1.
Open Education: Into the Future
Gráinne Conole, Dublin City University

2.
Outline
• OECD 2015
• Affordances
• Open practices
• Impact
• Continuing Professional Development
• Learning Design Frameworks
• Learning Analytics
• Final reflections

3.
OECD 2015
• ICT has revolutionised virtually
every aspect of our life and work
• Students unable to navigate
through a complex digital
landscape will no longer be able to
participate fully in the economic,
social and cultural life
• Challenges: information overload,
plagiarism, online risks
• Students need to become critical
consumers of Internet services and
electronic media and make
informed choices

4.
Affordances of digital technologies
• Phases: cultural, symbolic,
communication, networked, cyber-
infrastructure (Pea, 2008)
• Affordances differ according to the
technology, context and use
• Internet most disruptive technology of
last 50 years
• Technologies can:
– Enable more interaction and
communication
– Help with retention
– Be engaging and motivational
– Extend the classroom
– Provide timely and targeted feedback
– Personalise the learning experience
– Enable more open practices
https://bit.ly/2O4lngx

5.
Digital learning ecology
• Classroom expanded
and evolved as virtual
place sits alongside
physical
• A variety of different
complementary
learning opportunities
• Further evidence of
blurring of boundaries
Brown, 2015

6.
Open practices
• Opening up education
• Facets
– OER
– MOOCs
– E-textbooks
• Use of open practices
complex, personalised
and contextual (Cronin)
• Continuum of openness
and access (Olcott)
https://bit.ly/2gchbww

7.
Impact
• Learners
– OER (Wiley’s 5 Rs)
– MOOCs (learning at scale)
– E-textbooks (flexible & cost effective)
• Teachers
– New approaches to design
– MOOCs for CPD
• Researchers
– Data-intensive collaborative research
– Social media
– Open scholarship https://bit.ly/2VBvFch

8.
Future of open learning: challenges
• Lack of digital literacies
• Teaching the poor sister
• New forms of
accreditation
• Senior management
buy-in
• Appropriate CPD
• Unbundling of
education
http://e4innovation.com/?p=938

9.
Continuing Professional Learning
• Central role of the teacher
• Continuing Professional Learning
– Enable teachers to develop
innovative learning interventions
– Make effective use of digital
technologies
• Formats
– Specialised and tailored workshops
– Peer support and mentoring
– Examples of good practice
– Share and discuss practice
– Resources, OER and MOOCs

10.
Empower staff to create, discover and engage in meaningful
personal and professional development
(National Forum, 2016)

11.
Learning Design Frameworks
• Frameworks for guiding the use
of technology/media/materials
– SAMR, SECTIONS, COACT
• Workshop approaches aimed
mainly at promoting general good
practice. i.e. social constructivist
assumptions
– 7Cs, 8LEM, ABC
• Approaches based on specific
theory of learner engagement
– ICAP
Conole, Forthcoming

12.
The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation

13.
Learning Analytics
Summative (teachers)
• See what learners are
doing
• Identify learners who are
struggling
• Find concepts that
learners find difficult
• Provide targeted support
Formative (learners)
• See patterns of their learning
• Receive advice on better
learning strategies
• Compare learning against
classmates
• Set/review learning goals
http://bit.ly/2ukJRwb

14.
Final reflections
• Digital learning ecology is
complex
– More research needed to
understand the complexity
• Influence of affordances
– Understand affordances & how
they support pedagogy
• No single metaphor for 21st
Century learning
– Support for learning needs to
match learner needs and the
context of learning
• Assessment needs to support
deep learning
– Needs to be purposeful & support
active, authentic and meaningful
learning

15.
Final reflections
• Teachers’ mindsets mediate
technology implementation
– Targeted and authentic CPL
• Impact of leadership and
institutional cultures
– Need to align with factors for
successful update of digital
technologies
• Refocus and change mindsets
– From education in change to
education for change

16.
Change as a constant
Change isn’t just one
thing, just one time, just
one big revelation.
Change occurs in
stages, and phases,
which each add depth,
colour, character, and
create a
multidimensional,
multifaceted you

17.
2019 Conference
Dublin

18.
A world top young university
Email: grainne.conole@dcu.ie
Blog: e4innovation.com
Twitter: @gconole

19.
Thanks for your attention!
Questions?
https://oepass.eu/
Jochen Ehrenreich
jochen.ehrenreich@heilbronn.dhbw.de