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Conole elearning summit
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences. 2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences. 3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
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Conole elearning summit
- 1. Examining the impactof e-learning on the traditional role of a university Gráinne Conole, University of Leicester E-Learning Summit, Sydney 27-28th February 2012
- 2. Outline • Affordances ofnew technologies • From Gutenberg to Zuckerberg • Learner experience & teacher practice • New pedagogies & Implications • Strategies for change – Linking research to policy and practice – The VLE as a Trojan horse – New approaches to design
- 3. Ed tech trends •Mobiles and e-books • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Gesture and augmented learning • Digital content • The flipped classroom http://learn231.wordpress.com/2011/10/25/trend-report-1/
- 4. Social & participatorymedia Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Virtual worlds Social and games networking Social Syndication bookmarking 4 http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
- 5. Peer Open critiquing User Collective generated aggregation content Networked Personalised Social media revolution The machine is us/ing us
- 6. 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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
- 7. Disruptive technologies • TheWeb has transformed practice • No central ownership • Ecology of abundance • Examples – Napster – Malware
- 8. 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 8 Sharpe, Beetham and De Freitas, 2010
- 9. EDUCAUSE study • Studentsdrawn to new technologies but rely on more traditional ones • Consider technologies offer major educational benefits • Mixed views of VLEs 9
- 10. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 10 Communication mechanisms
- 11. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ 11
- 12. Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
- 13. Teacher practices: paradoxes • Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopted (Rogers) • Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, 13 open research and open evaluation?
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- 15. Open courses: MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
- 16. Open accreditation Peer toPeer University OER University http://www.p2pu.org/en/ http://wikieducator.org/OER_university
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- 19. Linking research topolicy and practice Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practice OER/iTunes Use of technologies Learning spaces Cloud computing Learner practice 19 Diversity/culture Use of technologies
- 20. The VLE asa Trojan horse • VlE as a safe nursery slope • Shift from content to activities • Promote reflection and collaboration • Mobile VLE • Integration with cloud computing
- 21. VLE 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 – Useability issue
- 22. Blackboard+ at Leicester BBplus Google+ Maths video-lets Prof-casts History conundrum Voicethread
- 23. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
- 24. Course views Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane 24
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- 26. New metaphors Ecologies Spaces Memes Rhizomes http://e4innovation.com/?p=489
- 27. Final thoughts • Participatoryand social media enable new forms of communication and collaboration • Communities in these spaces are complex and distributed • Learners and teachers need to develop new digital literacy skills to harness their potential • We need to rethinkhow we design, support and assess learning • Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways • We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and
- 28. Conole, G. (forthcoming),Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk 28