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This document discusses navigating digital landscapes to foster creativity and innovation in learning and teaching. It provides an overview of emerging technologies, a pedagogical meta-model for mapping different types of learning, and approaches to learning design and digital literacies. The author argues that e-learning can support interaction, collaboration, and developing digital skills while preparing students for an uncertain future that relies heavily on technology.
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Conole lund final
- 1. Navigating digital landscapesto foster creativity and innovation Gráinne Conole, University of Leicester 15th August 2013 Creating Knowledge Conference Lund, Sweden National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. About me… • Irishbut living in England • PhD in Chemistry • Two girls (14 and 18) • Professor of Learning Innovation at the University of Leicester
- 3. Institute of LearningInnovation • Mission – To research and apply learning innovations to inform policy and shape practice • Vision – To enable creativity, quality and innovation in learning and teaching to enhance the learner experience
- 4. Areas of activity •Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice
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- 6. Outline • Why e-learning? •E-learning timeline and digital landscapes • Emergent technologies • A pedagogical meta-model • Pedagogical approaches • Learning design and digital literacies • Future challenges
- 7. Why e-learning? • Forlearning – Potential to support interaction, communication and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course • For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society
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- 10. Technological trends • MOOCs •Tablet computing • Games and gamification • Learning analytics • 3D-printing • Wearable technologies http://www.nmc.org/horizon-project
- 11. The MATEL study •Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity http://www.menon.org/matel/
- 12. Co-evolution of toolsand practice Evolving practices Characteristics of tools Reflection Dialogue Aggregation Interactivity Characteristics of people Preferences Skills Interests Context
- 13. Individual Social Information Experience A pedagogicalmeta-model Conole, et al., 2004 Conole, 2010 Non Reflective Reflective Mapping different types of learning to three dimensions of learning
- 14. Individual Social Information Experience A pedagogicalmeta-model Jarvis, 2004 Non Reflective Reflective Pre-conscious learning
- 15. Individual Social Information Experience A pedagogicalmeta-model Dewey, 1916 Non Reflective Reflective Reflective learning
- 16. Individual Social Information Experience A pedagogicalmeta-model Laurillard, 2002 Non Reflective Reflective Dialogic learning
- 17. Pedagogical approaches Drill &practice learning Mobile learning Situated learning Immersive learning
- 18. Drill and practicelearning
- 19. Study calendars E-books Learning resources Onlinemodules Annotation tools Mind mapping tools Communication mechanisms Mobile learning
- 20. Mobile is important •In mid-2012, 51% of UK citizens owned a smartphone (The Paypers, 2012) • 14% of adults in Europe owned tablet in 2012 (Lomas, 2013) • 35% of UoL Medical School 3rd years own an iPad Terese Bird
- 21. Flexibility and mobility Small,compact size Readability Easy on the eyes Access from a single device without internet Portability Capacity Long battery life Continue reading, Bookmark Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr
- 22. Natalie Auer, PhDstudent
- 23. Situated learning Archeological digs Medicalwards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/
- 24. SWIFT – Learningin virtual worlds Features: • Harnesses imagination • Experiential learning • Creates learning context • Computer as personal tutor Example applications: • Practical subjects • Language practice • Abstract concepts • Artistic creation Paul Rudman
- 25. SCENE – Problem-BasedLearning (PBL) Aims: • Promote the use of PBL as a teaching method in the EU • Train teachers, trainers and head teachers on PBL pedagogy Online course video, discussion forums, virtual classrooms PBL repository To share PBL scenarios Virtual Facilitator To assist learners Paul Rudman and Pal Edirisingha
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- 27. Promise and reality Socialand participatory media offer new ways to communicate and collaborate Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills
- 28. Digital literacy skills http://edudemic.com/2013/04/important-21st-century-skills/ Creativity Multi-tasking Performance Simulation Appropriation Play Distributedcognition Judgment Collective Intelligence Transmedia Navigation Networking Negotiation Jenkins et al., 2006 Lisa Marie Blaschke on fb
- 29. Academic literacies New literacies Media literacies Digital literacies Information literacies Jane Secker (2011)Futurework skills report http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/future_work_skills_2020.pdf
- 30. The 7Cs ofLearning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 31. Conceptualise • Vision forthe course, including: – Why, who and what you want to design – The key principles and pedagogical approaches – The nature of the learners Conceptualise Course Features 6 design frames Personas
- 32. Course features • Pedagogicalapproaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 33. Principles Theory based Practicebased Cultural Aesthetics Political International Serendipitous Community based Sustainable Professional
- 34. Pedagogical approaches Inquiry based Problembased Case based Dialogic Situative Vicarious Didactic Authentic Constructivist Collaborative
- 35. Guidance & Support Learning pathwayMentoring Peer support Scaffolded Study skills Tutor directed Help desk Remedial support Library support Step by step
- 36. Content & Activities Brainstorming Conceptmapping Annotation Assimilative Jigsaw Aggregating resources Learner generated content Information handling Pyramid Modeling
- 37. Reflection & Demonstration Diagnostic E-AssessmentE-Portfolio Formative Summative Peer feedback Vicarious Presentation Reflective Feed forward
- 38. Communication & Collaboration Structured debateFlash debate Group project Group aggregation Group presentation Pair debate For/Against debate Question & Answer Group project Peer critique
- 39. 6 frames ofinformed design • Content • Competency • Learning to learn • Personal relevance • Social impact • Relational Christine Bruce, http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/sixframes_final%20_1_.pdf
- 40. Capture • Finding andcreating interactive materials – Undertaking a resource audit of existing OER – Planning for creation of additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content
- 41. Communicate • Designing activitiesthat foster communication, such as: – Looking at the affordances of the use of different tools to promote communication – Designing for effective online moderating Communicate Affordances E-moderating
- 42. Collaborate • Designing activitiesthat foster collaboration, such as: – Looking at the affordances of the use of different tools to promote collaboration – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns
- 43. Consider • Designing activitiesthat foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including – Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns
- 44. Combine • Combining thelearning activities into the following: – Course View which provides a holistic overview of the nature of the course – Activity profile showing the amount of time learners are spending on different types of activities – Storyboard: a temporal sequence of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway
- 45. Course View E-tivity Rubric:http://tinyurl.com/SPEED-e5 Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.
- 46. Activity profile • Typesof learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
- 47. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
- 48. Storyboard for adesign workshop
- 49. Consolidate • Putting thecompleted design into practice – Implementation: in the classroom, through a VLE or using a specialised Learning Design tool – Evaluation of the effectiveness of the design – Refinement based on the evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing
- 50. http://www.larnacadeclaration.org/ • Definition ofLearning Design • Teachers need guidance to make informed design decisions that are pedagogically effective and make appropriate use of technologies
- 51. The METIS Integrated LearningDesign Environment • Conceptualize • Author • Implement http://ilde.upf.edu/
- 52. Future challenges • Disaggregation ofEducation • Digital skills and jobs gap • Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/
- 53. Resources Learning pathways Support Accreditation Disaggregationof education http://openclipart.org/
- 54. Resources • Over tenyears of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU
- 55. The OPAL metromap http://www.oer-quality.org/ Evaluationshows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
- 56. POERUP outputs • Aninventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
- 57. OER community casestudies • 7 case studies – Futurelearn – OER University – MOOC UVA – BC Campus – Wikiwijs – HwB – Book in progress • Data collection – Survey – Interviews • Methodology – Social Network Analysis to identify the nature of the interactions and key players POERUP outputs
- 58. The emergence ofMOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009) – http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • Emergence of large-scale xMOOCs • UK-based FutureLearn • What are MOOCs? – http://www.youtube.com/watch?v=eW3gMGqcZQc • List of MOOCs – http://www.mooc-list.com/ • EFQUEL series of blogs – http://mooc.efquel.org/
- 59. Massive Open OnlineCourses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
- 60. Dimension Characteristics Context Open Degreeto which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs http://e4innovation.com/?p=727
- 61. Learning pathways • Guidedpathways through materials • Can promote different pedagogical approaches – Associative – Constructivist – Situative – Connectivist Collaborative Pedagogical Patterns
- 62. Support • Computer assisted •Peer support • Tutor support • Community support • Mentoring
- 63. Accreditation www.p2pu.org/en/ Peer to PeerUniversity wikieducator.org/OER_university/ OER University http://openbadges.org/ Mozilla badges
- 64. Digital skills andjobs gap http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
- 65. Future of work •24/7 culture • Working across multiple spaces • Aging workforce • Millennials and Gen Y • Mobile working • Innovation, collaboration and new organisational structures http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it
- 66. Conclusion • Nature oflearning, teaching and research is changing • Changing roles • Technology Enhanced Learning spaces • It’s about – Harnessing new media – Adopting open practices • New business models are emerging
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- 68. References • Conole, G.(2010) Review of pedagogical frameworks and models and their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for effective learning design." Computers and Education 43(1-2): 17-33. • Dewey, J. (1916). Experience and Nature. New York, Dover. • Jarvis, P. (2004). Adult education and lifelong learning. London, RoutledgeFalmer. • Laurillard, D. (2002). Rethinking university teaching, Routledge %@ 0415256798, 9780415256797. • Secker, J.(2011), http://www.slideshare.net/seckerj/information- literacy-e-learning-and-the-changing-role-of-the-librarian • Learning Design workshop resources http://tinyurl.com/LD- workshop
Editor's Notes
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- #25 VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
- #26 PBL:Constructivist approach to learningLearner focusedLearners develop problem-solving, self regulated learning and team based learning skillsGeared toward “real world” tasks; projects or problems have more than one approachEmphasis on authentic, performance based assessmentContext: EU-funded;10 partner organisations ; 6 languages; adapted for each culture (GR,RO,IT,TU,PG,EN)Theoretical andpracticalelements - participants work alone &in groups engaging and interactiveEmploysSalmon’s (2002) E-tivity model:Stage 1 - Access and motivationStage 2 - On-line socializationStage 3 - Information exchangeStage 4 - Knowledge constructionStage 5 - DevelopmentVirtual Facilitator: expert system to guide learners in designing PBL sessions by asking questions/offering suggestions.An open access area for participants to share their own PBL scenarios / designPBL repository: An open access area for participants to share their own PBL scenarios / design
- #30 Academic literacies learning development, study skills and academic writing, New literacies multimodal learning, transliterciesMedia literacies critical use of non textual communication formats, critical skillsDigital literacies Ethics and e-safetly; computer literacy and functional skills, search skills