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Short paper lams 2010


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Short paper lams 2010

  1. 1. Cloudworks as a ‘pedagogical wrapper’ supporting the sharing of ideas across professional boundaries. Rebecca Galley, Grainne Conole, James Dalziel and Ernie Ghiglione European LAMS & Learning Design Conference, Oxford, 15 th July 2010
  2. 2. What is Cloudworks? <ul><li>A place for sharing and discussions learning and teaching ideas </li></ul><ul><li>Application of the best of Web 2.0 practices </li></ul><ul><li>Launched July 2009 </li></ul><ul><li>Nearly 3,000 registered users </li></ul><ul><li>Over 80,000 visitors </li></ul>Stats June12th – July 12 th 2010
  3. 3. New technologies Foundations: The changing context of education Globalisation Massification Privatisation Learner expectations Industry requirements Faculty roles
  4. 4. Foundations: Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resources Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “ Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Case studies, support networks Learning Design Virtual worlds & online games Social networking
  5. 5. <ul><li>conscious process </li></ul><ul><li>dialogue with materials </li></ul><ul><li>creative process </li></ul><ul><li>communicative process </li></ul><ul><li>social activity ( Winograd, 1996:64 ) </li></ul>Key aspects: Design as... juhansonin
  6. 6. Key aspects: Cloudworks design <ul><li>Object centred rather than ego-centred in nature </li></ul><ul><li>“ The fallacy is to think that social networks are just made up of people. They're not; social networks consist of people who are connected by a shared object.” (Engestrom, 2005) </li></ul>
  7. 7. Key aspects: Cloudworks design <ul><li>Design framework based on sociality </li></ul><ul><ul><li>The system needs to accommodate both the evolution of practices and the inclusion of newcomers </li></ul></ul><ul><ul><li>That individual identity is important so the system needs to support this </li></ul></ul><ul><ul><li>People are more likely to use software that resemble their daily routines, language and practices </li></ul></ul>
  8. 8. Design tools Authoring environments Pen and paper Text or spreadsheet-based formats Concept mapping Meaning making
  9. 9. <ul><li>“ Educational discussion of learning design issues remains patchy, whereas by comparison, technical discussion of the software is rich and sustained. While this pattern has been mirrored in the Sakai community (Masson, 2006), successful implementation of the learning design vision requires rich educational discussions of implementation and experiences with students.” </li></ul><ul><li>Dalziel, J. (2007, p.383) </li></ul>The Challenge: rich and sustained pedagogical discussion
  10. 10. The project: <ul><li>Development of a new “embed” function necessary to allow a sequence that is uploaded to the LAMS Community to be embedded into any other web page (including of course Cloudworks!) </li></ul><ul><li>Recommendations about the sort of information, or pedagogical ‘wrapper’, teachers may find useful when using or repurposing someone else’s sequence and how the Cloud may be presented and structured to promote discussion, collaboration and reciprocal sharing of new designs. </li></ul>
  11. 11. Supporting interaction and productive activity
  12. 12. A ‘pedagogical wrapper’ <ul><li>Prompts for key information </li></ul><ul><li>Recruitment of mentors </li></ul><ul><li>Shared language </li></ul><ul><li>Encouragement to keep participating </li></ul>
  13. 13. Questions