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Conole keynote greenwich_draft


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Conole keynote greenwich_draft

  1. 1. Predicting the future – fact or fantasy? Gráinne Conole, The Open University, UK Future learninglandsacapes conference Greenwich, 7th July
  2. 2. Outline  Review of the technology landscape  Current landmarks  Future trajectories  Focus on learning  Pedagogies of e-learning  Case study examples  The gap between promise and reality  Issues  Possible solutions
  3. 3. Changing context of education Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches to the design and support of learning Changing learners Grown up „digital‟, technologically immersed Task-orientated, group-based, „just in time‟ Comfortable with multiple representations
  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. Predicting the future  Can‟t compare with the past and extrapolate  Can‟t keep up - rapid growth of knowledge  Our knowledge grows in steps, it‟s not linear  We‟re in for more surprises than we think  Technology use/acceptance can‟t be predicted  Acceptance linked to external circumstances  A jump in quantity brings new qualities  Developments will continue rapidly Hermann Maurer, Edmedia Keynote 2010
  6. 6. … but then again…
  7. 7. So what is learning? Thought by itself, however, moves nothing; what moves us is thought Human learning is the combination of aiming at some goal and concerned processes whereby whole persons with action (Aristotle) 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) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated‟ (Laurillard, 1993)
  8. 8. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 E-training Inquiry learning Drill & practice Resource-based 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 Experiential, Learning in context environment Reflective & problem-based, dialogic learning, role play Personalised learning
  9. 9. Harnessing the technologies E-training, drill and Interactive materials, practice e-assessment Google, media sharing Inquirylearning, resourc repositories, user- e-based learning generated content Location aware devices, Experiential, problem- Virtual worlds, online based, role play games Reflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks
  10. 10. 10  interactivity  levels of help  little didactic material  use of visual material  wide range of materials  well evaluated Two Peters and a Paul … et al.
  11. 11. E-training, drill and practice McNaught, 2010, Edmedia Keynote
  12. 12. Going mobile
  13. 13. Inquiry-based learning
  14. 14. Resource-based learning
  15. 15. Situated learning – virtual exhibitions Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference
  16. 16. Role-based learning Pheny and Shun, 2009, Ascilite conference Wills et al., 2010
  17. 17. Reflective and dialogic learning Uses Blog writing to understand course content Cohort blog to aggregate resources Communication with wider audience Blogs and Eportfolios for personal reflection E-portfolios for aggregation and evidence Twitter – just-in-time learning Joyes, 2009, Ascilite conference
  18. 18. Connectivism Personalised learning and Connective knowledge Critical literacies online
  19. 19. 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
  20. 20. 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)
  21. 21. 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 ideas Too much! Brainstorming Use with other tools Social presence A passing fad?
  22. 22. 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….” “Open” approaches Design: Learning Design Delivery: OER, free courses Virtual worlds & Research: iSpot, Olnet Evaluation: Cloudworks, X-Delia Social networking online games World of warcraft
  23. 23. Approaches to addressing the problem  8LEM hybrid model  The OU Learning Design Initiative  Representation  Dialogue  Pedagogical patterns  Pedagogical planner tools
  24. 24. 8LEM hybrid model
  25. 25. The OU Learning Design Initiative 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
  26. 26. The learning design concept wheel Cloudworks Theory Dialogue Representation ‟Design Challenge‟ Resources Excel template CompendiumLD Course views
  27. 27. 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
  28. 28. Course views: conceptual and data-driven Learning Outcomes Pedagogy Profile Course Map Course Dimensions Task Swimlane Course Performance Cost effectiveness
  29. 29. 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)
  30. 30. 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
  31. 31. Course dimensions Guidance & Content & Support Activities Reflection & Communication demonstration & Collaboration
  32. 32. Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs‟ work (1999) on constructive alignment Maps course and highlights any gaps
  33. 33. 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
  34. 34. Visualisation tools Mind mapping tools Pen, paper and stickers Excel templates
  35. 35. Tutor costs
  36. 36. Working between the views Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
  37. 37. 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
  38. 38. + Workshop, 28th May 2010 Benefits Need  Facilitates new conversations  Buy-in from all stakeholders  Clear communication and  Important to have good and bad demonstration of benefit examples  Don‟t underestimate the  Shared language between difficulty of changing teachers, learners, support practices staff, developers, etc. Next steps  Need to build into institutional systems and processes  Build repository of views across faculties  Use: for brainstorming, new  Faculty roadshows to raise ideas, planning, comparing awareness courses, reviewing and  Co-negotiation with Association reflecting Deans  Evaluation and impact  Shift thinking from content-  Cloudworks as a pedagogical focus to activity wrapper
  39. 39. Dialogue Design challenge Create a course in a day! Cloudworks Space to share and discuss
  40. 40. 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‟
  41. 41. 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 Cloudscapes, Conferences & or people Clouds & people workshops
  42. 42. Title Author Core Tags Location Discussions Improvements
  43. 43. Pedagogical patterns Derived from Solution Alexander‟s work in Architecture Problem Context Retalis, 2010 Goodyear & Retalis, 2010 Practical design patterns for teaching & learning with technology Winters, Warburton &Mor, Forthcoming Source: Demitriadis et al, 2010 Conole et al., 2010 Networked Learning Symposium
  44. 44. Pedagogical planners
  45. 45. + The problem with design Pros Cons  Makes design explicit  Design is a complex process!  Foregrounds specific aspects of the design  Understanding the views  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  Check points and reflection practice  The power of sharing and discussing  Still to be empirically validated
  46. 46. Final thoughts We don‟t know the future, but we can say this…  There will be an ongoing co-evolution of tools and use  New digital literacies are needed for both teachers and learners  There is a narrower but deeper digital divide  Pathways for navigating an increasingly complex digital landscape  We need new language and metaphors to make sense of this  Changing roles: of learners, teachers, institutions  We need a better link between theory and practice  We need to develop a better theoretical basis for the field
  47. 47. 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
  48. 48. Sources    