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Oew19 open education conole


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Open Education: into the future

Published in: Education
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Oew19 open education conole

  1. 1. Open Education: Into the Future Gráinne Conole, Dublin City University
  2. 2. Outline • OECD 2015 • Affordances • Open practices • Impact • Continuing Professional Development • Learning Design Frameworks • Learning Analytics • Final reflections
  3. 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. 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
  5. 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. 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)
  7. 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
  8. 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
  9. 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. 10. Empower staff to create, discover and engage in meaningful personal and professional development (National Forum, 2016)
  11. 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. 12. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation
  13. 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
  14. 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. 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. 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. 17. 2019 Conference Dublin
  18. 18. A world top young university Email: Blog: Twitter: @gconole
  19. 19. Thanks for your attention! Questions? Jochen Ehrenreich