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Conole icem keynote_final_28_sept
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
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Conole icem keynote_final_28_sept
- 1. Design thinking, learning design and creativity Gráinne Conole University of Leicester 28th September 2012 62nd ICEM conference, Nicosia National Teaching Fellow 2012
- 2. Outline • Technologies trends • Technologies for learning • Teacher practice and paradoxes • Learning Design – The 7Cs of Learning Design – Learning Design timeline – Mapping the field – Socio-cultural perspectives • Design-Based Research • E-Pedagogies • Resource Based Learning – OPAL – POERUP • Conclusion
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- 4. 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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
- 5. 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)
- 6. The Internet ofthings • People, resources, things • Semantic connectivity
- 7. Google glasses project •Can ‘see’ the Internet on glasses • Context sensitive information • Context lenses planned
- 8. Technologies for learning • Audio-graphics • Podcasts • Blogs • RSS feeds • E-Books • Second life • E-Portfolios • Social bookmarking • Games • Twitter • Instant Messaging • Video Mesaging • Mashups • Wikis • Mobile learning • Video clips and YouTube • Photo sharing • Video chat Rennie and Morrison, 2012
- 10. Teacher practices: paradoxes •Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopters (Rogers) Pandora’s box • Despite rhetoric and funding little evidence of transformation (Cuban, 10
- 11. Promise and reality Socialand 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
- 12. 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/
- 13. OULDI + CarpeDiem Open University Learning Carpe Diem at Leicester Design Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Wider dissemination: Leicester, SAIDE, SPEED conferences, events
- 14. Conceptualise What do wewant to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
- 15. Course Features http://linoit.com Orange = Guidance and support Blue = Content and activities Purple = Reflection and demonstration Green = Communication and collaboration
- 16. Course Map Course/module summary: Keywords: Guidance and support Content and experience Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. Reflection and demonstration Communication and collaboration Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7.
- 17. Activity Profile http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel
- 18.
- 19. Resource Audit Format Content (under the appropriate Other (e.g. Text & Slides (e.g. licences) Audio Video Adobe graphics PowerPoint) Presenter) 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
- 20. SPEED http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed • JISC-funded, Transformation • Embed benefits from DUCKLING and 7Cs to: – Liverpool John Moores – London South Bank – Northampton – Derby • Repackage resources into 3 categories: – Course Design – Activity Design Free image courtesy of – Moderating Online FreeDigitalPhotos.net • Resources available as OERs
- 21. Evaluation of 7Cs Ming Nie
- 24. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherent Research focus What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to can use or repurpose guide the design process? Vygotsky, Activity Theory
- 25. Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division of Rules Community labour
- 26. Design-Based Research A systematic,but flexible methodology aimed to improve educational practice through iterative analysis, design, development and implementation, based on collaboration between researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. Wang and Hannafin, 2005
- 27. • Means ofdealing with real learning contexts • Iterative: design, implementation, evaluation, refine • Gives rich insights into complex dynamics
- 28. Facets • Make assumptionsand theoretical bases explicit • Collect multipletypes of data • Conduct ongoing data analysis • Invite multiple voices to critique • Have multiple accountability structures • Engage in dialecticamong theory, design and extant literature Barab, 2006
- 29. DBR and LearningDesign • Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc. • Pragmatic • Practical tools & resources • Collaborative • Work with practitioners • Contextual • Real, authentic contexts • Integrative • Mixed-method approach • Iterative – problem, • Problem, implementation, solution, evaluation evaluation and refinement • Adaptive and flexible • Agile, based on practice • Generalisation • Coherent LD framework
- 30. Problem and solution •Teachers want – Examples of good practice – Others to talk to • Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation http://cloudworks.ac.uk
- 31. Mayes & DeFreitas, 2004 Pedagogies of e-learning Conole 2010 E-Assessment Inquiry learning Drill & practice Collective intelligence Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective & Experiential, Problem-based dialogic learning, Role play Personalised learning
- 32. E-Assessment, drill andpractice
- 33. Mobile learning Study calendars E-books Learningresources Online modules Annotation tools Mind mapping tools Communication mechanisms
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- 35. Situated learning androle play Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
- 36. Resource-based learning • Overten years of the OER movement • Hundreds of OER repositories worldwide • Evaluation shows lack of uptake by teachers and learners • Shift from development to community building and articulation of OER practice Open Educational Resources
- 37. The OPAL metromap http://www.oer-quality.org/
- 38. Outputs • Inventory of more than 100 OER initiatives • 11 country reports and 13 mini-reports • 7 in-depth case studies • 3 EU-wide policy papers • 7 options brief packs for EU nations/regions
- 39. Country reports: keythemes • Diversity of educational contexts and maturity of internet provision and use of e-learning • Differences in policy support and funding for OER initiatives • Diversity from basic OER awareness to OER maturity and embedding • Few national OER initiatives
- 40. UK Country Report •Funding mainly from government – top-down • Funding mainly on production/producers, little on end-users or impact on learning • Mainly HE/FE, little school-based • Most institutions don’t have an OER strategy • Lots on cascading and transferring of experience • Most institutions have an OER repository • Related work: iTunesU and MOOCs Ming Nie
- 41. Massive Open Online Course http://www.olds.ac.uk/ http://www.youtube.com/watch?v=eW3gMGqcZQc
- 42. Disaggregation of education OERu Rory McGreal
- 43. Conclusion • Disaggregation: resources, support, learning pathways and accreditation • What is the role of traditional institutions? • How can we harness the power of new media? http://www.flickr.com/photos/ssoosay/6738302627/
- 44. http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
- 45. Useful sites andresources • OULDI website http://www.open.ac.uk/blogs/OULDI/ • Carpe Diem website http://www.le.ac.uk/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie w/2406 • Slideshare http://tinyurl.com/7cs-bdra-11april
Editor's Notes
- #43 Free-tuition institutions are growing. These non-profit institutions are using OER. However, credible solutions for providing assessment and credentialisation services are neededhttp://www.onlineschools.org/inside-online-schools/wp-content/uploads/2012/07/Free.jpg