The document discusses new approaches to learning and teaching through open design. It outlines paradoxes in technology adoption, why initiatives often fail, and proposes connecting research and practice through an open design approach. This involves making the design process explicit and sharable using tools like learning design schemas, patterns and the Cloudworks platform to support reuse of open educational resources and better pedagogical practices. Case studies from the Open University Learning Design Initiative and Olnet network illustrate this approach.

1. Innovation through design: new approaches to learning &teaching Gráinne Conole, Open University, UK The Cambridge International Conference on Open and Distance Learning Cambridge University, 24/09/09 More info, slides and references: http://cloudworks.ac.uk/ cloud/view/2282 http://static.worldarchitecturenews.com/news_images/ 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg

2. Outline The paradoxes between the promise and reality of technologoes Why do so many innovations fail? Connecting research and practice and towards a vision for open design Illustrative case studies: OU Learning Design Initiative & Olnet (an Open Educational Resource Network) Reflections and questions in cloudworks!

3. Paradoxes New technologies offer new pedagogical opportunities Potential for reuse with Open Educational Resources Liberating learning beyond formal structures Open Educational Resources Little evidence of reuse Array of technologies Not fully exploited New pedagogies New learning models

4. Why do great initiatives often fail? Common reactions: “ I haven’t got time ” “ My research is more important” “ What’s in it for me ?” “ Where is my reward ?” “ I don’t have the skills to do this” “ I don’t believe in this, it won’t work” Common resistance strategies: I’ll say yes (and do nothing ) Undermine the initiative Undermine the person involved Do it badly Classic mistakes : Emphasis on the technologies , not the people and processes Funding for technology developments but not use and support

5. The solution? Connection… Institutional & national funding Embedding in strategy Aligning to technology trends Changing user behaviour Drivers and challenges Actual use in practice What’s in it for me? Evidence of impact Policy Teacher practice Research & development The learner’s experience

6. Bridging the gap Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective “ Open Design” Characteristics of good pedagogy Affordances of new technologies

7. Open Design: a definition/approach Aims to widen access to good ideas and designs, to share practice Design for all types of learning activity Formal course Individual learning activity Informal study group activity Blurring of boundaries Teacher – Learner Formal – informal Real – virtual Principles Open Sharable Explicit: design process explicit & sharable Designers and users Builds on open source principles Assessment Learning outcomes Tasks Aspects of design

8. Realising “open design” Evidence base (interviews, surveys, observation, web stats, expert panels, focus groups) Development (resources, methods, tools, session types, interventions) Trialing (within the OU, workshops & conferences, project partners) Open University Learning Design Initiative & The Olnet network

9. OU Learning Design Initiative Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing

10. Olnet: redefining openness

11. Converging practices Modern technologies Modern pedagogy Web 2.0 practices Location aware technologies Adaptation & customisation Second life/ immersive worlds Google it! “ Expert badges” , World of warcraft User- generated content Blogging, peer critiquing Cloud computing From individual to social Contextualised and situated learning Personalised learning Experiential learning Inquiry learning Peer learning Open Educational Resources Reflection Distributed cognition

12. Cloudworks: Harnessing web 2.0

13. Key concepts Clouds: Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project

14. User profile

15. Activity stream

16. Features Dynamic list of clouds + new comments Comments on clouds + cloudscapes Can “follow” people + cloudscapes RSS feeds of cloudscapes + people Embedding: pictures, video, presentations Twitter feeds for people +cloudscapes Email alerts Activity streams

17. Emergent patterns of use Events: conferences and workshops ALT-C conference , 8-11 th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870 Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266 Eliciting expertise Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872 Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776

18. Open design and mediation Can we develop new innovative mediating artefacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent Learning activity or OER Creates Mediating artefacts Mediating artefacts Visualisation: CompendiumLD Methods: Schema & patterns Sharing: Cloudworks User – can now repurpose

19. Open Design in practice

20. Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits

21. Process design Prior designs & resources New designs Content: (OER repositories, etc) Designs: (Pedagogical Patterns, CompendiumLD designs) New OER & designs

22. Conclusions Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences Approach : development of a range of resources, tools, methods and events to support this Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?

23. Innovation through design: new approaches to learning &teaching Gráinne Conole, Open University, UK The Cambridge International Conference on Open and Distance Learning Cambridge University, 24/09/09 More info, slides and references: http://cloudworks.ac.uk/ cloud/view/2282 http://static.worldarchitecturenews.com/news_images/ 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg