1. Predicting the future – fact or fantasy? http://cloudworks.ac.uk/cloud/view/4111 Gráinne Conole, The Open University, UK Future learninglandscapesconference, Greenwich, 7thJuly 2010
2. Techno-sixth sense Mind control What might a technology-driven world look like in 5, 10 or 100 years? Ultimate robot Advanced futures
3. Orientation Conference themes Focus Review of the technology landscape Current landmarks Future trajectories Focus on learning Pedagogies of e-learning Case study examples The gap between promise and reality Five potential of solutions What transformational practices, technologies and environments for learning are there? Individuality vs. connectivity Tension between openness & privacy What skills will learners (& teachers) need? Co-creation of knowledge: reality or dream?
4. Changing context of education Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches tounderstanding, designing andsupporting learning Changing learners Grown up ‘digital’, technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations
5. A typology of new technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895
6. Predicting the future Can’t compare with the past and extrapolate Can’t keep up - rapid growth of knowledge Our knowledge grows in steps, it’s not linear We’re in for more surprises than we think Technology use/acceptance can’t be predicted Acceptance linked to external circumstances A jump in quantity brings new qualities Developments will continue rapidly Hermann Maurer, Edmedia Keynote 2010
8. So what is learning? Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated’ (Laurillard, 1993)
9. Pedagogies of e-learning Mayes & De Freitas, 2004 Dyke et. al, 2007 A E-training Drill & practice Inquiry learning Resource-based Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Experiential, problem-based, role play Reflective & dialogic learning, Personalised learning
10. Some case study examples Interactive materials, e-assessment E-training, drill and practice Location aware devices, Virtual worlds, online games Inquiry learning, resource-based learning Google, media sharing repositories, user-generated content Experiential, problem-based, role play Blogs, RSS feeds, e-portfolios, wikis, social networks Reflective and dialogic learning, Personalised learning
13. 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/
15. Situated learning – virtual exhibitions What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
17. Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning Joyes, 2009, Ascilite conference
19. Communication+ A redefining of what ICT means Audio & video conferencing Media sharing Forums Google wave Email Wikis Blogs Instant messaging Twitter Interactivity Virtual worlds, online games & immersive environments Web pages Social networking Mash ups
20. Co-evolution of tools and practice Characteristics of users Affordances of technologies Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Preferences Reflection Interests Dialogue Evolving practices Aggregation Skills Context Interactivity Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)
21. A Tweet is simply 140 characters… Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?
22.
23. The reality gap Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Models and frameworks Learning design Pedagogical patterns Open Educational Resources Pedagogical planners Virtual worlds & online games Social networking World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
24. Approaches to addressing the problem Pedagogical patterns Models and frameworks Open Educational Resources Learning design Pedagogical planners
46. 2. Learning Design/Designing for learning Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
49. Dialogue and collaboration Design challenge Create a course in a day! Cloudworks Space to share and discuss
50. Cloudworks 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 To bridge the gap between technologies and use Teachers say they want examples/want to share/discuss Helps develop skills needed for engaging with new technologies’
51. Quick language guide Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like RSS feeds: For Cloudscapes, Clouds & people Follow: Cloudscapes, Clouds or people Attend: Conferences & workshops
54. Flash debates Virtual desk research Virtual reading circles Evolving patterns of user behaviour Expert elicitation
55. Cloudworks leaflet Cloudworks the movie! http://cloudworks.ac.uk/cloud/view/2457 Using Cloudworks Cloudscape http://cloudworks.ac.uk/cloudscape/view/1911 Help
56. Take a digital walking tour Using cloudworks Cloudscapes The Cloudworks Cloudquest Browse Clouds and Cloudscapes Free search Explore user profiles Look at current events Contribute to the Flash debates Push the boat out – create a Cloud
57. Solution Problem Context 3. Pedagogical patterns Derived from Alexander’s work in Architecture Retalis, 2010 Goodyear & Retalis, 2010 Practical design patterns for teaching & learning with technology Winters, Warburton & Mor, Forthcoming Source: http://gsic.tel.uva.es/collage Demitriadis et al, 2010
61. Abstracting dimensions of Practice Open Educational Practices (OEP) Practices around the creation, use and management of Open Educational Resources Approach 60+ case studies of OER collected Dimensions of OEP derived Online consultation process http://cloudworks.ac.uk/cloudscape/view/2105
62. Open Educational Practice Dimensions Strategies and policies Quality Assurance models Partnership models Business models/sustainability strategies Barriers and success factors Tools and tool practices Skills development and support Innovations Strategies and policies Quality Assurance models Partnership models Business models/sustainability strategies Barriers and success factors Tools and tool practices Skills development and support Innovations Strategies and polices Barriers and success factors Tools and tool practices Skills development and support
63. Maturity model 44 1AX 1BX 1AX 1BX 1BX 1BX 1AY 1BX Levels 1BY 1BX 1BY 3AX Macro-level: Societal Meso-level: Organisation Micro-level: Individual 2AX 1BY 3BX 2BX 3CX 2AX 2BX 3DX 2BX 2BX 2AY 2BX 2BY 2BX 2BY 2AX 3AX 2BY 2BX 3BX 2CX 3AX 3BX 2DX 3BX 3BX 3AY 3BX 3BY 3BX 3BY 1AX 3BY 1BX Strategies & policies Barriers & successfactors Tools & toolpractices SkillsDev &Support 1CX 1DX Level of maturity Dimensions OER embedded in strategy Institutional OER repository Adapted from diagram by T. Koskinen
65. Final thoughts There will be an ongoing co-evolution of tools and use New digital literacies are needed for both teachers and learners There is a narrower but deeper digital divide We need to devise pathwaysfor navigating an increasingly complex digital landscape We need new language and metaphors to make sense of this Roles and structures are changing: learners, teachers, institutions We need a better link between theory and practice We need to develop a better theoretical basis for the field We don’t know the future, but we can say this…
66. Sources Mash ups http://www.flickr.com/photos/richardellard/4524139966/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/ Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios
67. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/ http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/ http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg OpenLearningInitiative http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ Crystal ball http://mashable.com/2009/08/20/ted-future/
