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Conole sydney


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Conole sydney

  1. 1. The interconnectedness of design and e-pedagogy <ul><li>Gráinne Conole, </li></ul><ul><li>University of Leicester </li></ul><ul><li>CQUniversity, Sydney </li></ul><ul><li>14 th December 2011 </li></ul>
  2. 3. Today’s educational context <ul><li>Rapidly changing technological environment </li></ul><ul><li>New digital literacy skills needed for learners and teachers </li></ul><ul><li>New open practices are emerging </li></ul><ul><li>New forms of online community and interactivity </li></ul>
  3. 4. Horizon reports <ul><li>Mobile and e-books </li></ul><ul><li>Gesture and augmented </li></ul><ul><li>Learning analytics </li></ul>
  4. 5. Ed tech trends <ul><li>Mobile learning </li></ul><ul><li>Personalised learning </li></ul><ul><li>Cloud computing </li></ul><ul><li>Ubiquitous learning </li></ul><ul><li>BYOD (Bring your own device) </li></ul><ul><li>Digital content </li></ul><ul><li>The flipped classroom </li></ul><ul><li>Debt/drop out </li></ul>
  5. 6. Social & participatory media Media sharing Collaborative editing Social networking Virtual worlds and games Syndication Messaging Social bookmarking Recommender systems Mash ups Blogging Conole and Alevizou, 2010
  6. 7. User generated content Peer critiquing Networked Collective aggregation Personalised Open Social media revolution The machine is us/ing us
  7. 8. E-Pedagogies Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task -orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment E-training Drill & practice Mobile learning Inquiry learning Resource-based Experiential Problem-based Role play Reflective & dialogic learning, Personalised learning A
  8. 9. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Communication mechanisms Podcasting
  9. 10. Inquiry-based learning The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. / My community
  10. 11. Virtual genetics lab The SWIFT project
  11. 12. <ul><li>Principles of learning space design </li></ul><ul><ul><li>C omfort </li></ul></ul><ul><ul><li>A esthetics </li></ul></ul><ul><ul><li>F low </li></ul></ul><ul><ul><li>E quity </li></ul></ul><ul><ul><li>B lending </li></ul></ul><ul><ul><li>A ffordances </li></ul></ul><ul><ul><li>R epurposing </li></ul></ul>Learning spaces
  12. 13. Metaphors of learning <ul><li>Camp fire </li></ul><ul><li>Cave </li></ul><ul><li>Watering hole </li></ul><ul><li>Mountain top </li></ul><ul><li>Spatial </li></ul><ul><li>Temporal </li></ul><ul><li>Functional </li></ul><ul><li>Connected </li></ul>Formal/informal Complex
  13. 14. Jenkins et al., 2006 Creativity New digital literacies Play Performance Simulation Appropriation Multitasking Distributed cognition Collective intelligence Judgement Transmedia navigation Networking Negotiation 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
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  16. 17. <ul><li>Technology immersed </li></ul><ul><li>Learning approaches: task-orientated, experiential, just in time, cumulative, social </li></ul><ul><li>Personalised digital learning environment </li></ul><ul><li>Mix of institutional systems and Cloud-based tools and services </li></ul><ul><li>Use of course materials with free resources </li></ul><ul><li>BUT! Learners are not homogeneous </li></ul>Sharpe, Beetham and De Freitas, 2010 Learner experience
  17. 18. EDUCAUSE study <ul><li>Students drawn to new technologies but rely on more traditional ones </li></ul><ul><li>Consider technologies offer major educational benefits </li></ul><ul><li>Mixed views of VLEs </li></ul>
  18. 19. <ul><li>Technologies not extensively used (Molenda) </li></ul><ul><li>Lack of uptake of OER (McAndrew et al.) </li></ul><ul><li>Little use beyond early adopted (Rogers) </li></ul><ul><li>Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers) </li></ul>Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation? Teacher practices: paradoxes
  19. 20. Pandora’s box Pandora’s box Open design Open delivery Open scholarship Open research Open practices
  20. 21. Open design Shift from belief-based , implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses
  21. 22. Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies . This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
  22. 23. Facets of learning design Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Open Learning Design Methodology Openness Communities and interactions Design representations and tools Mediating Artefacts Affordances Social and participatory media Theory and methodology Related fields
  23. 24. Course views Course map Learning outcomes Pedagogy profile Task swimlane Course dimensions
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  25. 26. But does it work? Evaluation data I find the document quite thought-provoking , especially as a starting point in this journey for developing good understandings I could understand the learning design process and would feel able to use this when designing some learning activities It is iterative and so helps with ironing out any issues
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  27. 28. Open resources
  28. 29. Open courses: MOOC / M assive O pen O nline C ourse
  29. 30. Open accreditation Peer to Peer University OER University
  30. 31. Open dialogue
  31. 32. Open scholarship Weller: / Open Digital Networked New forms of communication and collaboration Harnessing new media Changing academic practice
  32. 33. Open research
  33. 34. Citation indicators
  34. 35. My digital landscape Email
  35. 36. Metrics and frameworks How do we evaluate user behaviour? How can research inform policy and practice?
  36. 37. Community Indicators Framework Participation Sustained over time Commitment from core group Emerging roles & hierarchy Identity Group self-awareness Shared language & vocab Sense of community Cohesion Support & tolerance Turn taking & response Humour and playfulness Creative capability Igniting sense of purpose Multiple points of view expressed, contradicted or challenged Creation of knowledge links & patterns
  37. 38. Linking research with policy & practice Policy Blackboard rollout OER/iTunes Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture Teacher practice Design practice Use of technologies Research OER Learning design Web 2.0 Virtual worlds Learner experience Horizon scanning
  38. 39. The future of learning, teaching & research Distributed Personalised Blurred Collective Creative Responsive Open Just in time
  39. 40. Final thoughts <ul><li>Open, participatory and social media enable new forms of communication and collaboration </li></ul><ul><li>Communities in these spaces are complex and distributed </li></ul><ul><li>Learners and teachers need to develop new digital literacy skills to harness their potential </li></ul><ul><li>We need to rethink how we design, support and assess learning </li></ul><ul><li>Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways </li></ul><ul><li>We are seeing a blurring of boundaries : teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication </li></ul>
  40. 41. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer [email_address]