1. Towards technology renaissance:
New technology-enabled Student
Tasks
Student
Resources
Tutor
Tasks
approaches for learning and teaching Each student selects three
countries
Check resource ok
Gráinne Conole,
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
The Open University UK
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
Leeds University
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
6th Annual Learning and Teaching Conference DONE: What if they Wiki Written / audio etc.
need more help?
9th January 2009 DONE: Could
nominated person
have greater role?
Rest of group
Check summary and
post comment
Forum
What else could
tutor be doing?
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group
10. Increased complexity
of mediation
Oral Symbols Communication Network Cyberstructure
Pea
11. Learner experience research
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
12. Learner experience research
Learner Experience Research
Social Network
http://elesig.ning.com/
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
13. Learner experience research
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
14. Learner experience research
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
15. Learner experience research
Learning
processes
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
16. Learner experience research
Learning
processes
Task orientated
Experiential
Cumulative
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
17. Learner experience research
Learning
processes
Task orientated
Experiential
Cumulative
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
18. Learner experience research
Learning Attitudes &
processes approaches
Task orientated
Experiential
Cumulative
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
19. Learner experience research
Learning Attitudes &
processes approaches
Task orientated Engaging & relevant
Experiential Multi-faceted
Cumulative Social aspects
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
21. Learning 2.0 research
Co-evolution of
tools and practice
Shift from Information
to Communication
Synergies between Web 2.0 and
modern educational thinking
Conole (2008), Stepping over the edge... in Lee and McLoughlin
23. Learning 2.0 research
Function Pre-2005 Web 2.0+
Text & data manipulation Word, spreadsheets Google docs
Presentation Powerpoint Slideshare, YouTube
Search engines
Info seeking & handling Search engines, portlas
+wikipeadia, RS feeds
Communication Email, forums, chat Blogs, Twitter, Skype
Visualisation Mindmapping tools Compendium, Cohere
Bibliographic tools, e- Social bookmarking, blogs,
Store & manage
journals, repositories wikis
Conole (2008), Stepping over the edge... in Lee and McLoughlin
24. Learning 2.0 research
Function Pre-2005 Web 2.0+
Text & data manipulation Word, spreadsheets Google docs
Presentation Powerpoint Slideshare, YouTube
Search engines
Info seeking & handling Search engines, portlas
+wikipeadia, RS feeds
Communication Email, forums, chat Blogs, Twitter, Skype
Visualisation Mindmapping tools Compendium, Cohere
Bibliographic tools, e- Social bookmarking, blogs,
Store & manage
journals, repositories wikis
Conole (2008), Stepping over the edge... in Lee and McLoughlin
31. OER research
Understanding of the process of
McAndrew et al. creating & repurposing OERs
32. OER research
Barriers &
enablers
User behaviour
Sense-
making
tools under
used
Use but
little
repurposing
Understanding of the process of
McAndrew et al. creating & repurposing OERs
33. Issues
• Transformation not as great as hoped
• Echoes of past failures... Electronic page
turning, unused repositories of good practice
• Danger of technological determinism
• Sustainability beyond funding
• Changing practice is complex
• New metaphors and meaning making needed
34. A technology renaissance?
• Can we develop new technology-enabled approaches
to support ‘core’ learning and teaching activities?
• finding (resources, info, tools, expertise)
• creating & adapting (resources)
• designing/aggregating (learning activities or pathways)
• communicating (peer-peer, learner-teacher etc)
• reflecting (assessment, professional development)
36. Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
37. Bridge between Capture &
pedagogy & represent designs
technology
Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
38. Bridge between Capture &
pedagogy & represent designs
technology
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
39. Bridge between Capture &
pedagogy & represent designs
technology
Empirical
evidence
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
40. Bridge between Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
41. Bridge between Resources and events Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Workshops Schema
Scaffold the Cloudfests Summits Promote
design process Design challenges sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
42. Schema
Rethinking design through
events and schema to
meet a range of needs
Events
64. Guiding and visualising designs
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
The CompendiumLD tool
65. Guiding and visualising designs
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
The CompendiumLD tool
66. Guiding and visualising designs
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
67. Guiding and visualising designs
Student
Tasks Student
Resources
Activity
Each student selects three
countries List of countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
68. Guiding and visualising designs
Student
Tasks Student
Resources
Activity
Each student selects three
countries List of countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
69. Guiding and visualising designs
Student
Tasks Student
Resources
Activity
Each student selects three
countries List of countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
70. Guiding and visualising designs
Student
Tasks Student
Resources
Activity
Each student selects three
countries List of countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource DONE: What if they
need more help? Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
78. Cloudworks
Many repositories of good practice,
but how do you develop the community???
79. RSS feeds
Cloudworks Playlists
Follow and
be followed
Friends
APIs
Many repositories of good practice,
but how do you develop the community???
Share
Embed
Comment
Aggregate
80. Vision & principles
• Enable people to find, share & • Low barrier to entry
discuss learning & teaching ideas
• People-orientated
• Connect people with similar
• Open site, open content
interests
• Target particular communities
• Showcase work
• The site acting as a conduit
• Provide a place for different
communities
• Encourage sharing
81.
82. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
83. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
Design framework for sociality
Enabling practice
Mimicking reality
Building identity
Actualising self
Bouman et al.
89. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
90. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
91. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
92. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
OULDI
site
93. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
94. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD
95. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
96. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
Clouds Workshop on
New clouds Secondlife
added
by delegates Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
97. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
Clouds Workshop on New clouds
New clouds Secondlife
added
by delegates Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
98. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
Clouds Workshop on New clouds
New clouds Secondlife
added
by delegates Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
Web Peer Assessment webparesearch.blogspot.com/
Information literacy webparesearch.blogspot.com/
99.
100. Who and what I am
following, who’s
following me
101. Who and what I am
following, who’s
following me
102. Who and what I am
following, who’s
following me
My cloudstream
dynamically
updates
109. It’s not a repository
it’s a conversation
Success stories
Visual designs
Concrete vs. abstract Quality control
Transferable designs
Barriers to contribution
Changing practice
Ownership
Comments make it
come alive
Openness
111. Thinking &
reflection
A pedagogy schema
Dyke, Conole et al., (2007)
112. Thinking &
reflection
A pedagogy schema
Communication
& interaction
Dyke, Conole et al., (2007)
113. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)
114. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)
115. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Evidence &
Dyke, Conole et al., (2007) demonstration
116. Thinking &
reflection
A pedagogy schema
... to provide guidance on
mapping pedagogy principles
to aspects of learning
Communication Experience
& interaction & activity
Evidence &
Dyke, Conole et al., (2007) demonstration
117. Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
118. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
119. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
120. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
121. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
122. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
experience and activities
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
123. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
experience and activities
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
124. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
125. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
126. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
127. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
128. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
129. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
130. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
131. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
132. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
experience and activities learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
133. Challenges
Representation: forms and purpose
Visualisation: what and why
Schema: format and use
Support: real and virtual
Guidance: type and form
Evidence: what and value
Development: research vs. practice
Practice: current and changing
Sharing: how and why
134.
135. OL-NET
A vision for a participatory
network of producers, users and
researchers of OERs...
141. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Select Use
Evaluate
142. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Cloudworks Evaluate
143. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Cloudworks Evaluate
144. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Cloudworks Evaluate
145. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Cloudworks Evaluate
Analysis tools Student survey
156. Key questions
• Students and teachers - personalised environment of
tools vs. institutional tools?
• Implications of immersive 3D-worlds such as
SecondLife?
• Students increasingly digital – demands on
institutions?
• Digital divide smaller, but deeper for those who
can’t or won’t use technologies?
• What is the evidence that the students can use these
technologies for academic purposes?
• Many argue that to ‘get’ web 2.0 you need to do it -
is there a widening chasm within our institutional of
those who ‘get’ it and those who don’t?
157. Further info
• OU Learning design initiative - http://ouldi.open.ac.uk
• Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
(2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov
– 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf
• CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J.
(2008), Visualising learning design to foster and support good practice and creativity,
Educational Media International,Volume 54, Issue 3, 177-194 .
• Design schema: Conole, G. (2008), New schema for mapping pedagogies and
technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/
• Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of
new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning:
applying social informatics for tertiary teaching, Hersey, PA: ICI Global
• OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research
Report 2006-2008, Open University: Milton Keynes
