Students learning in a
   modern context
                  Gráinne Conole
      The Open University, g.c.conole@open.ac.uk...
Hungarian National Gallery
Course
design




         Hungarian National Gallery
Course
design


          Student
         experience




          Hungarian National Gallery
Course
design   “Art”



          Student
         experience




          Hungarian National Gallery
Course
design      “Art”



             Student
            experience




“Science”
             Hungarian National Gallery
Making the link
Making the link




              Student
             experience
Making the link




Course          Student
design         experience
Making the link

             Learning

              Outcomes



           Tasks   Assessment
Course                    ...
Geocaching
Gill Glough
Geocaching
Gill Glough




              Remote observation
                Anesa Hosein
“PhD Supervision”
Geocaching    Karen Littleton & Rebecca Ferguson
Gill Glough




               Remote observation
     ...
Giddens, Castells
  Globalisation, the Networked society
Unpredictable, changing world, culturally
 rich, complex society,...
Giddens, Castells
  Globalisation, the Networked society
Unpredictable, changing world, culturally
 rich, complex society,...
Giddens, Castells
  Globalisation, the Networked society
Unpredictable, changing world, culturally
 rich, complex society,...
An inter-connected world
Society
      Work patterns
         Culture
       Boundaries
        Economy


An inter-connected world
Society
                 Work patterns
                    Culture
                  Boundaries
                   Economy...
Society
                 Work patterns
                    Culture
                  Boundaries
                   Economy...
JISC Learner experience
       programme
JISC Learner experience
          programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.)
JISC Learner experience
          programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.)
JISC Learner experience
          programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.)    P...
LXP project




      Conole, De Laat, Darby, Dillon
LXP project
    Experience and perceptions




  Subject
                       E-learning
discipline
                    ...
LXP project
    Experience and perceptions



              Online survey
  Subject
                          E-learning
d...
LXP: Data Collection
LXP: Data Collection
LXP: Data Collection
    Context         In-depth case studies
    Survey       Audio logs          Interviews
Economics: ...
Learner voices




            JISC In their own words
Learner voices
    Learning in
   the digital age




                     JISC In their own words
Learner voices
    Learning in
   the digital age




   Communication
    & networking

                     JISC In thei...
Learner voices
    Learning in
   the digital age




   Communication
    & networking

                     JISC In thei...
Learner voices
                Learning in
               the digital age



Concerns
                                 Exp...
Audio logs
Audio logs




     In situ,
emotive responses
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile




       In situ,
  emotive...
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
       Online dictionary for ...
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
       Online dictionary for ...
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
       Online dictionary for ...
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
       Online dictionary for ...
Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
       Online dictionary for ...
LEX Video clips
LEX Video clips
     Reflective
    summaries
LEX Video clips
     Reflective
    summaries      Highlight range
                 of learners and their
                 ...
LEX Video clips
                       Reflective
                      summaries      Highlight range
                    ...
LEX Video clips
                          Reflective
                         summaries                Highlight range
    ...
LEX Video clips
                          Reflective
                         summaries                Highlight range
    ...
Emma and Jenny:
Using blogs for reflection
Tools for learning
Tools for learning
               Word, Powerpoint,
Core toolset   Email, the Internet
Tools for learning
                  Word, Powerpoint,
Core toolset      Email, the Internet



Information    Mix of Goog...
Tools for learning
                   Word, Powerpoint,
 Core toolset      Email, the Internet



 Information    Mix of G...
Tomorrow’s students...
Tomorrow’s students...

 Personalised   Niche, adaptive




   Digitally    Transferable
   organised       skills
Tomorrow’s students...

 Personalised   Niche, adaptive




   Digitally    Transferable
   organised       skills
Tomorrow’s students...
                    Pervasive

   Personalised                       Niche, adaptive

             ...
changing patterns
changing patterns

Individual   Social
changing patterns

 Individual   Social

Information   Communication
changing patterns

 Individual   Social

Information   Communication

    Passive   Interactive
changing patterns

       Individual     Social

      Information     Communication

          Passive     Interactive

I...
changing patterns


      Information     Communication

          Passive     Interactive

Institutional tools   Personal...
changing patterns




          Passive     Interactive

Institutional tools   Personalised tools
changing patterns




Institutional tools   Personalised tools
changing patterns
The modern learner?




Oblinger et al., Kennedy et al.
Educause ECAR study of U/G and IT 2007
The modern learner?


   Technology-
    enhanced
   environment




Oblinger et al., Kennedy et al.
Educause ECAR study o...
The modern learner?
                                             Multi-tasking
                            Learning
      ...
The modern learner?
                                             Multi-tasking
                            Learning
      ...
Complementary studies
Complementary studies
  PB-LXP project
   Work-based
     learning



   Thorpe, Conole,
  Edmunds, DeLaat
Complementary studies
  PB-LXP project
   Work-based
     learning

                              Learning across
   Thorp...
Design and experience
Design and experience
              Design


               ICT

Expectation            Experience

       Binhui Shao
Design and experience
              Design

                                       Audience
               ICT

Expectatio...
Innovations in design
Innovations in design
             How can we design
              learning activities
                 which make
       ...
Innovations in design
                    How can we design
                     learning activities
                     ...
Behaviourism


Connectivism                             Cognitivism



                  The pedagogy
                    ...
Behaviourism


  Connectivism                                        Cognitivism



                               The ped...
Behaviourism

                                    Thinking
  Connectivism                     & reflection        Cognitivi...
Behaviourism

                                    Thinking
  Connectivism                     & reflection              Cog...
Behaviourism

                                    Thinking
  Connectivism                     & reflection              Cog...
Design strategies
Design strategies
Learning outcomes:
What do you want the
 students to achieve?
Design strategies
Learning outcomes:
What do you want the            Pedagogy:
 students to achieve?   What pedagogical pr...
Design strategies
Learning outcomes:
What do you want the                    Pedagogy:
 students to achieve?           Wha...
Design strategies
Learning outcomes:
What do you want the                    Pedagogy:
 students to achieve?           Wha...
Design strategies
Learning outcomes:
What do you want the                    Pedagogy:
 students to achieve?           Wha...
Design strategies
Learning outcomes:
What do you want the                    Pedagogy:
 students to achieve?           Wha...
Design strategies
Learning outcomes:
What do you want the                    Pedagogy:
 students to achieve?           Wha...
THE OU Learning Design project




           A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
THE OU Learning Design project




Adopting a learning
design methodology




                      A. Brasher, S. Cross, ...
THE OU Learning Design project
                                  Formal means of
                                 describi...
THE OU Learning Design project
                                  Formal means of
                                 describi...
THE OU Learning Design project
                                  Formal means of
                                 describi...
THE OU Learning Design project
                                  Formal means of
                                 describi...
Approaches to
learning design
From existing practice
    (case studies)




   Approaches to
  learning design
From existing practice
       (case studies)




       Approaches to
      learning design




       By scaffolding
(tem...
Workspace
Standard
Compendium
   icon set




Workspace
Standard
Compendium
   icon set



  Tailored icon
 set for learning
      design


Workspace
Examples
Examples




Templates
Examples




                 Help




Templates
Examples




                 Help




Templates
Examples




                 Help




                        Choices
Templates
Examples




                 Help




                                  Learning activity

                        Choice...
Activity versus course
Activity versus course




Individual learning activities
Activity versus course




Individual learning activities
Activity versus course




Individual learning activities   Course level information
Collaborative wiki activity -
  analysis of a pop song




  Bernd Rüshchoff
   Eurocall 2007
Collaborative wiki activity -
  analysis of a pop song




  Bernd Rüshchoff
   Eurocall 2007
Collaborative wiki activity -
  analysis of a pop song




  Bernd Rüshchoff
   Eurocall 2007
Collaborative wiki activity -
  analysis of a pop song




  Bernd Rüshchoff
   Eurocall 2007
Collaborative wiki activity -
  analysis of a pop song




  Bernd Rüshchoff
   Eurocall 2007
Why is it useful?
Why is it useful?
Means of eliciting designs and a vocabulary
    for describing learning activities
Why is it useful?
Means of eliciting designs and a vocabulary
    for describing learning activities

                    ...
Why is it useful?
   Means of eliciting designs and a vocabulary
       for describing learning activities

              ...
Why is it useful?
   Means of eliciting designs and a vocabulary
       for describing learning activities

              ...
Why is it useful?
   Means of eliciting designs and a vocabulary
       for describing learning activities

              ...
Why is it useful?
   Means of eliciting designs and a vocabulary
       for describing learning activities

              ...
Challenges for the future

                       Pompeii




                       Lessons
                       from t...
Challenges for the future
  How can we support
   innovative design?        Pompeii
        How do we predict
        the ...
Student experience
Conole, G. and Oliver, M. (2007) (Eds), Contemporary
perspectives in e-learning research, London: Routl...
Learning Design
Beetham, H. and Sharpe, R. (2007) (Eds) Rethinking
pedagogy for a digital age, Oxford: Routledge

Conole, ...
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
The technology enabled university - implications for teaching and learning
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The technology enabled university - implications for teaching and learning

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Keynote at the Edducation in a changing environment conference,14th September, University of Salford, Manchester.

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The technology enabled university - implications for teaching and learning

  1. 1. Students learning in a modern context Gráinne Conole The Open University, g.c.conole@open.ac.uk 14th September 2007 Education in a changing environment conference: meeting the challenges University of Salford
  2. 2. Hungarian National Gallery
  3. 3. Course design Hungarian National Gallery
  4. 4. Course design Student experience Hungarian National Gallery
  5. 5. Course design “Art” Student experience Hungarian National Gallery
  6. 6. Course design “Art” Student experience “Science” Hungarian National Gallery
  7. 7. Making the link
  8. 8. Making the link Student experience
  9. 9. Making the link Course Student design experience
  10. 10. Making the link Learning Outcomes Tasks Assessment Course Student design ...through activity experience
  11. 11. Geocaching Gill Glough
  12. 12. Geocaching Gill Glough Remote observation Anesa Hosein
  13. 13. “PhD Supervision” Geocaching Karen Littleton & Rebecca Ferguson Gill Glough Remote observation Anesa Hosein
  14. 14. Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values
  15. 15. Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values Sharples, Duval, Dillenbourg, Salomon Information rich, social networking, new learning spaces, distributed cognition
  16. 16. Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values Sharples, Duval, Dillenbourg, Salomon Information rich, social networking, new learning spaces, distributed cognition Becks, Land, Virioli Technology dependent Unintended consequences & risks Increasing impact of technology
  17. 17. An inter-connected world
  18. 18. Society Work patterns Culture Boundaries Economy An inter-connected world
  19. 19. Society Work patterns Culture Boundaries Economy An inter-connected world Technology Pervasive Social tools Personalised Mobile/Smart
  20. 20. Society Work patterns Culture Boundaries Economy An inter-connected world Technology Education Pervasive Lifelong Social tools Individual Personalised Social Mobile/Smart Purposeful
  21. 21. JISC Learner experience programme
  22. 22. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)
  23. 23. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)
  24. 24. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.) Phase Two Longitudinal study - STROLL (Hertfordshire) Institutional studies - discipline differences, accessibility, practice- based learning, transition between sectors
  25. 25. LXP project Conole, De Laat, Darby, Dillon
  26. 26. LXP project Experience and perceptions Subject E-learning discipline strategies differences Conole, De Laat, Darby, Dillon
  27. 27. LXP project Experience and perceptions Online survey Subject E-learning discipline strategies differences Audio logs Interviews Conole, De Laat, Darby, Dillon
  28. 28. LXP: Data Collection
  29. 29. LXP: Data Collection
  30. 30. LXP: Data Collection Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Medicine: 31 Medicine: 16 Medicine: 5 Computing: 158 Computing: 19 Computing: 4 Other: 18 Total: 427 Total: 85 Total: 14
  31. 31. Learner voices JISC In their own words
  32. 32. Learner voices Learning in the digital age JISC In their own words
  33. 33. Learner voices Learning in the digital age Communication & networking JISC In their own words
  34. 34. Learner voices Learning in the digital age Communication & networking JISC In their own words
  35. 35. Learner voices Learning in the digital age Concerns Expectations Benefits Communication & networking JISC In their own words
  36. 36. Audio logs
  37. 37. Audio logs In situ, emotive responses
  38. 38. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile In situ, emotive responses
  39. 39. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query In situ, emotive responses
  40. 40. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough In situ, emotive responses
  41. 41. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help In situ, emotive responses
  42. 42. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help Email, Skype - Discussing work with In situ, other students; PDA - planning, diary emotive responses
  43. 43. Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help Email, Skype - Discussing work with In situ, other students; PDA - planning, diary emotive responses Search engine for material, online research journals
  44. 44. LEX Video clips
  45. 45. LEX Video clips Reflective summaries
  46. 46. LEX Video clips Reflective summaries Highlight range of learners and their appropriation
  47. 47. LEX Video clips Reflective summaries Highlight range of learners and their appropriation Laura: Technology immersed
  48. 48. LEX Video clips Reflective summaries Highlight range of learners and their appropriation Laura: Technology immersed Emma and Jenny: Application to practice
  49. 49. LEX Video clips Reflective summaries Highlight range of learners and their appropriation Laura: Technology immersed Emma and Jenny: Application to practice Paul, Simon and Beth: Work-based learning
  50. 50. Emma and Jenny: Using blogs for reflection
  51. 51. Tools for learning
  52. 52. Tools for learning Word, Powerpoint, Core toolset Email, the Internet
  53. 53. Tools for learning Word, Powerpoint, Core toolset Email, the Internet Information Mix of Google, Wikipedia, seeking and subject-specific sites Peer approval handling
  54. 54. Tools for learning Word, Powerpoint, Core toolset Email, the Internet Information Mix of Google, Wikipedia, seeking and subject-specific sites Peer approval handling Communication Mix-mode, personal preferences
  55. 55. Tomorrow’s students...
  56. 56. Tomorrow’s students... Personalised Niche, adaptive Digitally Transferable organised skills
  57. 57. Tomorrow’s students... Personalised Niche, adaptive Digitally Transferable organised skills
  58. 58. Tomorrow’s students... Pervasive Personalised Niche, adaptive Time/space Integrated boundaries Digitally Transferable organised skills Changing work/ learning patterns
  59. 59. changing patterns
  60. 60. changing patterns Individual Social
  61. 61. changing patterns Individual Social Information Communication
  62. 62. changing patterns Individual Social Information Communication Passive Interactive
  63. 63. changing patterns Individual Social Information Communication Passive Interactive Institutional tools Personalised tools
  64. 64. changing patterns Information Communication Passive Interactive Institutional tools Personalised tools
  65. 65. changing patterns Passive Interactive Institutional tools Personalised tools
  66. 66. changing patterns Institutional tools Personalised tools
  67. 67. changing patterns
  68. 68. The modern learner? Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007
  69. 69. The modern learner? Technology- enhanced environment Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007
  70. 70. The modern learner? Multi-tasking Learning process Quick and surface Technology- Multi-representational enhanced environment Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007
  71. 71. The modern learner? Multi-tasking Learning process Quick and surface Technology- Multi-representational enhanced environment Task orientated Learning Group based approach Experiential Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007
  72. 72. Complementary studies
  73. 73. Complementary studies PB-LXP project Work-based learning Thorpe, Conole, Edmunds, DeLaat
  74. 74. Complementary studies PB-LXP project Work-based learning Learning across Thorpe, Conole, formal and Edmunds, DeLaat informal settings Sharples and Scanlon, Ainsworth, Benfield, Conole, Crook, Jones, Littleton, Mulholland, O’Malley
  75. 75. Design and experience
  76. 76. Design and experience Design ICT Expectation Experience Binhui Shao
  77. 77. Design and experience Design Audience ICT Expectation Experience Binhui Shao Blogs Community Comments Presentation Cindy Kerawalla
  78. 78. Innovations in design
  79. 79. Innovations in design How can we design learning activities which make effective use of tools and pedagogy?
  80. 80. Innovations in design How can we design learning activities which make effective use of tools and pedagogy? How can we capture practice? scaffold design?
  81. 81. Behaviourism Connectivism Cognitivism The pedagogy “isms” Interactionism Constructivism Socio-constructivism
  82. 82. Behaviourism Connectivism Cognitivism The pedagogy “isms” Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education
  83. 83. Behaviourism Thinking Connectivism & reflection Cognitivism The pedagogy “isms” Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education
  84. 84. Behaviourism Thinking Connectivism & reflection Cognitivism The pedagogy “isms” Conversation & interaction Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education
  85. 85. Behaviourism Thinking Connectivism & reflection Cognitivism The pedagogy “isms” Experience Conversation & activity & interaction Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education
  86. 86. Design strategies
  87. 87. Design strategies Learning outcomes: What do you want the students to achieve?
  88. 88. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis?
  89. 89. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want the students to do?
  90. 90. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how?
  91. 91. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do you want to use?
  92. 92. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do you want to use?
  93. 93. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do Problem: you want to use? What specific problem do you want to address?
  94. 94. THE OU Learning Design project A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  95. 95. THE OU Learning Design project Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  96. 96. THE OU Learning Design project Formal means of describing activities Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  97. 97. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  98. 98. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  99. 99. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process Enables a shared language & representation A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson
  100. 100. Approaches to learning design
  101. 101. From existing practice (case studies) Approaches to learning design
  102. 102. From existing practice (case studies) Approaches to learning design By scaffolding (templates & contextual help)
  103. 103. Workspace
  104. 104. Standard Compendium icon set Workspace
  105. 105. Standard Compendium icon set Tailored icon set for learning design Workspace
  106. 106. Examples
  107. 107. Examples Templates
  108. 108. Examples Help Templates
  109. 109. Examples Help Templates
  110. 110. Examples Help Choices Templates
  111. 111. Examples Help Learning activity Choices Templates
  112. 112. Activity versus course
  113. 113. Activity versus course Individual learning activities
  114. 114. Activity versus course Individual learning activities
  115. 115. Activity versus course Individual learning activities Course level information
  116. 116. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007
  117. 117. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007
  118. 118. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007
  119. 119. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007
  120. 120. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007
  121. 121. Why is it useful?
  122. 122. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities
  123. 123. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs
  124. 124. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities
  125. 125. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail of design decisions
  126. 126. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications
  127. 127. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications Could also guide learners through activities
  128. 128. Challenges for the future Pompeii Lessons from the past for the future
  129. 129. Challenges for the future How can we support innovative design? Pompeii How do we predict the unpredictable? How can we understand the learner voice? How can we deal with constant change? Lessons from the What are the implications past for for policy and practice? the future
  130. 130. Student experience Conole, G. and Oliver, M. (2007) (Eds), Contemporary perspectives in e-learning research, London: RoutledgeFalmer Conole, G., De Laat, M., Dillon, T. and Darby, J. (submitted), ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers & Education JISC learner experiences programme www.jisc.ac.uk/elp_learneroutcomes.html (phase 1) www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ elp_learnerexperience.aspx (phase 2) www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/
  131. 131. Learning Design Beetham, H. and Sharpe, R. (2007) (Eds) Rethinking pedagogy for a digital age, Oxford: Routledge Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies

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