This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.

1. New ecologies and
trajectories of
learning
Gráinne Conole
University of Leicester
1st October 2012
InSuEdu conference
Thessiloniki, Greece
National Teaching
Fellow 2012

2. Outline
• Technologies trends
• Technologies for learning
• Teacher practice and paradoxes
• Learning Design
• Design-Based Research
• E-Pedagogies & technologies
• Facets of learning
• Ecologies of learning
• Conclusion

3. http://www.flickr.com/photos/maxoz/5655569031/

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 of things
• 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
Social and
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 + Carpe Diem
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 we want 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:
Key words:
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. Storyboard
http://linoit.com

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 of dealing with real learning contexts
• Iterative: design, implementation, evaluation, refine
• Gives rich insights into complex dynamics

28. DBR and
Learning Design
• 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, implementation,
problem, solution, evaluati evaluation and refinement
on • Agile, based on practice
• Adaptive and flexible • Coherent LD framework
• Generalisation

29. 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

30. The essence of learning
Reflection Dialogue
Collaboration Application

31. Facets of education
Resources Learning
pathways
Support Accreditation
http://www.flickr.com/photos/emclibrary/2459359483/

32. Resources
• Over ten 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

33. The OPAL metromap
http://www.oer-quality.org/

34. 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

35. Country reports: key themes
• 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

36. 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

37. Massive
Open
Online
Course
http://www.olds.ac.uk/
http://www.youtube.com/watch?v=eW3gMGqcZQc

38. Learning pathways
http://sociallearn.open.ac.uk/

39. Support
• Computer assisted
• Peer support
• Tutor support
• Community support
• Mentoring
http://www.flickr.com/photos/24289877@N02/5851058394/

40. Accreditation
Peer to Peer University OER University
www.p2pu.org/en/ wikieducator.org/OER_university/

41. Mapping e-Pedagogies to technologies
Pedagogies Technologies
• Problem-Based Learning (PBL) • Virtual Worlds (VW)
• Inquiry-Based Learning (IBL) • Google
• Didactic (Did) • E-Books
• Reflection (Ref) • Blogs, e-Portfolios
• Dialogic Learning (Dial) • Discussion Forums (DF)
• Collaboration (Collab) • Wikis
• Assessment (Ass) • MCQs
• Communities of Practice (CoP) • Google+
• IBL – social • Twitter
• User-Generated Content (UGC) • Youtube

42. A pedagogy framework
Social
Information
Informal Formal
Experience
Individual

43. IBL/Twitter Social PBL/VW
CoP/Google+ Dial/forum
Dial/Skype Collab/Wiki
Informal Formal
Ref/Blog Ref/e-Portfolio
IBL/Google Did/e-Book
UGC/YouTube Individual Ass/MCQs

44. Social
Information
Informal Formal
Experience
Individual

45. Ref/Blog Experience PBL/VW
CoP/Google+ Ref/e-Portfolio
Dial/Skype Dial/Forum
Informal Formal
IBL/Twitter Coll/Wiki
IBL/Google Did/e-Book
UGC/YouTube Information Ass/MCQs

46. Mayes & De Freitas, 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

47. E-Assessment, drill and practice

48. Mobile learning
Study calendars
E-books
Learning resources
Online modules
Annotation tools
Mind mapping tools
Communication mechanisms

49. Collective intelligence

50. Situated learning and role play
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling

51. Ecologies of learning
• Co-evolution of
tools and users
• Niches
colonisation of
new habitats
• Survival of the
fittest

52. Rhizomatic learning
A rhizome is a stem of a
plant that sends out
roots as it spreads.
Describes the way that
ideas are multiple,
interconnected and self-
replicating. A rhizome
has no beginning or end
like a learning process
http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/

53. Conclusion
• Disaggregation:
resources, support, lear
ning 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/

54. http://www.slideshare.net/GrainneConole
http://www2.le.ac.uk/departments/beyond-distance-research-alliance
grainne.conole@le.ac.uk
http://e4innovation.com

55. Useful sites and resources
• 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