Conole keynote edmedia


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Conole keynote edmedia

  1. 1. Learning in an open world Gráinne Conole, The Open University, UK Edmedia Conference Toronto, 1st July 2010
  2. 2. My background: Science & Arts: PhD Chemistry Professor of e-learning • Learners’ and teachers’ experiences of using technologies • New approaches to design • Open Educational Resources • Learning theories • E-learning strategy and policy The Open University, UK Over 220, 000 students Distance education institution
  3. 3. Redefining openness… Design Delivery Courses design Use of free tools & shared openly & resources Open practices Research Evaluation Sharing of Critical research data reflection
  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. Redefining ICT… Communication Virtual worlds, online games & Audio & immersive environments videoconferenci Social networking ng Google Forums wave Wikis Instant messaging Blogs Email Twitter Web pages Media sharing Mash ups Interactivity
  6. 6. A Tweet is simply 140 characters… Examples of use Issues Posting queries Your ‘a-ha’ moment Commenting The right network Backchannel Your digital voice Crowdsourcing Inappropriateness Gathering opinions Personal/private Sharing Too much! events/ideas Use with other tools Brainstorming A passing fad? Social presence
  7. 7. I haven’t got enough time in my first life! Examples of use Issues Archeological dig Technical barriers Cyber-law Cultural Virtual exhibitions Time Language schools Aimless/empty Medical wards Replicating real-life Gifted kids Identity workshops Misuse De-schooling spaces Commercial use Virtual conferences
  8. 8. Mapping to pedagogy Use of RSS feeds and Personalised learning mash ups Situated, experiential, pr Location aware devices, oblem-based Virtual worlds, online learning, role play games Google, media sharing Inquiry or resource- repositories, user- based learning generated content Blogs and e- Reflective and dialogic portfolios, wikis, social learning networks
  9. 9. 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….” Approaches Open Design: Learning Design, Open Delivery: OER, free courses Virtual worlds & Open Research:iSpot, Olnet Open Evaluation: Cloudworks, X-Delia Social networking online games World of warcraft
  10. 10. A vision of openness… Design Delivery Courses design Use of free tools & shared openly & resources Open Research Evaluation Sharing of Critical research data reflection
  11. 11. Co-evolution of tools and practice Representation Preferences Affordances (Gibson) All "action possibilities" latent in an environmentt… Communication but always in relation to the Interests Evolving actor and therefore practices dependent on their Connection capabilities. Skills For instance, a tall tree offers the affordances of Interactivity food for a Giraffe but not aContext sheep. Affordances of Characteristics technologies of users
  12. 12. Open Design Open Research Open Delivery X-Delia Open Evaluation
  13. 13. Design in education Teacher interviews Five aspects: design process, ideas, support, sharing, evaluation Findings Difficult to represent designs Not systematic Predominately content focused Wish list Examples of good practice Others to talk to
  14. 14. Other design practices Music Music notation relatively recent Captures key factors to enable reproduction Works across multiple instruments Chemistry ‘Atoms’ = alphabet, ‘Molecules’ = words Range of representations – 2D & 3D Drawing and modeling tools
  15. 15. 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 15
  16. 16. The OU learning design initiative Cloudworks Mediating artefacts Affordances Foundations Collaboration Representation ’Design Challenge’ Resources Excel template CompendiumLD Course views
  17. 17. Translates into… Awareness sessions Tailored guided ‘LD-lite’ workshops pathways of different Design challenges levels of intensity and Master’s level OER length Free format
  18. 18. 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
  19. 19. Course views: conceptual and data-driven Pedagogy Profile Course Dimensions Course Map Task Swimlane Learning Outcomes Course Performance Cost effectiveness
  20. 20. KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment Content & Activities guidelines and assignments 3 co-published books, DVDs of 3 Tutor support: 1:20, 21 contact practice settings, core hours Communication questions, thinking points in &Collaboration course books F-t-F tutorials near beginning, Plus own experience and middle and end, Course-wide practice café forum, Tutor-group forums PDFs, e-journal articles & Reflection & with sub-groups for each block websites, activities in learning Demonstration guides, 5 website interactivities 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 learning framework for multi-agency working, rich case guides studies, Whole weeks devoted to assignments Read-Relate to practice – Reflect - Write Consolidation week (week 22)
  21. 21. 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
  22. 22. Course dimensions Guidance & Content & Support Activities Reflection & Communication demonstration &Collaboration
  23. 23. Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
  24. 24. 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
  25. 25. Visualisation tools Mind mapping tools Pen, paper and stickers Excel templates
  26. 26. Tutor costs
  27. 27. Working between the views Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
  28. 28. 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
  29. 29. + Workshop, 28th May 2010 Benifits Need  Enables conversations not  Buy-in from all stakeholders currently happening  Clear communication and demonstration of benefit  Important to have good and bad examples  Don’t underestimate the difficulty of changing  Shared language between practices teachers, learners, support staff, developers, etc. Next steps  Need to build into institutional  Build repository of views systems and processes across faculties  Use: for brainstorming, new  Faculty roadshows to raise awareness ideas, planning, comparing courses, reviewing and reflecting  Co-negotiation with Association Deans  Shift thinking from content-focus  Evaluation and impact to activity  Cloudworks as a pedagogical wrapper
  30. 30. + Weighing it all up Pros Cons  Makes design explicit  Design is a complex process!  Foregrounds specific aspects of the  Understanding the views design  Recognising their limitations  Acts as a scaffold/guide to the design process  The dangers of a formulaic approach  Can act as a shared dialogic  Time to master/appropriate mediating artefact  Still to be empirically validated  Comparative analysis  Check points and reflection
  31. 31. Cloudworks  A space for sharing and discussing learning and teaching ideas and designs  Application of the best of web 2.0 practice to a teaching context  To bridge the gap between technologies and use  Teachers say they want examples/want to share/discuss  Helps develop skills needed for engaging with new technologies’
  32. 32. Quick language guide Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: RSS feeds: Attend: Cloudscapes, Clouds For Conferences & or people Cloudscapes, Clouds & workshops people
  33. 33. Title Author Core Tags Located in Discussions Improvements
  34. 34. Embedde d content
  35. 35. Embedde d videos
  36. 36. Open Educational Practices
  37. 37. Vision and approach Open Educational Practices (OEP) Practices around the creation, use and management of Open Educational Resources Approach 60 case studies of OER collected Dimensions of OEP derived Online consultation process
  38. 38. Initial Dimensions Strategies and policies Quality Assurance models Partnership models Tools and tool practices Innovations: Skills development and support Business models/sustainability strategies Barriers and success factors
  39. 39. OEP Dimensions 41 Levels Macro-level: Societal Meso-level: Organisation Micro-level: Indivudal OER embedded in strategy Institutional OER repository Adapted from diagram by T. Koskinen
  40. 40. Acknowledgements  Mash ups