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New ecologies of learning: design,
digital literacies, spaces and metaphors
      Gráinne Conole, University of Leicester
           ALDinHE conference, Leeds
                 2nd April 2012
Outline
•   Technologies trends
•   Learner experience
•   Open practices
•   Teacher practice and paradoxes
•   Strategies for change
    – The VLE as a Trojan horse
    – New approaches to design
• Metaphors
Technological trends
• Mobiles and e-books
• Games-based learning &
  learning analytics
• Gesture-based learning &
  the Internet of things
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Digital content
• The flipped classroom
       http://learn231.wordpress.com/2011/10/25/trend-report-1/
Peer                                          Open
critiquing


User
                                              Collective
generated
                                              aggregation
content



Networked                                     Personalised

              Social media revolution   www.heacademy.ac.uk/asse
                                        s/EvidenceNet/Conole_Alev
             The machine is us/ing us   ou_2010.pdf
Gutenberg to Zuckerberg
•   Take the long view
•   The web is not the net
•   Disruption is a feature
•   Ecologies not economics
•   Complexity is the new reality
•   The network is now the computer
•   The web is evolving
•   Copyright or copywrong
•   Orwell (fear) or Huxley (pleasure)
       http://www.flickr.com/photos/wallyg/2617472088/
       http://memex.naughtons.org/
Learner experience
 • 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
                http://www.educause.edu/studentsAndTechnologyInfographic
Promise and reality

Social and
participatory media
offer new ways to
communicate and
collaborate           Not fully exploited

Wealth of free        Replicating bad pedagogy
resources and tools
                      Lack of time and skills
Open practices
Open resources                     Open courses




                   Pandora’s box

Open scholarship                   Open research
8
Open resources




http://www.oer-quality.org/
Open courses


Massive
Open
Online
Course



  http://www.youtube.com/watch?v=eW3gMGqcZQc

                                           http://mooc.ca/
Open accreditation




Peer to Peer University          OER University
 www.p2pu.org/en/         wikieducator.org/OER_university/
Open scholarship

• Exploiting the digital network
• New forms of dissemination
  and communication
• Promoting reflective practice
• Embracing the affordances of
  new technologies


            Weller: http://nogoodreason.typepad.co.uk/
Open research
Citation indicators
Teacher practices: paradoxes
• Technologiesnot extensively
  used (Molenda)
• Lack of uptake of OER
  (McAndrew et al.)
• Little use beyond early
  adopters (Rogers)
• Despite rhetoric and funding   Pandora’s box
  little evidence of
  transformation (Cuban,
  Ehlers)
 15
The VLE as a Trojan horse

• VLE as a safe nursery slope
• Shift from content to
  activities
• Promote reflection and
  collaboration
• Mobile VLE
• Integration with cloud
  computing
Blackboard audit
• Data
   – Online survey (260 returns)
   – Departmental visits
• Key findings
   – Used as content repository
     and administration
   – Pockets of innovation
   – More support needed on
     effective design strategies
   – Tension between teaching
     and research
   – Usability issue
Blackboard+ at Leicester


BB plus Google+
                                   Maths video-lets

                     Prof-casts




     History conundrum            Voicethread
LearningDesign
  Shift frombelief-based, implicit
       approaches todesign-
   based,explicit approaches

          Learning Design
       A design-based approach to
         creation and support of
                 courses


 Encouragesreflective,scholarly
          practices
Promotessharing and discussion
                    http://www.open.ac.uk/blogs/OULDI/
Conceptualise
                                What do we want to design, who for
                                           and why?




                            Carpe Diem:
                       7Cs of learning Design



                                       Consolidate
                                   Evaluate and embed your design



http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
How to ruin a course
Course features
Group A – not included
Group B – used to some extent
Group C – significantly present


                        http://linoit.com/home
Course map view
Pedagogy profile view
• Assimilative
   – Reading, viewing, listening
• Information handling
   – Manipulating data
• Communicative
   – Dialogic interactions
• Productive
   – Creating an artefact
• Experiential
   – Practicing, mimicking
• Adaptive
   – Modeling or simulation
                                   http://cloudworks.ac.uk/cloud/view/2459
Metaphors


  Ecologies
                                          Spaces




Memes                                    Rhizomes
        http://e4innovation.com/?p=489
Ecologies
• Co-evolution of
  tools and users
• Niches
  colonisation of
  new habitats
• Survival of the
  fittest
Memes
An internet meme is something
That spreads like wildfire on the
Web (Blackmore)

To describe the interaction         What makes us different
with digital technologies           Is our ability to imitate

                                    The Internet allows for
                                    The unprecedented
                                    Spreading of ideas

                                    Issues in terms of
                                    convergence of thought
Spaces
Rhizomes
   A rhizome is a stem of a
   plant that sends out
   roots as it spreads.
   Describes the way that
   ideas are multiple,
   interconnected and self-
   replicating. A rhizome
   has no beginning or end
   like a learning process
http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/
MSc in Learning Innovation
          Dissertation

   Case Studies of Innovation

 Research Design and Methods

        Learning Design

 Technology-Enhanced Learning
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
                           Chapters available on dropbox
                              grainne.conole@le.ac.uk

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Conole al din_he

  • 1. New ecologies of learning: design, digital literacies, spaces and metaphors Gráinne Conole, University of Leicester ALDinHE conference, Leeds 2nd April 2012
  • 2. Outline • Technologies trends • Learner experience • Open practices • Teacher practice and paradoxes • Strategies for change – The VLE as a Trojan horse – New approaches to design • Metaphors
  • 3. Technological trends • Mobiles and e-books • Games-based learning & learning analytics • Gesture-based learning & the Internet of things • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Digital content • The flipped classroom http://learn231.wordpress.com/2011/10/25/trend-report-1/
  • 4. Peer Open critiquing User Collective generated aggregation content Networked Personalised Social media revolution www.heacademy.ac.uk/asse s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  • 5. Gutenberg to Zuckerberg • Take the long view • The web is not the net • Disruption is a feature • Ecologies not economics • Complexity is the new reality • The network is now the computer • The web is evolving • Copyright or copywrong • Orwell (fear) or Huxley (pleasure) http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
  • 6. Learner experience • 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 http://www.educause.edu/studentsAndTechnologyInfographic
  • 7. Promise and reality Social and participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free Replicating bad pedagogy resources and tools Lack of time and skills
  • 8. Open practices Open resources Open courses Pandora’s box Open scholarship Open research 8
  • 10. Open courses Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
  • 11. Open accreditation Peer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
  • 12. Open scholarship • Exploiting the digital network • New forms of dissemination and communication • Promoting reflective practice • Embracing the affordances of new technologies Weller: http://nogoodreason.typepad.co.uk/
  • 15. Teacher practices: paradoxes • Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopters (Rogers) • Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, Ehlers) 15
  • 16. The VLE as a Trojan horse • VLE as a safe nursery slope • Shift from content to activities • Promote reflection and collaboration • Mobile VLE • Integration with cloud computing
  • 17. Blackboard audit • Data – Online survey (260 returns) – Departmental visits • Key findings – Used as content repository and administration – Pockets of innovation – More support needed on effective design strategies – Tension between teaching and research – Usability issue
  • 18. Blackboard+ at Leicester BB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
  • 19. LearningDesign Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussion http://www.open.ac.uk/blogs/OULDI/
  • 20. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
  • 21. How to ruin a course
  • 22. Course features Group A – not included Group B – used to some extent Group C – significantly present http://linoit.com/home
  • 24. Pedagogy profile view • Assimilative – Reading, viewing, listening • Information handling – Manipulating data • Communicative – Dialogic interactions • Productive – Creating an artefact • Experiential – Practicing, mimicking • Adaptive – Modeling or simulation http://cloudworks.ac.uk/cloud/view/2459
  • 25. Metaphors Ecologies Spaces Memes Rhizomes http://e4innovation.com/?p=489
  • 26. Ecologies • Co-evolution of tools and users • Niches colonisation of new habitats • Survival of the fittest
  • 27. Memes An internet meme is something That spreads like wildfire on the Web (Blackmore) To describe the interaction What makes us different with digital technologies Is our ability to imitate The Internet allows for The unprecedented Spreading of ideas Issues in terms of convergence of thought
  • 29. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/
  • 30.
  • 31. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  • 32. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk