Pandora’s box: the implications of social andparticipation media                          Gráinne Conole,                 ...
New$technologies$      E/Pedagogies$        Learner$experience$             Teacher$prac8ce$                 New$approaches$
Today’s educational context•   Rapidly changing    technological    environment•   New digital literacy skills    needed f...
Horizon reports•   Mobile and e-books•   Gesture and    augmented•   Learning analytics                         http://wp....
Ed tech trends•   Mobile learning•   Personalised learning•   Cloud computing•   Ubiquitous learning•   BYOD•   Digital co...
Social & participatory media                                                                                              ...
Social media revolutionThe machine is us/ing us
Peercritiquing              Social media revolution             The machine is us/ing us
Peercritiquing  Usergenerated content              Social media revolution             The machine is us/ing us
Peercritiquing  Usergenerated contentNetworked              Social media revolution             The machine is us/ing us
Peer                                 Opencritiquing  Usergenerated contentNetworked              Social media revolution  ...
Peer                                  Opencritiquing  User                                         Collectivegenerated    ...
Peer                                   Opencritiquing  User                                         Collectivegenerated   ...
http://rossdawsonblog.com/weblog/archives/2011/11/our-shrinking-degrees-of-separation-heading-down-from-6-to-3.html
E-Pedagogies   9     A
E-Pedagogies          9AssociativeFocus on individualLearning throughassociation andreinforcement                      A
E-Pedagogies                              9Associative               ConstructivistFocus on individual       Building on p...
E-Pedagogies                              9Associative               ConstructivistFocus on individual       Building on p...
E-Pedagogies                              9Associative               ConstructivistFocus on individual       Building on p...
E-Pedagogies                              9E-trainingDrill & practiceMobile learning                   Associative        ...
E-Pedagogies                                             9E-training                                                      ...
E-Pedagogies                                             9E-training                                                      ...
E-Pedagogies                                             9E-training                                                      ...
Learning spaces                       10•   Metaphors    •   Camp fire    •   Watering hole    •   Cave    •   Mountain top...
New digital literacies      Participatory culture shifts    the focus of literacy from one      of individual expression t...
New digital literacies             Play                                Collective intelligencePerformance                 ...
New digital literacies                              Creativity             Play                                Collective ...
Learner experience                                        12•   Technology immersed•   Learning approaches: task-    orien...
EDUCAUSE study     13   Students    drawn to new    technologies    but rely on    more    traditional    ones   Conside...
Teacher practices: paradoxes                     14•   Technologies not    extensively used    (Molenda)•   Lack of uptake...
Teacher practices: paradoxes                         14•   Technologies not    extensively used    (Molenda)•   Lack of up...
x    Open practices      15        Pandora’s box
x           Open practices         15    Open design                  Pandora’s box
x           Open practices                     15    Open design                   Open delivery                  Pandora’...
x            Open practices                      15    Open design                     Open delivery                    Pa...
x            Open practices                      15    Open design                     Open delivery                    Pa...
Open design Shift from belief-based, implicit  approaches to design-based,        explicit approaches           Learning D...
Course views   17
Course views    17   Course map
Course views                        17                Learning outcomes   Course map
Course views                        17                                  Learning outcomes                     Course mapPe...
Course views                               17                                  Learning outcomes                     Cours...
Course views                               17                                  Learning outcomes                     Cours...
But does it work? Evaluation data18
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
Open resources
Open resources
Open resources
Open resources
Open courses: MOOCMassiveOpenOnlineCourse  http://www.youtube.com/watch?v=eW3gMGqcZQc                                     ...
Open accreditation
Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
Open accreditationPeer to Peer University              OER Universityhttp://www.p2pu.org/en/   http://wikieducator.org/OER...
Open dialogue: Cloudworks                22               http://cloudworks.ac.uk
Open dialogue: Cloudworks                                   22•   A space for sharing and    discussing learning and    te...
Community indicatorsParticipation                CohesionSustained over time          Support & toleranceCommitment from c...
Open scholarship   24
Open scholarship   24DiscoveryIntegrationApplicationTeaching              Boyer
Open scholarship                                24DiscoveryIntegrationApplicationTeachingOpen                 BoyerDigital...
Open research
Open research
Open research
Open research
The future of learning   26
The future of learning         26                Just in time
The future of learning         26                Just in time Distributed
The future of learning         26                 Just in time  DistributedPersonalised
The future of learning                 26                         Just in time  DistributedPersonalised               Blur...
The future of learning                              26                         Just in time  Distributed                  ...
The future of learning                               26                         Just in time  Distributed                 ...
The future of learning                                  26                         Just in time  Distributed              ...
The future of learning                                  26                         Just in time  Distributed              ...
Final thoughts Open,participatory and social media enable new forms of communication and collaboration Communities   in ...
28Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer                               grai...
Upcoming SlideShare
Loading in …5
×

Conole svea

2,558 views

Published on

Published in: Business, Technology
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,558
On SlideShare
0
From Embeds
0
Number of Embeds
452
Actions
Shares
0
Downloads
24
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Conole svea

    1. 1. Pandora’s box: the implications of social andparticipation media Gráinne Conole, University of Leicester SVEA conference, Brussels 23rd November 2011
    2. 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$
    3. 3. 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
    4. 4. Horizon reports• Mobile and e-books• Gesture and augmented• Learning analytics http://wp.nmc.org/horizon2011/
    5. 5. Ed tech trends• Mobile learning• Personalised learning• Cloud computing• Ubiquitous learning• BYOD• Digital content• The flipped classroom• Debt/drop out http://learn231.wordpress.com/2011/10/25/trend-report-1/
    6. 6. Social & participatory media 6 Media sharing Blogging Mash ups MessagingCollaborative Recommenderediting systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
    7. 7. Social media revolutionThe machine is us/ing us
    8. 8. Peercritiquing Social media revolution The machine is us/ing us
    9. 9. Peercritiquing Usergenerated content Social media revolution The machine is us/ing us
    10. 10. Peercritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    11. 11. Peer Opencritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    12. 12. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Social media revolution The machine is us/ing us
    13. 13. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised Social media revolution The machine is us/ing us
    14. 14. http://rossdawsonblog.com/weblog/archives/2011/11/our-shrinking-degrees-of-separation-heading-down-from-6-to-3.html
    15. 15. E-Pedagogies 9 A
    16. 16. E-Pedagogies 9AssociativeFocus on individualLearning throughassociation andreinforcement A
    17. 17. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement A
    18. 18. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituativeLearning throughsocial interactionLearning in context
    19. 19. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituative ConnectivistLearning through Learning in asocial interaction networkedLearning in context environment
    20. 20. E-Pedagogies 9E-trainingDrill & practiceMobile 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
    21. 21. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile 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
    22. 22. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile 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 environmentExperiential,Problem-based,Role play
    23. 23. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile 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 environmentExperiential, Reflective & dialogicProblem-based, learning,Role play Personalised learning
    24. 24. Learning spaces 10• Metaphors • Camp fire • Watering hole • Cave • Mountain top• Principle of learning space design • Comfort • Aesthetics • Flow • Equity • Blending • Affordances • Repurposing www.skgproject.com
    25. 25. 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
    26. 26. 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
    27. 27. 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
    28. 28. Learner experience 12• Technology immersed• Learning approaches: task- orientated, experiential, just in time, cumulative, social• Personalised digital learning environment• Mix of institutional systems and Cloud-based tools and services• Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
    29. 29. EDUCAUSE study 13 Students drawn to new technologies but rely on more traditional ones Consider technologies offer major educational benefits Mixed views of VLEs
    30. 30. Teacher practices: paradoxes 14• 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, Pandora’s box Ehlers)
    31. 31. Teacher practices: paradoxes 14• 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, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, open research and open
    32. 32. x Open practices 15 Pandora’s box
    33. 33. x Open practices 15 Open design Pandora’s box
    34. 34. x Open practices 15 Open design Open delivery Pandora’s box
    35. 35. x Open practices 15 Open design Open delivery Pandora’s box Open dialogue
    36. 36. x Open practices 15 Open design Open delivery Pandora’s box Open dialogue Open research
    37. 37. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practicesPromotes sharing and discussion
    38. 38. Course views 17
    39. 39. Course views 17 Course map
    40. 40. Course views 17 Learning outcomes Course map
    41. 41. Course views 17 Learning outcomes Course mapPedagogy profile
    42. 42. Course views 17 Learning outcomes Course mapPedagogy profile Course dimensions
    43. 43. Course views 17 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    44. 44. But does it work? Evaluation data18
    45. 45. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings18
    46. 46. 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
    47. 47. 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
    48. 48. Open resources
    49. 49. Open resources
    50. 50. Open resources
    51. 51. Open resources
    52. 52. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
    53. 53. Open accreditation
    54. 54. Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
    55. 55. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
    56. 56. Open dialogue: Cloudworks 22 http://cloudworks.ac.uk
    57. 57. Open dialogue: Cloudworks 22• A space for sharing and discussing learning and teaching ideas and designs• Application of the best of web 2.0 practice for teaching• 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 http://cloudworks.ac.uk technologies’
    58. 58. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    59. 59. Open scholarship 24
    60. 60. Open scholarship 24DiscoveryIntegrationApplicationTeaching Boyer
    61. 61. Open scholarship 24DiscoveryIntegrationApplicationTeachingOpen BoyerDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    62. 62. Open research
    63. 63. Open research
    64. 64. Open research
    65. 65. Open research
    66. 66. The future of learning 26
    67. 67. The future of learning 26 Just in time
    68. 68. The future of learning 26 Just in time Distributed
    69. 69. The future of learning 26 Just in time DistributedPersonalised
    70. 70. The future of learning 26 Just in time DistributedPersonalised Blurred
    71. 71. The future of learning 26 Just in time Distributed CollectivePersonalised Blurred
    72. 72. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred
    73. 73. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
    74. 74. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
    75. 75. 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, support and assess learning Open,participatory and social media can provide mechanisms for us to share and discuss teaching and research 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
    76. 76. 28Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk

    ×