This document discusses emerging technological trends in education such as mobile learning, games-based learning, and BYOD (bring your own device). It also covers open practices like open resources, open courses, and open accreditation. The document outlines challenges for teachers in adopting new technologies and approaches despite rhetoric and funding. It proposes learning design as a way to shift from implicit to explicit design approaches. Finally, it introduces metaphors like ecologies, memes, spaces, and rhizomes for conceptualizing new approaches to learning in an open world.

1. Pushing the boundaries:
openness and new approach to design
Gráinne Conole, University of Leicester
University of Edinburgh
13thApril 2012

2. Outline
• Technologies trends
• Learner experience
• Open practices
• Teacher practice and paradoxes
• 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, jus
t 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. Open practices
Open resources Open courses
Pandora’s box
Open scholarship Open research
7

8. Open resources
http://www.oer-quality.org/

9. Open courses
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/

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

11. 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/

12. Open research

13. Citation indicators

14. 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)
14

15. 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

16. Learning Design
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/

17. 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/

18. MSc in Learning Innovation
Dissertation
Case Studies of Innovation
Research Design and Methods
Learning Design
Technology-Enhanced Learning

19. Programme part 1
In-session work
Out-of-session work
Session 1
•Intros & expectations (e-tivities)
•Mini-pres: background to workshop
•How to ruin a course
•Intro to e-tivity 1
Session 2 E-tivity 1: Consider
•Warm-up (how is it going?)
•Discussion of discussion forums, blogs
your Course Features
and wikis
•Intro to e-tivity 2
Session 3
• Warm-up
E-tivity 2: Develop
(Surprises, discoveries, frustrations, hig your Course Map
hlights)
• Review completed course maps
• Mini-presentation: How OERs are
being used & reused E-tivity 3: Do a Learning
•Intro to e-tivity 3
Design Resource Audit
Session 4
• Warm-up (how is it going?)
•Review of completed resource audits
• Mini-pres: Salmon’s 5-stage model E-tivity 4: Develop your
•Intro to e-tivity 4 Activity Profile

20. Programme part 2
In-session work
Session 5 Out-of-session work
•Warm-up (Progress made so far?)
•Review of Activity Profiles (e-tivities)
•Brainstorm: “Soft”/“hard” outcomes
•Intro to e-tivity 5
Session 6 E-tivity 5: Develop
•Warm-up (Revisit How to Ruin a Course)
•Review of Storyboards
your Storyboard
•Do Info Literacy Card Sort activity
•Intro to e-tivity 6
Session 7
E-tivity 6: Develop
• Warm-up (…) your e-tivities
• Review completed e-tivities
• Mini-pres: Embedding your e-tivities in
the VLE
•Intro to e-tivity 7 E-tivity 7: Consider your
Session 8
VLE (LMS) design
• Warm-up (…)
•Review of completed VLE designs
• Brainstorm: actions needed to complete E-tivity 8:
our courses
•Intro to e-tivity 8
Action Planning

21. How to ruin a course

22. E-tivity 1: Course Features
Linoit.com

24. Course Features Key
• Colours relate to the course view map
– Green = collaboration and communication
– Blue = content and student experience
– Purple = reflection and demonstration
– Orange = guidance and support

25. What are discussion forums, blogs and wikis good for?
Discussion Blogs Wikis
forums
Personal
Reflection Collaboration
reflection
Moderated Creating an Collating
discussion e-portfolio resources

26. E-tivity 2: Course Map
http://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/

27. The Course Map template

29. E-tivity 3: Learning Design Resource Audit
Format
Content Text & Audio Video Slides (e.g. Other (e.g.
(under the graphics PowerPoint) Adobe
appropriate Presenter)
licences)
What I find
and reuse as
is
What I find,
tweak and
use
What I find,
repurpose
and use
What I create
for this
module

31. E-tivity 4: Activity Profile
• Assimilative
– Reading, viewing, listening
• Information handling
– Manipulating data
• Communicative
– Dialogic interactions
• Productive
– Creating an artefact
• Experiential
– Practicing, mimicking
• Adaptive
http://tinyurl.com/ActivityProfileFlash
– Modeling or simulation http://tinyurl.com/ActivityProfileExcel

32. http://tinyurl.com/outcomes-verbs
Learning Outcomes (from University of Gloucestershire)

33. Learning outcomes
START END
Assessment

35. Task Swimlane
• Lane of roles
• Lane with tools and
resources
http://cloudworks.ac.uk/cloud/view/3421

36. E-tivity 5: Develop your e-tivities

37. Including information Literacy in e-tivities
http://jiscdesignstudio.pbworks.com/w/page/48915295/OULDI-Information%20Literacy%20facilitation%20cards

38. E-tivity 6B: Action Planning
B

39. MSc in Learning Innovation
Dissertation
Case Studies of Innovation
Research Design and Methods
Learning Design
Technology-Enhanced Learning

40. Metaphors
Ecologies
Spaces
Memes Rhizomes
http://e4innovation.com/?p=489

41. Ecologies
• Co-evolution of
tools and users
• Niches
colonisation of
new habitats
• Survival of the
fittest

42. 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

43. Spaces
Campbell, 72

44. 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/

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