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Conole athens


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Conole athens

  1. 1. Visioning for the future, harnessing the power of openness Gráinne Conole, The Open University, UK E-learning expo conference, Athens, 2nd October
  2. 2. + Orientation Focus Social inclusion  Open, social and participatory media  A vision of openness – Open Practices  Open Design  Open Delivery  OpenResearch  Open Evaluation  Implications for learning and teaching Innovation Quality
  3. 3. Open, social and participatory media New tools/practices are leading to new forms of learning and teaching Media sharing Sharing Blogs & wikis Communicating Web 2.0 Social networking Networking Virtual worlds Interacting Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
  4. 4. A typology of new technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum forums Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education Syndication/RSS feeds Bloglines, Podcast, GoogleReader
  5. 5. A redefining of what ICT means Communication+ Virtual worlds, online games & Audio & video immersive environments conferencing Social networking Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
  6. 6. Co-evolution of tools and practice Affordances of Characteristics technologies of users Reflection Preferences Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… Dialogue but always inEvolving to the actor relation Interests and therefore dependent on their practices capabilities.’ Aggregation Skills For instance, a tall tree offers the affordances of food for a Giraffe Interactivity a sheep. but not Context Basic Symbolic 1st wave technologies 2nd wave technologies communications representations (phone, radio, fax, networks, mobiles, the & gestures (words, numbers) TV, CD/DVDs) Internet)
  7. 7. Digital skills (Jenkins, et al., 2008) Play Visualisation Performance Negotiation Appropriation Simulation Multi-tasking Networking Distributed cognition Transmedia navigation Collective intelligence Judgment
  8. 8. The reality gap Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Models and frameworks Learning design Pedagogical patterns Virtual worlds & Open Educational Resources Social networking online games
  9. 9. Redefining openness… Design Delivery Courses design Use of free tools & shared openly & resources Peer critiquing Sharing What is/will be the impact of Repurposing an increasingly open Open technologically mediated practices Networking learning environment in Inquiry learning and teaching? Collective Research intelligence Evaluation Sharing of Critical research data reflection Also see Alex Couros, Edmedia, 2010
  10. 10. Open Design Open Research Open Delivery X-Delia Open Evaluation
  11. 11. Open Design: Learning design Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
  12. 12. The learning design concept wheel Cloudworks Learning Design taxonomy Mediating artefacts Affordances Foundations Collaboration Representation ’Design Challenge’ DialogPlus toolkit Phoebe planner Pedagogic planner Resources Excel template CompendiumLD Course views
  13. 13. Translates into… Awareness sessions Tailored ‘LD-lite’ workshops guided pathways of different Design challenges levels of intensity and Master’s level OER length Free format
  14. 14. Representation The Open University, UK KE312 How are courses typically represented? Working together with children How explicit is the inherent design? What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of
  15. 15. Course views: conceptual and data-driven Learning Outcomes Pedagogy Profile Course Map Course Dimensions Task Swimlane Course Performance Cost effectiveness
  16. 16. KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Content & Activities Tutor support: 1:20, 21 hours Communication 3 co-published books, DVDs of 3 practice settings, core questions, &Collaboration thinking points in course books F-t-F tutorials near beginning, Own experience and practice middle and end, Course-wide PDFs, e-journal articles & café forum, Tutor-group forums websites, activities in learning Reflection & with sub-groups for each block guides, 5 website interactivities Demonstration Journal space in the Mystuffe- portfolio, 6 assignments online (50% of overall score) Course summary Key words KE312 - Working together with Children, Practice-related, aligned to latest professional 60 pt course over 32 weeks, 3 blocks/20 guides framework for multi-agency working, rich cases Whole weeks devoted to assignments Read-Relate to practice – Reflect - Write Consolidation week (week 22)
  17. 17. Pedagogy profile Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Activity Taxonomy - Conole, 2008
  18. 18. Course dimensions Guidance & Content & Support Activities Reflection & Communication demonstration & Collaboration
  19. 19. Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
  20. 20. Task swimlane Focus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
  21. 21. Visualisation tools Mind mapping tools Pen, paper and stickers Excel templates
  22. 22. Tutor costs
  23. 23. Working between the views Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
  24. 24. Modeling with data-derived views What happens to course performance, if… Include more collaboration Decrease the amount of tutor support Increase use of Web 2.0 tools? 5 conceptual views What are the cost implications of… Including more online assessment More student-generated content Introducing use of SecondLife? Course Business Models project Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
  25. 25. + Weighing it all up Pros Cons  Makes design explicit  Design is a complex process!  Foregrounds specific aspects of the  Understanding the views design  Acts as a scaffold/guide to the design  Recognising their limitations process  The dangers of a formulaic approach  Views act as a shared dialogic mediating artefact  Time to master/appropriate  Comparative analysis  The difficulty of shifting entrenched practice  Check points and reflection  Still to be empirically validated  The power of sharing and discussing
  26. 26. Cloudworks  A space for sharing and discussing learning and teaching ideas  Application of web 2.0 practice  Examples for teachers & learners to share/discuss  A space for collaboration & communication  Helps develop skills needed for engaging with new technologies’
  27. 27. Title Author Core Tags Location Discussions Improvements
  28. 28. Basic definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002) Broader definition Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004)
  29. 29. Pedagogically rich
  30. 30. Olnet: Open Learning network From producing open Network resources to use of open resources •Build capacity •Find evidence •Refine the issues Research Fellowships Conole, McAndrew&Demtriadis, Forthcoming
  31. 31. Conole, McAndrew&Demtriadis, Forthcoming
  32. 32. Deposits OER Creates Teacher A Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Repurposes Teacher B & deposits
  33. 33. A vision of transformation Beyond content – focus on activity and use Learners as self-directed and autonomous More of a focus on sharing, refinement, iteration, critical reflection OER as a potential catalyst to transforming educational practice Improvements in social inclusion, quality and innovation
  34. 34. From resources to practices
  35. 35. The OPAL vision 37 Focus on the practice around OER rather than the resources Better understanding will lead to improvements in the quality of OER and more innovation Open Educational Resource Practice OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.
  36. 36. Abstracting dimensions of Practice Approach 60+ case studies of OER collected Dimensions of OEP derived Derivation of the OEP cube model Validation Spotlight on OER on Cloudworks EDEN workshop OER activity on Cloudworks Ongoing online consultation process
  37. 37. Validation: OER activity on Cloudworks  27 Cloudscapes and 13 Clouds evaluated  Kinds of activities  Reviews, events, debates, other  Intentional, practical, social  Types of Clouds  Instructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviews Alevizou et al. 2010
  38. 38. Emergent issues from OER research  Motivations for sharing and incentives for participation  Financial sustainability and licensing jurisdictions  OER tracking, usage patterns and users motivations  Quality and credentials  Effectiveness metrics  Types of research and dissemination of empirical results  Linking research with policy and practice
  39. 39. The OEP cube model 41  THE DIMENSION: What?  Strategies and Policies  Barriers and Success Factors CONTEXT  Tools and Tool Practices  Skills Development and Support  THE CONTEXT: Where?  Macro level (society)  Meso level (organisation)  Micro level (individuals)  MATURITY: How well is it established?  Initial (not yet started)  Managed  Defined  Optimizing (embedded / advanced)
  40. 40. The cube model 42 Levels Macro-level: Societal Meso-level: Organisation Micro-level: Individual OER embedded in strategy Institutional OER repositor Adapted from diagram by T. Koskinen
  41. 41. Uses and benefits 43  Three uses  Benchmarking  Guidance  Reflection and comparison  Benefits  Guides users in understanding how to think about the key issues.  Flexible enough to cover the multiple stakeholders  Sub-cubes provide practical illustrative examples  Useful as a mechanism for institutions to self- benchmark
  42. 42. Final thoughts A vision for the future, harnessing the power of openness  Learning and the context of learning have changed  We need new approaches to learning and teaching  How can we harness increasingly sophisticated tools and OERs?  How can we support innovation in the use and reuse of OER?  Will openness enable or restrict social inclusion?  What are the quality implications in an increasingly open context?  How can we ensure research better informs policy and practice?
  43. 43. Sources  Mash ups  Molecule  Periodic table  Music sheet  One world  World of warcraft  Questionmark   Yin-Yang image  Imperial collage second life island  Personal Inquiry project  E-Portfolios
  44. 44. Sources      OpenLearningInitiative   Molecule  Periodic table  Music sheet  One world  World of warcraft  Questionmark  Crystal ball
  45. 45. Sources  iPhone  eBook readers