Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.

1. A holistic approach to design for learning: a student-centered approach Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 Slides and links: http://cloudworks.ac.uk/cloud/view/2695

2. My context… My background: Irish PhD Chemistry Professor of e-learning Open University, UK: 1 st ‘Open University’ More than 200, 000 students 570 courses in 70 subjects Supported Open Learning: (Materials+Tutor+Assessment) 7,000 tutors 20 partnerships in 30 countries Expertise in e-learning Learning innovation Learning environment: Moodle+ YouTube channel iTunes OpenLearn SecondLife

3. Towards student-centered learning Teacher Student Teaching Learning Content Activities New technologies: Opportunities and challenges New tools and resources: To help teachers design

4. Locating educational approaches Formal, ‘traditional’ courses Problem-based learning Contract-based learning Informal web-based learning Teacher-centred Student- centred Activity-based Content-based A lecture Why is a river polluted? Amateur photography Professional development

5. Blurring boundaries Teacher-centred Student- centred Activity-based Content-based Teaching Learning How do we deal with this new complexity? Learning Design as a conceptual framework

6. Outline Education in an increasingly technology context Changing technologies The learner voice Examples of technology innovation Converging practice Paradoxes The gap between promise and reality Work at the OUUK OU Learning Design Initiative OLnet The landscape of the web 2.0 world…. Exploring new digital territories

7. Technologies: changing, evolving… Abundance of online resources Ubiquitous, just-in-time, learning Mobile technologies IT services decentralised (Cloud computing)

8. The learner voice Technologically immersed Learning processes Task orientated, experiential, cummulative Attitudes and approaches group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations Disconnect between student & institutional approaches Caution re: net gen claims, importance of taking account of student differences Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, Sharpe and Beetham (forthcoming)

9. Content defined… Open University UK: From broadcast TV to multi-channel

10. Personalised and mobile New learning opportunities Individualised personal environments Synchronising across devices Location and context aware The i-phone: a transformative technology But what next?

11. Reflection: e-portfolios

12. Virtual learning

13. New learning spaces Combining the affordances of new technologies with good pedagogy Taking account of context, location and time Blurring of real and virtual New spaces, new metaphors, new ways of working SKG: Learning Spaces project, Australia JISC Designing spaces for effective learning

14. 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

15. Paradoxes created by the digital Expansive knowledge domain Hierarchy & control less meaningful Increasingly complex digital landscape Content distributed, everything is miscellaneous Collective intelligence Free content & tools, open APIs and mash ups Technology aspect Generic impact Educational impact Death of expertise / everyone an expert Multiple pathways / lost in cyberspace Beyond ‘digital space’/ New metaphors Multiple (co-)locations / loss of content integrity Social collective/digital individualism Issues re: ownership , value, business models Challenges the role of the teacher Need for new learner pathways Widening skills gap from ‘tech savy’ Need to rethink the design process Potential for new forms of learning Lack of uptake

16. Digital literacies Jenkins twelve skills for participatory culture Play – experimentation/problem solving Performance – alternative identities Simulation – construct models of real-world processes Appropriation – sample and remix of media content Multitasking – scanning and then focusing on salient details Distributed cognition – interaction to expand mental capacities Collective intelligence - to pool knowledge with others Judgment – evaluation reliability of different information Transmedia navigation – follow the flow of stories across modalities Networking – search for, synthesize and dissemination information Negotiation – travel diverse communities, multiple perspectives Visualisation – different data representations for ideas, patterns, trends

17. The gap between promise & reality 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 Free resources Little reuse Array of technologies Not fully exploited

18. Designing for Learning Representing pedagogy Guiding design Sharing ideas Empirical evidence base OULDI Open University Learning Design Initiative OLnet Supporting researchers and users of Open Educational Resources

19. OULDI…. Design methods: schema & patterns Visualisation: CompendiumLD Support and guidance: Events Sharing and discussing: Cloudworks

20. Visualisation Helps articulate and share designs Supports effective design Highlights key requirements at different levels Integrates design advice and support at key points in the process

21. CompendiumLD Tool for visualising designs Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level

22. Course map & Pedagogy profile Course map Gives an ‘at a glance’ view Based on the 5 key aspects of a course Pedagogy profile Maps to the types of student activities Can look at different timeframes Advantages of these ‘views’ Provide pedagogical overviews Can compare with other courses

23. Guidance and Support “ Learning pathway”: Course structure and timetable e.g. course calendar, study guide, tutorials Thinking and reflection “ Meta-cognition” : Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Evidence and demonstration “ Assessment” : Diagnostic, formative or summative, e.g. multiple choice questions, assignments, exams Information and experience “ Contents and activities” : Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication and Interaction “ Dialogue” : Social dimensions of the course, interaction between learners and tutors, e.g. course forum, email Course Map View: Course title Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features

24. Pedagogy profile Map of student tasks to time periods (weeks, semesters, etc) Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent in that period on each type of task Web-based interactive version available

25. Teaching is a ‘craft’ practice: Developing Discussing Adapting Improving Key aspects to support Sharing best practice Ideas, support and advice Enhancing professional knowledge Communication

26. Cloudworks: sharing teaching practice A space for sharing and discussing learning and teaching ideas and designs Application of the best of web 2.0 practice to a teaching context Iterative development and evaluation – based on use Part of OU Learning Design Initiative Juliette Culver – developer Rebecca Galley – cloudworks facilitators Growing international ‘cloudworks champions’

27. Why was it developed? Aim To bridge the gap between technologies and use Issues Lack of uptake of technologies in education Teachers say they want examples /want to share/discuss New skills needed for engaging with new technologies

28. Key concepts Clouds: core objects in Cloudworks Cloudscapes: collections of clouds Activity streams: dynamic filters of new activity Follow and be followed: Personal activity stream and peer recognition

29. Homepage Active clouds New Cloudscapes Orientation Search Browse Login User panel Cloudstream

30. Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

31. Active clouds Current topics Hot issues Questions Flash debates Presentations

32. Cloudscapes “ Learn about” Cloudscape: Presentations 24 Clouds Twitter stream Recent activities Space to Discuss Add Follow Collate Archive

33. Individuals, collectives, communities Views from 158 countries Users: Teachers (from K-12, tertiary, independent) Researchers Educational technologists/support staff Policy makers Researchers Learners Characteristics Boundary crossing Multi-purpose, different motivations Lurking through active participation

34. Uses and benefits Events: conferences and workshops ETUG workshop , 20 th- 21 st October 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1903 Discussions: Flash debates The changing nature of conferences http://cloudworks.ac.uk/cloud/view/2577 Eliciting expertise and open reviews Literature review of Web 2.0 use in Higher Education http://cloudworks.ac.uk/index.php/cloudscape/view/1895 Aggregating resources Personalising formal learning with technology http://cloudworks.ac.uk/index.php/cloudscape/view/1871

35. LD Toolbox A ‘pick and mix’ of learning design tools and resources Supporting advice and guidance Trialled across a range of teaching and learning environments http://cloudworks.ac.uk/cloudscape/view/1882

36. Using the toolbox Activities graded: introductory Intermediate advanced 4 interventions offered: Independent, Community peer support Tailored events Side-by-side mentoring Co-creative approach to ensure relevance

38. Olnet - 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

39. A holistic approach to design for learning – a vision for the future Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2695

40. Flickr images Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/ Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/ Grand challenges http://www.kamaelia.org/GrandChallengesCover.png Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/ Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0