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Conole keynote greenwich_2010_07_07


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Published in: Education, Technology

Conole keynote greenwich_2010_07_07

  1. 1. Predicting the future – fact or fantasy?<br /><br />Gráinne Conole,<br />The Open University, UK<br />Future learninglandscapes conference, Greenwich, 7th July 2010<br />
  2. 2. Techno-sixth sense<br />Mind control <br />What might a technology-driven world look like in 5, 10 or 100 years?<br />Ultimate robot<br />Advanced futures<br />
  3. 3. Orientation<br />Conference themes<br />Focus<br />Review of the technology landscape <br />Current landmarks <br />Future trajectories<br />Focus on learning<br />Pedagogies of e-learning<br />Case study examples<br />The gap between promise and reality<br />Five approaches to bridging the gap<br />What transformational practices, technologies and environments for learning are there?<br />Individuality vs. connectivity?<br />Tension between openness & privacy?<br />What skills will learners (& teachers) need?<br />Co-creation of knowledge: reality or dream?<br />
  4. 4. Changing context of education<br />Changing technologies<br />Abundance of free online content and tools<br />Ubiquitous, networked access<br />Increase in mobile and smart devices<br />Need new approaches to understanding, designing and supporting learning<br />Changing learners<br />Grown up ‘digital’ <br />Technologically immersed<br />Task-orientated, group-based, ‘just in time’<br />Comfortable with multiple representations<br />
  5. 5. A typology of new technologies<br />(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education<br /><br />
  6. 6. Predicting the future<br />Can’t compare with the past and extrapolate<br />Can’t keep up - rapid growth of knowledge<br />Our knowledge grows in steps, it’s not linear<br />We’re in for more surprises than we think<br />Technology use/acceptance can’t be predicted<br />Acceptance linked to external circumstances<br />A jump in quantity brings new qualities<br />Developments will continue rapidly<br />Hermann Maurer, Edmedia Keynote 2010 <br />
  7. 7. … but then again…<br />
  8. 8. So what is learning?<br />Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) <br />Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) <br />Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated (Laurillard, 1993) <br />
  9. 9. Pedagogies of e-learning<br />Mayes & De Freitas, 2004<br />Dyke et. al, 2007<br />A<br />E-training<br />Drill & practice<br />Inquiry learning<br />Resource-based<br />Associative<br />Focus on individual<br />Learning through association and reinforcement<br />Constructivist<br />Building on prior knowledge<br />Task-orientated<br />Situative<br />Learning through social interaction<br />Learning in context<br />Connectivist<br />Learning in a networked environment<br />Experiential, Problem-based Role play<br />Reflective & dialogic learning, <br />Personalised learning<br />
  10. 10. Some case study examples<br />Interactive materials, <br />E-assessment<br />E-training, <br />drill and practice<br /> Virtual worlds, <br />Location aware devices, Online games <br />Inquiry learning, resource-based learning<br />Google, Media sharing repositories, User-generated content<br />Experiential, problem-based, role play<br />Blogs, RSS feeds, <br />E-portfolios, Wikis,<br />Social networks<br />Reflective and dialogic learning, Personalised learning<br />
  11. 11. E-training, drill and practice<br />McNaught, 2010, Edmedia Keynote<br />
  12. 12. Going mobile<br /><br />
  13. 13. Inquiry-based learning<br />My community<br />The Personal Inquiry project<br />Inquiry-based learning across formal and informal settings<br />Sharples, Scanlon et al.<br /><br />
  14. 14. Resource-based learning<br />GLO Maker<br />Learning Objects<br />Podcasts - iTunes U<br />Open Educational <br />Resources<br />
  15. 15. Situated learning – virtual exhibitions<br />What can avatars do? Virtual realities in collaborative learning<br />Li et al., 2010, Edmedia conference<br />Aims to develop proficient technical writing and design skills<br />Cohort of 82 students created a movie poster of the film, Avatar<br />Virtual exhibition in SecondLife<br />Other examples:<br />Archeological digs<br />Medical wards<br />Art exhibitions<br />Cyber-law<br />Virtual language exchange<br />Beyond formal schooling<br />
  16. 16. Role-based learning<br />Wills et al., 2010<br />Pheny and Shun, 2009, Ascilite conference<br />
  17. 17. Reflective and dialogic learning<br />Uses<br />Blogs and E-portfolios for personal reflection <br />Wikis/social bookmarking for aggregation<br />Wikis for project-based work<br />Cohort blogs for shared understanding<br />Web 2.0 tool to connect beyond the course<br />E-portfolios for aggregation and evidence<br />Twitter for just-in-time learning <br />Joyes, 2009, Ascilite conference<br />
  18. 18. Connectivism and Connective knowledge <br />Personalised learning<br />Critical literacies online<br />
  19. 19. Communication+<br />A redefining of what ICT means<br />Audio & video conferencing<br />Media sharing<br />Forums<br />Google <br />wave<br />Email<br />Wikis<br />Blogs<br />Instant messaging<br />Twitter<br />Interactivity<br />Virtual worlds, <br />online games & <br />immersive environments <br />Web pages<br />Social networking<br />Mash ups<br />
  20. 20. Co-evolution of tools and practice<br />Characteristics of users<br />Affordances of technologies<br />Affordances (Gibson)<br />‘All"action possibilities" latent in an environmentt…<br />but always in relation to the actor and therefore dependent on their capabilities.’<br />For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.<br />Preferences<br />Reflection<br />Interests<br />Dialogue<br />Evolving<br />practices<br />Aggregation<br />Skills<br />Context<br />Interactivity<br />Basic communications <br />& gestures<br />Symbolic representations <br />(words, numbers)<br />1st wave technologies (phone, radio, fax, <br />TV, CD/DVDs)<br />2nd wave technologies networks, mobiles, the Internet)<br />
  21. 21. A Tweet is simply 140 characters…<br />Examples of use<br />Posting queries<br />Commenting<br />Backchannel<br />Crowdsourcing<br />Gathering opinions<br />Sharing ideas<br />Brainstorming<br />Social presence<br />Issues<br />Your ‘a-ha’ moment<br />The right network<br />Your digital voice<br />Inappropriateness <br />Personal/private<br />Too much!<br />Use with other tools<br />A passing fad?<br />
  22. 22.
  23. 23. The reality gap<br />Paradoxes<br />Technologies not fully exploited<br />Little evidence of use of OER<br />Predominance of ‘old practices’<br />Media sharing<br />Blogs & wikis<br />Reasons<br />Technical, pedagogical, organisational…<br />“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”<br />Solutions?<br />Models and frameworks<br />Learning design<br />Pedagogical patterns<br />Open Educational Resources<br />Pedagogical planners<br />Virtual worlds &<br />online games<br />Social networking<br />World of warcraft<br />
  24. 24. Approaches to addressing the problem<br />Pedagogical patterns<br />Models and frameworks<br />Open Educational Resources<br />Learning design<br />Pedagogical planners<br />
  25. 25. 1. Models and frameworks<br /><ul><li>Merrill’s instructional principles
  26. 26. Model of direction instruction
  27. 27. Kolb’s learning cycle
  28. 28. Conversational framework
  29. 29. Community of inquiry framework
  30. 30. Constructivist model
  31. 31. N-Quire model
  32. 32. Activity theory
  33. 33. Community of practice
  34. 34. 5-stage e-moderating model
  35. 35. Connectivism
  36. 36. Preece’s framework for online community
  37. 37. Gibb and Boud assessment models
  38. 38. REAP assessment framework
  39. 39. OU Supported Open Learning model
  40. 40. OU Course Business Models
  41. 41. 3D pedagogy framework
  42. 42. Bigg’s constructive alignment
  43. 43. 8LEM hybrid learning model
  44. 44. Gee’s affinity model</li></ul>Review of e-learning models and frameworks, HEFCE E-learning task force, March 2010<br /><br />
  45. 45. 8LEM hybrid model<br />
  46. 46. 2. Learning Design/Designing for learning<br />Shift from belief-based, implicit approaches to design-based, explicit approaches<br />A design-based approach to creation and support of courses<br />Encourages reflective, scholarly practices<br />Promotes sharing and discussion<br />Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin <br />
  47. 47. The learning design concept wheel<br />Tools<br />Activities<br />Cloudworks<br />Resources<br />Resources<br />’Design<br />Challenge’<br />Theory<br />Dialogue<br />Representation<br />Activities<br />Tools<br />Tools<br />Activities<br />Resources<br />
  48. 48. New forms of dialogue & collaboration<br />
  49. 49. Dialogue and collaboration<br />Design challenge<br />Create a course in a day!<br />Cloudworks<br />Space to share and discuss<br />
  50. 50. Cloudworks<br />A space for sharing and discussing learning and teaching ideas and designs<br />Application of the best of web 2.0 practice to a teaching context<br />To bridge the gap between technologies and use<br />Teachers say they want examples/want to share/discuss<br />Helps develop skills needed for engaging with new technologies’<br />
  51. 51. Quick language guide<br />Cloud:<br />Anything to do with learning and teaching<br />Cloudscape:<br />A collection of clouds<br />Activity stream:<br />Latest activities on a Cloudscape or people<br />Favourites:<br />Vote for things your like<br />RSS feeds:<br />For Cloudscapes, Clouds & people<br />Follow:<br />Cloudscapes, Clouds or people<br />Attend: Conferences & workshops<br />
  52. 52. Title<br />Author<br />Core<br />Tags<br />Location<br />Discussions<br />Improvements<br />
  53. 53. Conferences and workshops<br />
  54. 54. Flash debates<br />Virtual desk research<br />Virtual reading circles<br />Evolving patterns of user behaviour<br />Expert elicitation<br />
  55. 55. Cloudworks leaflet<br />Cloudworks the movie!<br /><br />Using Cloudworks Cloudscape<br /><br />Help<br />
  56. 56. Take a digital walking tour<br />Using cloudworks Cloudscapes<br />The Cloudworks Cloudquest<br />Browse Clouds and Cloudscapes<br />Free search<br />Explore user profiles<br />Look at current events<br />Contribute to the Flash debates<br />Push the boat out – create a Cloud <br />
  57. 57. Solution<br />Problem<br />Context<br />3. Pedagogical patterns<br />Derived from Alexander’s work in Architecture<br />Retalis, 2010<br />Goodyear & Retalis, 2010<br />Practical design patterns for teaching & learning with technology<br />Winters, Warburton & Mor, Forthcoming<br />Source:<br />Demitriadis et al, 2010<br />
  58. 58. 4. Open Educational Resource movement<br />Open Learning Initiative <br />
  59. 59. Pedagogically diverse<br />… but usually focused on the individual<br />Conole, McAndrew & Dimitriadis, forthcoming<br />
  60. 60. From resources to practices<br />
  61. 61. Abstracting dimensions of Practice<br />Open Educational Practices (OEP)<br />Practices around the creation, use and management of Open Educational Resources<br />Approach<br />60+ case studies of OER collected<br />Dimensions of OEP derived<br />Online consultation process<br /><br />
  62. 62. Open Educational Practice Dimensions<br />Strategies and policies<br />Quality Assurance models<br />Partnership models<br />Business models/sustainability strategies<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />Innovations<br />Strategies and policies<br />Quality Assurance models<br />Partnership models<br />Business models/sustainability strategies<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />Innovations<br />Strategies and polices<br />Barriers and success factors<br />Tools and tool practices<br />Skills development and support<br />
  63. 63. Maturity model<br />44<br />1AX<br />1BX<br />1AX<br />1BX<br />1BX<br />1BX<br />1AY<br />1BX<br />Levels<br />1BY<br />1BX<br />1BY<br />3AX<br />Macro-level: Societal<br />Meso-level: Organisation<br />Micro-level: Individual<br />2AX<br />1BY<br />3BX<br />2BX<br />3CX<br />2AX<br />2BX<br />3DX<br />2BX<br />2BX<br />2AY<br />2BX<br />2BY<br />2BX<br />2BY<br />2AX<br />3AX<br />2BY<br />2BX<br />3BX<br />2CX<br />3AX<br />3BX<br />2DX<br />3BX<br />3BX<br />3AY<br />3BX<br />3BY<br />3BX<br />3BY<br />1AX<br />3BY<br />1BX<br />Strategies & policies<br />Barriers & successfactors<br />Tools & toolpractices<br />SkillsDev &Support<br />1CX<br />1DX<br />Level of maturity<br />Dimensions<br />OER embedded in strategy<br />Institutional OER repository<br />Adapted from diagram by T. Koskinen<br />
  64. 64. 5. Pedagogical planners<br />Laurillard et al. <br />
  65. 65. Final thoughts<br />There will be an ongoing co-evolution of tools and use<br />New digital literacies are needed for both teachers and learners<br />There is a narrower but deeper digital divide<br />We need to devise pathways for navigating an increasingly complex digital landscape<br />We need new language and metaphors to make sense of this<br />Roles and structures are changing: learners, teachers, institutions<br />We need a better link between theory and practice<br />We need to develop a better theoretical basis for the field<br />We don’t know the future, but we can say this…<br />
  66. 66. Sources<br />Mash ups<br />Molecule<br />Periodic table<br />Music sheet<br />One world<br />World of warcraft<br />Questionmark<br /><br />Yin-Yang image<br />Imperial collage second life island<br />Personal Inquiry project<br />E-Portfolios <br /> <br />
  67. 67. Sources <br /><br /><br /><br /><br />OpenLearningInitiative<br /><br />Molecule<br />Periodic table<br />Music sheet<br />One world<br />World of warcraft<br />Questionmark<br />Crystal ball<br />
  68. 68. Sources<br />iPhone<br />eBook readers<br />