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Conole keynote bali

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Conole keynote bali

  1. 1. Trajectories of e-learning:navigating the future of learning with new technologiesGráinne Conole,Leicester University, grainne.conole@le.ac.ukICDE conference, Bali, 3rd October 2011
  2. 2. Outline Characteristics of social and participatory media Co-evolution of tools and practice Pedagogies of e-learning Digital literacies Technology paradoxes Designing for learning in an open world  Visualisations  Collaboration
  3. 3. A little context…
  4. 4. A little context…My background:IrishPhD Chemistry
  5. 5. A little context…My background:IrishPhD ChemistryResearch interests:Learner and teachers’ use oftechnologyLearning designOpen Educational ResourcesLearning theoriesWeb 2.0 technologiesE-learning strategy and policy
  6. 6. A little context…My background:IrishPhD ChemistryResearch interests:Learner and teachers’ use oftechnologyLearning designOpen Educational ResourcesLearning theoriesWeb 2.0 technologiesE-learning strategy and policy
  7. 7. 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
  8. 8. Social and participatory media 5 Conole and Alevizou, 2010
  9. 9. Social and participatory media 5 Media sharing Conole and Alevizou, 2010
  10. 10. Social and participatory media 5 Media sharing Blogging Conole and Alevizou, 2010
  11. 11. Social and participatory media 5 Media sharing Blogging Messaging Conole and Alevizou, 2010
  12. 12. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Conole and Alevizou, 2010
  13. 13. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Alevizou, 2010
  14. 14. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Syndication Alevizou, 2010
  15. 15. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Conole and bookmarking Syndication Alevizou, 2010
  16. 16. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
  17. 17. Social and participatory media 5 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
  18. 18. Social and participatory media 5 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
  19. 19. The machine is Us/ing us
  20. 20. Peercritiquing The machine is Us/ing us
  21. 21. Peercritiquing Usergenerated content The machine is Us/ing us
  22. 22. Peercritiquing Usergenerated contentNetworked The machine is Us/ing us
  23. 23. Peer Opencritiquing Usergenerated contentNetworked The machine is Us/ing us
  24. 24. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked The machine is Us/ing us
  25. 25. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised The machine is Us/ing us
  26. 26. Online communities• New open, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge• From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007)• What is it and how can it be fostered, and supported?
  27. 27. Interactivity• New technologies enable increasing interactivity between learners and teachers• Complex: psychological, social, technical, linguistic and cultural dimensions• Types: communication-based, purpose-based, tool-based, activity-based• Important in achievement, persistence, enjoyment and approaches to learning
  28. 28. Interactivity• New technologies enable increasing interactivity between learners and teachers• Complex: psychological, social, technical, linguistic and cultural dimensions• Types: communication-based, purpose-based, tool-based, activity-based Learner-learner Learner-tutor• Important in achievement, Learner-content Learner interface persistence, enjoyment and approaches to learning
  29. 29. Co-evolution of tools and practice Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
  30. 30. Co-evolution of tools and practice
  31. 31. Co-evolution of tools and practice RepresentationCommunication Connection Interactivity Affordances of technologies
  32. 32. Co-evolution of tools and practice Representation PreferencesCommunication Interests Connection Skills Interactivity Context Affordances of Characteristics technologies of users
  33. 33. Co-evolution of tools and practice Representation PreferencesCommunication Interests Evolving practices Connection Skills Interactivity Context Affordances of Characteristics technologies of users
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. 11Creativity and technologies http://www.imv.au.dk/icreanet/
  38. 38. ICT paradoxes Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open12 evaluation?
  39. 39. ICT paradoxes 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, Ehlers) Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open 12 evaluation?
  40. 40. A new learning design methodology 13 A Research-Based Design approach to creation and support of coursesSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
  41. 41. A new learning design methodology 13 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of coursesSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
  42. 42. A new learning design methodology 13 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussionSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
  43. 43. Learning design: defining the field Open Learning Design MethodologyConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  44. 44. Learning design: defining the field Open Learning Design Methodology Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  45. 45. Learning design: defining the field Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  46. 46. Learning design: defining the field Design representations Communities and Openness and tools interactions Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  47. 47. Visualisations - making design explicit
  48. 48. Visualisations - making design explicit Course map
  49. 49. Visualisations - making design explicit Learning outcomes Course map
  50. 50. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile
  51. 51. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile Course dimensions
  52. 52. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  53. 53. Collaboration
  54. 54. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop
  55. 55. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss
  56. 56. Carpe diem workshops17
  57. 57. But does it work? Evaluation data18
  58. 58. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings18
  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 issues18
  60. 60. 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 activities18
  61. 61. Pedagogies of e-learning A Conole, 2010
  62. 62. Pedagogies of e-learning Associative Focus on individual Learning through association and reinforcement A Conole, 2010
  63. 63. Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Conole, 2010
  64. 64. Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context Conole, 2010
  65. 65. Pedagogies of e-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 Conole, 2010
  66. 66. Pedagogies of e-learningE-assessmentDrill & practice 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 Conole, 2010
  67. 67. Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based 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 Conole, 2010
  68. 68. Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networkedExperiential, Learning in context environmentProblem-basedRole play Conole, 2010
  69. 69. Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networkedExperiential, Learning in context environment ReflectiveProblem-based DialogicRole play Personalised Conole, 2010
  70. 70. Mobile learning E-books Study calendars Learning resources Online modules Communication mechanisms
  71. 71. Resource-based learning
  72. 72. Resource-based learning
  73. 73. Resource-based learning s U s-i Tune t Po dcas
  74. 74. Resource-based learning s U s-i Tune t Po dcas
  75. 75. Resource-based learning s U s-i Tune t Po dcas
  76. 76. Open courses http://cck11.mooc.ca/
  77. 77. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
  78. 78. Virtual genetics lab 24http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
  79. 79. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formal andinformal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
  80. 80. Role play 26 Wills, et al., 2010
  81. 81. Learning spaces
  82. 82. Learning spaces Rethinking realand virtual spaces
  83. 83. Learning spaces  Combining the affordances of new technologies with good pedagogy  Taking account of context, location and time  Blurring of real and virtual Rethinking realand virtual spaces
  84. 84. Learning spaces  Combining the affordances SKG: of new technologies with Learning good pedagogySpaces project, Australia  Taking account of context, location and time  Blurring of real and virtual Rethinking real and virtual spaces Keppell et al., 2011
  85. 85. Learners of tomorrow 28 Technology immersed Learning approaches: task- orientated, experiential, just in time, cumulative, social Personalised digital learning environment Mixof institutional systems and Cloud-based tools and services Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
  86. 86. The future of learning 29
  87. 87. The future of learning 29 Just in time
  88. 88. The future of learning 29 Just in time Distributed
  89. 89. The future of learning 29 Just in time DistributedPersonalised
  90. 90. The future of learning 29 Just in time DistributedPersonalised Blurred
  91. 91. The future of learning 29 Just in time Distributed CollectivePersonalised Blurred
  92. 92. The future of learning 29 Just in time Distributed CollectivePersonalised Creative Blurred
  93. 93. The future of learning 29 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
  94. 94. The future of learning 29 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
  95. 95. 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 and support learning We need new business and accreditation processes Open,participatory and social media can provide mechanisms for us to share and discuss teaching 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
  96. 96. URLs• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/• http://www.youtube.com/watch?v=nvIQP-EBPqc• http://vimeo.com/3365942• http://blogs.hbr.org/video/2010/05/andrew-klavan-on- how-21st-cent.html• Questionmark http://www.flickr.com/photos/crystaljingsr/ 3914729343/

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