This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.

1. The potential & paradoxes of new technologies & implications for education & its implications for web citizenshipGráinne Conole,The Open University, UKAprenred, University of Guadalajara, Mexico, 7th October 2010

2. OrientationWeb citizenshipFocusSocial inclusionOpen, social and participatory mediaMapping pedagogies to e-learningA vision of openness – Open PracticesOpen DesignOpen DeliveryOpenResearchOpen EvaluationImplications for learning and teachingInnovationQuality

3. Open, social and participatory mediaNew tools/practices are leading to new forms of learning and teachingSharingMedia sharingWeb 2.0CommunicatingBlogs & wikisNetworkingSocial networkingInteractingVirtual worldsShift from:Web 1.0 – content repository and static informationWeb 2.0 – user generated content and social mediation

4. A typology of new technologies(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895 and http://bit.ly/b08uY2#HEA

5. 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)

6. Pedagogies of e-learningMayes & De Freitas, 2004Dyke et. al, 2007Conole, 2010AE-trainingDrill & practiceInquiry learningResource-basedAssociativeFocus on individualLearning through association and reinforcementConstructivistBuilding on prior knowledgeTask-orientatedSituativeLearning through social interactionLearning in contextConnectivistLearning in a networked environmentExperiential, problem-based, role playReflective & dialogic learning, Personalised learning

7. Some case study examplesInteractive materials, e-assessmentE-training, drill and practiceLocation aware devices, Virtual worlds, online games Inquiry learning, resource-based learningGoogle, media sharing repositories, user-generated contentExperiential, problem-based, role playBlogs, RSS feeds, e-portfolios, wikis, social networksReflective and dialogic learning, Personalised learning

8. E-training, drill and practiceMcNaught, 2010, Edmedia Keynote

9. Going mobile

10. Inquiry-based learningMy communityThe Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

11. Resource-based learningGLO MakerLearning ObjectsPodcasts - iTunes UOpen Educational Resources

12. Situated learning – virtual exhibitionsWhat can avatars do? Virtual realities in collaborative learningLi et al., 2010, Edmedia conferenceAims to develop proficient technical writing and design skillsCohort of 82 students created a movie poster of the film, AvatarVirtual exhibition in SecondLifeOther examples:Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling

13. Role-based learningWills et al., 2010Pheny and Shun, 2009, Ascilite conference

14. Reflective and dialogic learningUsesBlogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregationWikis for project-based workCohort blogs for shared understandingWeb 2.0 tool to connect beyond the courseE-portfolios for aggregation and evidenceTwitter for just-in-time learning Joyes, 2009, Ascilite conference

15. Connectivism and Connective knowledge Personalised learningCritical literacies online

16. Communication+A redefining of what ICT meansAudio & video conferencingMedia sharingForumsGoogle waveEmailWikisBlogsInstant messagingTwitterInteractivityVirtual worlds, online games & immersive environments Web pagesSocial networkingMash ups

17. Co-evolution of tools and practiceCharacteristics of usersAffordances of technologiesAffordances (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.PreferencesReflectionInterestsDialogueEvolvingpracticesAggregationSkillsContextInteractivityBasic communications & gesturesSymbolic representations (words, numbers)1st wave technologies (phone, radio, fax, TV, CD/DVDs)2nd wave technologies networks, mobiles, the Internet)

18. Digital skills (Jenkins, et al., 2008)PlayPerformanceVisualisationAppropriationNegotiationMulti-taskingSimulationNetworkingDistributed cognitionCollective intelligenceTransmedia navigationJudgment

19. The reality gapParadoxesTechnologies not fully exploitedLittle evidence of use of OERPredominance of ‘old practices’Media sharingBlogs & wikisReasonsTechnical, pedagogical, organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”Solutions?Models and frameworksLearning designPedagogical patternsOpen Educational ResourcesVirtual worlds &online gamesSocial networking

20. Redefining openness…DesignCourses design & shared openlyDeliveryUse of free tools & resourcesWhat is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching?Peer critiquingSharingRepurposingOpen practicesNetworkingInquiryCollectiveintelligenceEvaluationCritical reflectionResearchSharing of research dataAlso see Alex Couros, Edmedia, 2010

21. Open DesignOpen DeliveryOpen ResearchX-DeliaOpen Evaluation

22. Open Design: Learning designShift from belief-based, implicit approaches to design-based, explicit approachesA design-based approach to creation and support of coursesEncourages reflective, scholarly practicesPromotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

23. The learning design concept wheelLearning Design taxonomyMediating artefactsAffordancesToolsActivitiesCloudworksResourcesResources’DesignChallenge’FoundationsCollaborationDialogPlus toolkitPhoebe plannerPedagogic plannerCourse viewsRepresentationActivitiesToolsToolsActivitiesResourcesExcel templateCompendiumLD

24. Translates into…Tailored guided pathways of different levels of intensity and lengthAwareness sessionsUsing technologiesDesign challengesMaster’s level OERFree format

25. RepresentationThe Open University, UKKE312Working together with childrenHow are courses typically represented?How explicit is the inherent design?What’s the problem?Text-based/focus on contentDoesn’t show what the course is really like or what it consists of

26. Course views: conceptual and data-drivenLearning OutcomesPedagogy ProfileCourse DimensionsCourse MapTask SwimlaneCourse PerformanceCost effectiveness

27. Guidance & SupportCourse guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignmentsTutor support: 1:20, 21 hours Content & Activities3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course booksOwn experience and practicePDFs, e-journal articles & websites, activities in learning guides, 5 website interactivitiesCommunication & CollaborationF-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Reflection & DemonstrationJournal space in the Mystuffe-portfolio, 6 assignments online (50% of overall score)Course summaryKE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 guidesWhole weeks devoted to assignmentsConsolidation week (week 22)Key wordsPractice-related, aligned to latest professional framework for multi-agency working, rich casesRead-Relate to practice – Reflect - WriteKE312 - Course map

28. Pedagogy profileMap of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessmentAssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessmentEach cell indicates the amount of time spent on each type of taskLearning Activity Taxonomy - Conole, 2008

29. Course dimensionsGuidance &SupportContent &ActivitiesReflection &demonstrationCommunication & Collaboration

30. Learning outcomesMapping learning outcomes to:ActivitiesAssessmentBased on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps

31. Task swimlaneFocus on the tasks learners doBase on:Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputsAdvantagesMakes design explicitMaps out designSharable with othersGood at activity levelUseMind mapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers

33. Tutor costs

34. Working between the viewsCourse mapPedagogy profileLearning outcomesCourse dimensionsTask swimlane

35. Modeling with data-derived viewsWhat happens to course performance, if…Include more collaborationDecrease the amount of tutor supportIncrease use of Web 2.0 tools?5 conceptual viewsWhat are the cost implications of…Including more online assessmentMore student-generated contentIntroducing use of SecondLife?Course Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson

36. Weighing it all upProsConsMakes design explicitForegrounds specific aspects of the designActs as a scaffold/guide to the design processViews act as a shared dialogic mediating artefactComparative analysisCheck points and reflectionThe power of sharing and discussingDesign is a complex process!Understanding the viewsRecognising their limitationsThe dangers of a formulaic approachTime to master/appropriateThe difficulty of shifting entrenched practiceStill to be empirically validated

37. Dialogue and collaborationA space for sharing and discussing learning and teaching ideasApplication of web 2.0 practiceExamples for teachers & learners to share/discussA space for collaboration & communication Helps develop skills needed for engaging with new technologies’

38. Quick language guideCloud:Anything to do with learning and teachingCloudscape:A collection of cloudsActivity stream:Latest activities on a Cloudscape or peopleFavourites:Vote for things your likeRSS feeds:For Cloudscapes, Clouds & peopleFollow:Cloudscapes, Clouds or peopleAttend: Conferences & workshops

39. Conferences and workshops

40. Flash debatesVirtual desk researchVirtual reading circlesEvolving patterns of user behaviourExpert elicitation

41. Cloudworks leafletCloudworks the movie!http://cloudworks.ac.uk/cloud/view/2457Using Cloudworks Cloudscapehttp://cloudworks.ac.uk/cloudscape/view/1911Help

42. Take a digital walking tourUsing cloudworks CloudscapesThe Cloudworks CloudquestBrowse Clouds and CloudscapesFree searchExplore user profilesLook at current eventsContribute to the Flash debatesPush the boat out – create a Cloud 

43. Open Delivery – Use of OERBasic definitionThe open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)Broader definitionLearning resourcesCourseware, content modules, learning objects, learner support & assessment tools, online learning communitiesResources to support teachersTools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachersResources to assure the quality of education and educational practices (UNESCO 2004)

44. Open Educational Resource movementOpen Learning Initiative

45. Pedagogically rich

46. Olnet: Open Learning networkNetworkFrom producing open resources to use of open resourcesBuild capacity

47. Find evidence

48. Refine the issuesResearchFellowshipsConole, McAndrew & Demtriadis, Forthcoming

49. Making reuse possibleConole, McAndrew & Demitriadis, Forthcoming

50. Explicit design

51. Design, use, reuseDesignDesignUsesDepositsRepurposes & depositsUsesOEROERTeacher ALearner ALearner BTeacher BCreatesChoosesDepositsQuiz + beginners routeQuiz + advanced route

52. A vision of transformationBeyond content – focus on activity and useLearners as self-directed and autonomousMore of a focus on sharing, refinement, iteration, critical reflectionOER as a potential catalyst to transforming educational practiceImprovements in social inclusion, quality and innovation

53. From resources to practices

54. The OPAL vision52Focus on the practice around OER rather than the resourcesBetter understanding will lead to improvements in the quality of OER and more innovationOpen Educational Resource PracticeOEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.

55. Abstracting dimensions of PracticeApproach60+ case studies of OER collectedDimensions of OEP derivedDerivation of the OEP cube modelValidationSpotlight on OER on CloudworksEDEN workshopOER activity on CloudworksOngoing online consultation processhttp://cloudworks.ac.uk/cloudscape/view/2105

56. Validation: OER activity on Cloudworks27 Cloudscapes and 13 Clouds evaluatedKinds of activitiesReviews, events, debates, otherIntentional, practical, socialTypes of CloudsInstructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviewsAlevizou et al. 2010

57. Emergent issues from OER researchMotivations for sharing and incentives for participation Financial sustainability and licensing jurisdictions OER tracking, usage patterns and users motivations Quality and credentialsEffectiveness metrics Types of research and dissemination of empirical results Linking research with policy and practice

58. The OEP cube modelTHE DIMENSION: What?Strategies and PoliciesBarriers and Success FactorsTools and Tool PracticesSkills Development and SupportTHE CONTEXT: Where?Macro level (society)Meso level (organisation)Micro level (individuals)MATURITY: How well is it established?Initial (not yet started)ManagedDefinedOptimizing (embedded / advanced)CONTEXTMATURITYDIMENSION56

59. The cube model571AX1BX1AX1BX1BX1BX1AY1BXLevels1BY1BX1BY3AXMacro-level: SocietalMeso-level: OrganisationMicro-level: Individual2AX1BY3BX2BX3CX2AX2BX3DX2BX2BX2AY2BX2BY2BX2BY2AX3AX2BY2BX3BX2CX3AX3BX2DX3BX3BX3AY3BX3BY3BX3BY1AX3BY1BXStrategies & policiesBarriers & successfactorsTools & toolpracticesSkillsDev &Support1CX1DXLevel of maturityOptimizingDefinedManagedInitialDimensionsOER embedded in strategyInstitutional OER repositoryAdapted from diagram by T. Koskinen

60. Uses and benefitsThree usesBenchmarkingGuidanceReflection and comparisonBenefitsGuides users in understanding how to think about the key issues.Flexible enough to cover the multiple stakeholdersSub-cubes provide practical illustrative examplesUseful as a mechanism for institutions to self-benchmark58

61. Final thoughtsA vision for the future, harnessing the power of opennessLearning and the context of learning have changedWe need new approaches to learning and teachingHow can we harness increasingly sophisticated tools and OERs?How can we support innovation in the use and reuse of OER?Will openness enable or restrict social inclusion?What are the quality implications in an increasingly open context?How can we ensure research better informs policy and practice?

62. SourcesMash 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.jpgYin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gifImperial 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