Conole Etug Oct 09
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The document summarizes a learning design workshop that covered: - An overview of learning design challenges and opportunities. - Hands-on experience using the CompendiumLD tool to create visual representations of learning designs. - Exploration and discussion of learning designs using a "cloudworks" collaboration platform. - Advanced features of the CompendiumLD tool like exporting designs and creating custom templates.
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The document discusses how social and participatory media are enabling new forms of open practices in education. It notes that today's educational context features a rapidly changing technological environment where new digital literacy skills are needed for both learners and teachers. Social and participatory media like social networking, blogging, and collaborative editing are being used to enable more open practices in areas like peer critiquing, user-generated content, and open dialogue. The document advocates for more adoption of open practices in areas like open design, open delivery, open research, and open evaluation to transform teaching practices.
Conole vilnius 3_nov
This document discusses modularity in Java and OSGi, focusing on multi-bundle modules and scoping mechanisms. It describes how modules are represented in Java through classes, packages, JAR files, and classloaders. In OSGi, bundles provide modularity but larger constructs are needed. The document explores various approaches to multi-bundle modules in OSGi through metadata rewriting, composite bundles, framework hooks, and the region digraph abstraction. It proposes subsystems as a standard way to define multi-bundle modules with configurable scoping in OSGi.
Conole vilnius 3_nov
Chile regresó a la democracia en 1990 luego de 17 años de dictadura militar, abriendo amplias oportunidades para el país y su gente buscar un mejor futuro a través de un gobierno electo democráticamente.
Theory methodology
The document discusses theoretical frameworks and representations for instructional model design and learning design. It addresses problems with why instructional model design learning has not been widely adopted in real practice, including it being too technical and disconnected from the realities of teaching. It also discusses potential solutions such as providing more teacher training and support, developing design expertise, better representing teaching practice, and designing instruction with different levels of granularity and learner autonomy in mind.
Conole ld
The document discusses learning design methodology, which is a pedagogically informed approach to making the instructional design process more explicit and shareable through tools and visualizations, with the goal of helping educators make more informed decisions about course design and encouraging reflective practice and collaboration through communities. It outlines the foundations of learning design in activity theory and mediating artifacts and how tools have co-evolved with practices.
Oer panel
This document discusses open educational practices (OEP) and presents guidelines for institutions to evaluate and improve their OEP using a benchmarking framework. The framework has four dimensions - strategies and policies, barriers and success factors, tools and practices, and skills development. Institutions can self-assess across micro, meso, and macro contexts to determine their maturity level in each dimension. The guidelines provide examples and guidance to help institutions develop OEP strategies and policies and promote broader adoption of open educational resources (OER).
Conole creativity
This document discusses how technologies can foster creativity. It defines creativity as creating something novel and valuable by transcending traditional ideas and rules. Creativity is important for dealing with today's complex world. Social and participatory media can promote creativity by enabling new forms of discourse, collaboration, and knowledge sharing. Technologies allow promoting creativity through open practices, aggregation and scale, and creative learning, teaching, research, and use of open educational resources.
Conole keynote icde_sept_28
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
Conole keynote bali
The document discusses emerging trends in e-learning including the rise of social and participatory media, the co-evolution of tools and pedagogical practices, new digital literacies required of learners and teachers, and challenges in designing effective open learning experiences that leverage new technologies while grounded in solid pedagogical approaches.
Conole iaidis 22_july
This document summarizes a presentation given by Gráinne Conole about rethinking learning and teaching in a digital age. The presentation covered several topics including the changing educational context with new digital literacies needed, emerging open practices, online community and interactivity, social and participatory media, pedagogies of e-learning, digital literacies, creativity, and open practices. Conole argued that effective use of new technologies requires rethinking core learning and teaching processes in a more open, collaborative way.
2 09 groinne conole_july_final_2011
This document discusses the implications of social and participatory media on education. It begins by providing an overview of these new technologies, including their ability to enable new forms of interaction, user-generated content, collective aggregation, and community formation. It then discusses how these technologies can support constructivist and socially situated pedagogies through tools that enable peer critiquing, user generated content, and reflective, dialogic and peer-based learning. However, it also notes these technologies create a digital divide and new digital literacy demands. The document examines some positive impacts, such as access and personalization, and negative impacts, such as questions around the role of educational institutions.
Conole opal
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
Conole finland workshop
This document discusses learning design and how to design effective learning interventions. It explores some of the paradoxes in how technologies are used for learning, such as technologies not being fully exploited and little evidence of the use of free resources. It examines some of the reasons for this, including technical, pedagogical, and organizational issues. The document also looks at potential solutions, such as case studies and support networks, and emphasizes the importance of learning design as a design-based approach to course creation and support.
Conole finland 5_june
This document discusses promoting open educational practices through social and participatory media. It begins with providing context about the author's background and interests. It then discusses the rapidly changing technological environment and new forms of open practices and online communities that are emerging. Finally, it explores key concepts around social and participatory media, digital literacies, creativity, online communities, and interactivity and how they can support open educational practices.
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Conole Etug Oct 09
- 1. LEARNIG DESIGN WORKSHOP Gráinne Conole, Open University, UK ETUG Learning Design Workshop Simon Fraser University 21/10/09
- 5. Paradoxes New technologies offer new pedagogical opportunities Potential for reuse with Open Educational Resources Significant learning design and pedagogical patterns research Open Educational Resources Little evidence of reuse Array of technologies Not fully exploited New design methods Little known beyond research circuit
- 7. OU Learning Design Initiative Representation: CompendiumLD tool Design methods Guidance : Tools Resources Activities Workshops Sharing : Research projects Workshops Cloudworks Team: Andrew Brasher, Gráinne Conole, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin Empirical evidence: Interviews, surveys, web stats, workshops
- 8. At the heart of the paradox Teachers/design want examples , want to share/discuss ! Many repositories of good practice , but little impact Can we change practices through use of web 2.0 ideas? Blogging Facebook Twitter Slideshare Flckr Youtube Commenting Live commentary Tagging RSS feeds Embedding Following
- 9. Cloudworks: Harnessing web 2.0
- 10. 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
- 21. Discussion: Strategies for design
- 22. Design strategies Design process creative, messy, iterative Sharing and reuse difficult, but valuable Serendipitous routes to support Every teacher does it differently Different aspects to design - focus and level of granularity No one perfect design tool or approach Different aspects – resources, tools, outcomes, support, etc.
- 27. CompendiumLD Core icon set Design icon set
- 41. Course map/At a glance representation Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
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