging Mash ups MessagingCollaborative Recommenderediting systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
  7. 7. Social media revolutionThe machine is us/ing us
  8. 8. Peercritiquing Social media revolution The machine is us/ing us
  9. 9. Peercritiquing Usergenerated content Social media revolution The machine is us/ing us
  10. 10. Peercritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
  11. 11. Peer Opencritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
  12. 12. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Social media revolution The machine is us/ing us
  13. 13. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised Social media revolution The machine is us/ing us
  14. 14. http://rossdawsonblog.com/weblog/archives/2011/11/our-shrinking-degrees-of-separation-heading-down-from-6-to-3.html
  15. 15. E-Pedagogies 9 A
  16. 16. E-Pedagogies 9AssociativeFocus on individualLearning throughassociation andreinforcement A
  17. 17. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement A
  18. 18. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituativeLearning throughsocial interactionLearning in context
  19. 19. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituative ConnectivistLearning through Learning in asocial interaction networkedLearning in context environment
  20. 20. E-Pedagogies 9E-trainingDrill & practiceMobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
  21. 21. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
  22. 22. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environmentExperiential,Problem-based,Role play
  23. 23. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environmentExperiential, Reflective & dialogicProblem-based, learning,Role play Personalised learning
  24. 24. Mobile learning 10
  25. 25. Mobile learning 10E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms
  26. 26. Mobile learning 10E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting
  27. 27. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
  28. 28. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
  29. 29. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
  30. 30. Virtual genetics lab 12http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
  31. 31. Learning spaces 13• Metaphors • Camp fire • Watering hole • Cave • Mountain top• Principles of learning space design • Comfort • Aesthetics • Flow • Equity • Blending • Affordances • Repurposing www.skgproject.com
  32. 32. New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
  33. 33. New digital literacies Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
  34. 34. New digital literacies Creativity Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
  35. 35. 15
  36. 36. 16
  37. 37. Learner experience 17• Technology immersed• Learning approaches: task- orientated, experiential, just in time, cumulative, social• Personalised digital learning environment• Mix of institutional systems and Cloud-based tools and services• Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
  38. 38. EDUCAUSE study 18 Students drawn to new technologies but rely on more traditional ones Consider technologies offer major educational benefits Mixed views of VLEs
  39. 39. Teacher practices: paradoxes 19• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers)
  40. 40. Teacher practices: paradoxes 19• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, open research and open
  41. 41. x Open practices 20 Pandora’s box
  42. 42. x Open practices 20 Open design Pandora’s box
  43. 43. x Open practices 20 Open design Open delivery Pandora’s box
  44. 44. x Open practices 20 Open design Open delivery Pandora’s box Open dialogue
  45. 45. x Open practices 20 Open design Open delivery Pandora’s box Open dialogue Open research
  46. 46. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practicesPromotes sharing and discussion
  47. 47. Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities andinterventions, which is pedagogically informed and makes effective use of appropriate resources andtechnologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of researchand development includes both gathering empiricalevidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
  48. 48. Learning design: defining the field! Design Communities and representations and Openness! interactions! tools! Mediating Open Learning ! Design Methodology! Affordances! Artefacts! Social and Theory and ! Related participatory methodology! fields! media!Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  49. 49. Course views 24
  50. 50. Course views 24 Course map
  51. 51. Course views 24 Learning outcomes Course map
  52. 52. Course views 24 Learning outcomes Course mapPedagogy profile
  53. 53. Course views 24 Learning outcomes Course mapPedagogy profile Course dimensions
  54. 54. Course views 24 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  55. 55. Visualisaon*tools* 25 Learning Design tools! Learning designer! Pen, paper and stickers! Webcollege! Standard tools! Excel!
  56. 56. But does it work? Evaluation data26
  57. 57. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings26
  58. 58. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues26
  59. 59. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities26
  60. 60. Open resources
  61. 61. Open resources
  62. 62. Open resources
  63. 63. Open resources
  64. 64. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
  65. 65. Open accreditation
  66. 66. Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
  67. 67. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
  68. 68. Open dialogue: Cloudworks 30 http://cloudworks.ac.uk
  69. 69. Open dialogue: Cloudworks 30• A space for sharing and discussing learning and teaching ideas and designs• Application of the best of web 2.0 practice for teaching• To bridge the gap between technologies and use• Teachers say they want: examples, want to share & discuss• Helps develop skills needed for engaging with new http://cloudworks.ac.uk technologies’
  70. 70. Collaboration 31 Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss Cloudworks.ac.uk!
  71. 71. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
  72. 72. E-learning papersspecial issue  Background   Potential of social and participatory media   Plethora of new technologies and OER but little uptake   Range of issues (technical, pedagogical and organisational)  Focus   How can learning interventions be represented?   Implications of new media for learners, teachers & institutions?   What new pedagogies are emerging?   How are OER being design, used & repurposed?   What are the implications of free resources, tools & courses?
  73. 73. 1. Typologies of learning design  LD as: concept, process and product  Example: A virtual field history trip in LAMS Eva Dobozy !
  74. 74. 2. Patterns to design TEL scenarios  Importance of more formal LD representations  Example: application to teaching computing curriculum  Patterns as mediators between pedagogy and technology Félix Buendía-García ! José Vte. Benlloch-Dualde!
  75. 75. 3. Students as designers  Challenges traditional transmission modes of pedagogy  Requires teachers to give some control to students  Describes two case studies  Exploiting potential of social media  Encourages deeper engagement in the learning process Leanne Cameron! MiriamTanti!
  76. 76. 4. Collaborative Constructive Participation  Application of well established pedagogical principles: Community of learners, Community of Practice, socio- constructivism, dialogic learning, and knowledge building  Consists of a 3-level assessment tool for web- based discussions Ligorio M. Beatrice! Cucchiara Stefania!
  77. 77. 5. Knowledge building  Action research on use of Web 2.0 tools in the classroom  Knowledge building enables student to be active participants Gail Casey !
  78. 78. 6. Invitational online learning environments  Importance of respect, trust, intentionality, and optimism  Reports on. Arts-based learning interventions like Reflective Poetry, Minute at the Movies Analysis, “Our Community” Soap Scenes, and Theme Songs  Inexpensive, adaptable interventions enhance learning environments by encouraging human connections and creativity Beth Perry! Katherine J. Janzen! Margaret Edwards, !
  79. 79. Open scholarship 40
  80. 80. Open scholarship 40DiscoveryIntegrationApplicationTeaching Boyer
  81. 81. Open scholarship 40DiscoveryIntegrationApplicationTeachingOpen BoyerDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
  82. 82. Open research
  83. 83. Open research
  84. 84. Open research
  85. 85. Open research
  86. 86. Open research
  87. 87. Open research
  88. 88. Open research
  89. 89. Open research
  90. 90. The future of learning 42
  91. 91. The future of learning 42 Just in time
  92. 92. The future of learning 42 Just in time Distributed
  93. 93. The future of learning 42 Just in time DistributedPersonalised
  94. 94. The future of learning 42 Just in time DistributedPersonalised Blurred
  95. 95. The future of learning 42 Just in time Distributed CollectivePersonalised Blurred
  96. 96. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred
  97. 97. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
  98. 98. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
  99. 99. Linking research with policy & practice 43
  100. 100. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0
  101. 101. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout PolicyOER/iTunes Learning spaces Cloud computing
  102. 102. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practiceOER/iTunes Use of technologies Learning spaces Cloud computing
  103. 103. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practiceOER/iTunes Use of technologies Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture
  104. 104. Final thoughts Open,participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Learners and teachers need to develop new digital literacy skills to harness their potential We need to rethink how we design, support and assess learning Open,participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways We are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/ informal modes of communication and publication
  105. 105. 45Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk

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