This document provides an overview of a presentation about new methods for thinking about teaching and learning. It discusses using technology for learning and teaching, as well as open educational resources and learning theories. The presenter has a PhD in Chemistry and is a professor of e-learning. She works at the Open University in the UK, which is known for being the first open university and having over 220,000 students. The presentation discusses innovation in learning through supporting open learning with materials, tutors and assessment. It also discusses changing technologies, students and the evolution from Web 1.0 to Web 2.0. Overall, the document provides background on the presenter and an outline of the topics to be discussed in the presentation about new methods for

1. Nuevosmétodosparapen
sar en la enseñanza
Gráinne Conole,
The Open University, UK
Guadalajara, 6th October 2010
http://cloudworks.ac.uk/cloudscape/view/2195

2. Experiencia
Doctora en Química
Catedrática en E-learning
• El uso de tecnologíapara el
aprendizajey la
enseñzanzaynuevométodo
de
enseñzayparticularmentesob
rediseño
• Recursoslibres (Open
Educational Resources)
• Las teorías de aprendizaje
The Open University
Unauniversidad de educación

3. The Open University, UK
Algunosdatos
La primera „Universidad Abierta‟
Mas de 220, 000estudiantes
570cursosen 70 temas
Más de 7,000 profesores
20asociaciones en30países
Experao en e-learning
Innovación del aprendizaje
Apoyo al aprendizajeabierto:
(Materiales+Tutores+Evaluación)
Ambiente de Aprendizaje:
Moodle+
YouTube channel
iTunes
OpenLearn
SecondLife

4. Estacharla
Información general sobre el uso Complejidad del
de tecnología en educación Diseño
La experiencia de aprendizaje
Paradojas de lastecnologías
Rutas de Aprendizaje
Un métodonuevo – „diseño del
Aprendizaje‟
Poniendotodojunto

5. EducaciónCambiante
TecnologíasCambiantes
Abundancia de
recursoslibresyherramientaslibrespor la red
El Acceso a Internet esbueno
Másymásmóvilyotrosdispositvos
Necesitamosnuevosmétodo
sporcomprender,
diseñaryayudar de
aprendizaje
EstudiantesCambiantes
Nacidos en la era de „Internet‟
Tecnología en todaslasáreas de suvida
Aprendenmuchasveces con otras personas
yusan „Google‟ todo el tiempo

6. De la Web 1.0 a la Web 2.0
Nuevasherramientas …
nuevasprácticas
Compartiendo
(participando)
Compartiendo
Medios
Communicádose
Blogs & wikis
Web 2.0 Networking
RedesSociales ( trabajando en
redessociales)
Interactuando
`mundosvirtual
es
Un cambio de:
Web 1.0 –repositorio de recursoseinformaciónestático
Web 2.0 –contenidogeneradopor los usuariosymediación
social

7. Tipologí de nuevastecnología
Technology Examples
MediosparaCompartir Flckr, YouTube, Slideshare, Sketchfu
Manipulacion de Mediosy mash ups Geotagged photos on maps,
Voicethread
Mensajesinstantáneos, chats, yforos MSN, Paltalk, Arguementum
web 2.0
Juegos en lineaymundosvirtuales WorldofWarcraft, SecondLife
Redessociales Facebook, Myspace, Linkedin, Elgg,
Ning
Blogging Wordpress, Edublog, Twitter
Bookmarks Sociales Del.icio.us, Citeulike, Zotero
Sistemas “Recommender” Digg, LastFm, Stumbleupon
Wikis yherramientas de edición Wikipedia, GoogleDocs, Bubbl.us
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
Sindicación/ Alimentación RSS Bloglines, Podcast, GoogleReader
http://cloudworks.ac.uk/cloudscape/view/1895

8. Paradojas de lastecnologías
Paradojas
Muchasrecursosyherramientas
gratis pero no utilizados
Blogs & wikis MediosCompartidos
Razones
Technicas, pedagogicas,
organizacionales…
“No tienentiempoparaaprender, no
tienenlashabilidades….”
Solución
MundosVirtuales& Un nuevométodo „Diseño del
Juegos en línea Aprendizaje‟ RedesSociales

9. ¡Ahora usted!
 Cómo arruinar un curso (how to ruin a course)
 Compare cuatro herramientas (Compare 4 tools)
 Herramientas en uso (tools in use)
 Un mapa para el curso (coursemap)
 Actividades de aprendizaje (learningactivities)

10. 1. Como arruinar un curso
(How to ruin a course)
 Sobre: Cuestionesyestratégicasque son importantespara
el éxito de un curso (issues and strategies important for
the success of a course)
 Producción:unalista de citasparadiseñoyevaluación de
sucurso (check list for design and evaluation of a course)
 Actividad:
 Hagaunalista de lasdiezformasque van a
asegurarquesucursosaldrá mal (list 10 ways to ensure
your course will fail)
 Compare ydiscuta con otras personas (compare and
discuss)
 Encuentreotrasejemplas (look at other examples)
http://cloudworks.ac.uk/cloud/view/2597

11. Feedback
 Whentheconnectionisbad
 Whentheteacherdoesntinteractwiththestudents
 Whenthecontentisnotrelevant
 Instructionaldesigninadequate
 Dontbelieve in thecourse, dontthinkitwillwork
 Personal fearsabouttechnology
 Lackof planning or control ofstudentswork
 Lackofconnectionbetweencontentandwhatstudentneeds
 When feedback ispureornotclear, professorsdonthavemuchexperience in
writing
 Wheninformationorresourcesisclosedorstudentcantseethepowerpoint etc.

12.  Software notavailabletoeveryone
 Toolstudetnsarentfamilarwith
 No coherencebetweenobjectsandlearningexpectations
 Simple activities are far awayfromcomplex
 Limitedresources
 Instructionsunclear
 Pooracademicpreparation
 Whenthereisnotenoughmotivation, whenwedonthave a
goodmethodofevaluation/assessment

13. 2. Comparar cuatro herramientas
(Comparing 4 web tools)
 Sobre: Estaactividadintroducirácuatroherramientasyteayudará
a pensarsobresuuso (this activity will introduce you to four tools
and help you think about their use ): Twitter, Wordpress,
Wallwisher and Wordle
 Producción: unamapa
 Actividad:
 Hagaunalista de diezformasque van a
asegurarquesucursosaldrá mal (visit the tool websites)
 `observe laspresentacionesy lea el blog post (Watch the
slideshow and read the blog post)
 Pongalasherramientas en el „`Marco TIC‟ (Map the tools onto
the ICT framework)
 Compare and discuta con otras personas (compare and
discuss)
 Busqueotrosejemplos (look at other examples)
http://cloudworks.ac.uk/cloud/view/3930

14. Discussion
 Wallwisher– a little. Easyto use, a littlelimited, rapidsolution
 Wallwisher–kindof forum, wayofcommunicating
 Staged in Englishclassyou can
getstudentstocreatesomethingandimprovetheirskillsusingthetechnology
 Wallwisher–friendlyplatform, dont know ifyou can respond.
Wediscoveredyou can share. Brainstorming
 Wordle–making a banner forvocabulary
 Wallwisher - Projects post-grad, presenttheirprojectstootherstudents,
collocando, bibliographica, searchingforreferences ,
aggregationofresources
 Stagedusefulwithkidsbecauseoftheusability, especiallywhenlearning a
language can writewhatis in theirmind, role play

15.  Staged–innovative, appealing, couldalso use forresourcing a
presentation, goodifyoulike visual
 Staged–goodformakehistoryof a managedprocess, restaurantyou can
putwhat place and time youneedto do things
 Wordle– can use itforexamplesearcharticles, writing,
whenresourceisonlywordyou can
givethewordstothestudentsandtheymake a definition

16. Twitter: lo buenoy lo malo
Ejemplos
Issues
Posting queries Your „a-ha‟ moment
Commenting The right network
Backchannel Your digital voice
Crowdsourcing Inappropriateness
Gathering opinions Personal/private
Sharing ideas Too much!
Brainstorming Use with other tools
Social presence A passing fad?

17. Las herramientas
 Tools
 Wallwisher
 http://www.wallwisher.com/
 http://www.wallwisher.com/wall/learningepedagogy
 Twitter
 http://twitter,com y http:// twitter.com/gconole #twitterteaching
 Wordpress
 http://wordpress.org/
 http://www.e4innovation.com
 http://learn.open.ac.uk/mod/oublog/view.php?user=394932
 Wordle
 http://www.wordle.net/
 Preguntas:
 Cómopuedeenseñarse la herramienta en la enseñanza?
 (How might the tool be used in teaching?)
 Quétegustaydisgustasobre la herramienta?
 (What do you like and dislike about the tool?)
 Piensaustedqueseráfácilaprender a utilizarla?
 (Do you think it will be easy to learn to use it?)

18. El Marco TIC (The ICT Framework
Communication+
MundosVirtuales,
Audio & video Juegos en linea&
conferencias Mediosinmersivos
Redes
Sociales
Google
Foros wave
Wikis
Email
Blogs
Mensajes
Instantáneos
Twitter
Páginas Mediospara Mash ups
Web Compartir
Interactividad

19. 3. Herramientas a usar (Tools in
use)
 Sobre: Estaactividadexploraráel términotécnico „affordances‟ (in this activity
you will explore the term „affordances‟ and decide on tools based on their
positive and negative affordances )
 Producción: un mapa
 Actividad:
 Seleccioneunaactividadytresherramientas(Choose a task and 3 tools)
 (Ponga la actividad en el centro del papelylasherramientas en el exterior
(Put the task in centre of paper and tools on the outside)
 Añada el affordances que son positivosynegativos(Add +ve and –ve
affordances)
 Decidacuálherramientadebeusar (Decide which tool to use)
 Compare ydiscuta con otras personas (compare and discuss)
 Busqueotrosejemplos (look at other examples)
http://cloudworks.ac.uk/cloud/view/4042

20. Coevolución de lasherramientasyprácticas
Características de Características
lastecnologías de la gente
Reflection Affordances (Gibson)
Preferences
Affordances (Gibson) „Todas ”lasposibilidades de
„All"action possibilities" latent in acción" latentesen unambiente…
an Dialogue
environmentt… Perosiemprerelacionado con el
Interests
but always in relation to the actor Evolving actor y en consecuencia,
and therefore dependent on their practices dependiente de sus
Aggregation
capabilities.‟ „capacidades‟.
Skills
For instance, a tall tree offers the Porejemplo un árbol alto
affordances of food for a Giraffe proporcionalasposibilidades de
but not a sheep.
Interactivity alimentar a unajirafapero no a un
Context
borrego.
Communicación RepresentationesSi 1stonda de tecnologías 2nd onda de tecnologías,
&gestos mbólicas (teléfono, radio, fax, redes, móviles, Internet)
(palabras, números) TV, CD/DVDs)

21. Fundamentos: Posibilidades de la tecnología
Affordances Positivas, Affordances, Negativos
promueva… Piensesobre…
Collaboration A blog for reflective practice Time consuming
(development)
Reflections Difficult to use
Affordances (Gibson)
Interaction All "action possibilities" Costly to produce
latent in anenvironment…
Dialogue but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their
capabilities. Assessment issues
For instance, a tall tree
Organisation offers the affordances of Lack of interactivity
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills

22. Discussion
 Oral presentation (group)
 Organisation (skype1, messenger 2,
 Investigation (google 3 introtodatabases 4)
 Prepare oral presentation (google docs4 )
 +ve free software -ve
 Collaborativeworkinfornotreliable 3
 Easyto use newliteracyskills 1 4 5
 SynandAsyncostly 4
 Interactiondevices 1
 Dialogue
 Goolge DOCS

23. Discussion
 Act del alumno
 Disenodesrollo de un proyecto y los resultos
 Blog
 +ve collaboration, creactividad, collectively
 Constructive, Authentic
 -ve costo minimo, time todevelop
 Technicalspeak, structureofthinking

24. Discussion
 Glossary–tolearnvocabulary
 Choice a wordand define and a picture
 +ve: students can collaborate, creativity,
 Reflections, describe toothers, enquiry, free
 Significantlearning, they can practice in real life
 -ve: students may not know how to use,
 Platformhardtounderstand, in a wiki can write
 Someoneelse can replaceoraddto, cant do that
 Unreliable

25. Discussion
 Elearningmodels
 Afterstudyingthedifferentlearningmodeslstudents
 Use wallwishertoconsolidatetheir ideas, a
 Wallpermodel post doubtsandthought
 +ve: collaborative, creative, free, organisation
 -ve: abilityto use it, communicationskills (writing)
 Complexassessment

26. Discussion
 Describe thecharacteristcsofweb 2.0 tools wiki
 +ve: collaboration, feedback, reflection, interaction
 Free, learnthetool, knowledgeconstruction
 -ve: lost time, learningtool, informationunreliable

27. 4. Un mapa para el curso (Course map)
 Sobre: Este actividadproduciráunamapa de uncurso (this activity produces
an „at a glance‟ view of a course)
 Producción: unamappa de un curso
 Actividad:
 Use la guía de la mapa de curso (Use the course map guide, fill in the
six boxes for your course)
 Compara and discute con otras personas (compare and discuss)
 Mira otrasejemplas (look at other examples)
http://cloudworks.ac.uk/cloud/view/3422

28. Mapa el curso
Guidance & Support
Course structure and timetable
e.g. course calendar, study
guide, tutorials
Communication &
Content & Activities
Course materials, prior Collaboration
experience, learner-generated Dialogic aspect of the course,
content, e.g. interaction between learners
readings, DVDs, podcasts, labs &tutors - course forum, email,
Reflection & etc.
Demonstration
Internalization and reflection, e.g.
in-text questions, blogs, e-
portfolios
Diagnostic, formative or
summative assessment
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

29. KE312 – Mapa el curso
Guidance & Support
Course guide, study calendar,
study planner, 20 learning
guides, General assessment
Content & Activities guidelines and assignments
3 co-published books, DVDs of 3 Tutor support: 1:20, 21 contact
hours Communication
practice settings, core questions,
thinking points in course books &Collaboration
Plus own experience and F-t-F tutorials near beginning,
practice middle and end, Course-wide
PDFs, e-journal articles & café forum, Tutor-group forums
websites, activities in learning Reflection & with sub-groups for each block
guides, 5 website interactivities Demonstration
Journal space in the Mystuffe-
portfolio,
6 assignments online (50% of
overall score)
Course summary
Key words
KE312 - Working together with Children, Practice-related, aligned to latest professional
60 pt course over 32 weeks, 3 blocks/20 learning
framework for multi-agency working, rich case
guides
studies,
Whole weeks devoted to assignments
Read-Relate to practice – Reflect - Write
Consolidation week (week 22)

30. 5. Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs‟ work (1999) on
constructive alignment
Maps course and highlights any
gaps

31. 6. Actividades de aprendizaje
(learningactivities)
 Sobre: Estaactividadproducirá un „swimlane‟ de unaactividad con
lasherramientas and recursos (this activity produces a task swimlane of an
activity and the tools and resources used)
 Producción: un „swimlane‟ diagramme (a swimlane diagram)
 Actividad:
 Resuelve los objectivoslinguísticos, lasherramientas, recursosy la
evaluaciónporestaactividad (decide on the learning outcomes, tools,
resources and assessment for this activity)
 Usa los stickers/iconosparatrazar el mapa de la actividad (use the
stickers/icons to map out the activity)
 Usabilígrafosyflechasparaañadirexplicaciónes (use pens and arrows to
add explanations)
 Compara and discute con otras personas (compare and discuss)
 Mira otrasejemplas (look at other examples)
http://cloudworks.ac.uk/cloud/view/3422

32. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mindmapping tools –
CompendiumLD, CMap, Free
mind
Pen, paper and stickers

33. 7. Sharingdesigns
 Ifyouhave a learningdesignyouwouldliketoshareanddiscusswithothersplease
set up a cloudandaddtotheWorkshopCloudscape
 In yourCloudinclude (whereappropriate), detailsabout:
 Contextofthedesign
 Links torelevantresourcesorreferences
 Whatyouthinkworkswell, whatyouwouldliketodevelopfurther
 A statementaboutwhatsortof feedback youwouldlikeonthedesign

34. 8. Cloudworks cloudquestchallenge
 Registerwith Cloudworks
 Visitthe „UsingCloudworks Cloudscape”
 Explore andfindinterestingClouds
 Do the Cloudworks
CloudquestChallengehttp://cloudworks.ac.uk/cloud/view/4655
 Sharein theCloudwhyyouthinkthey are interesting
 Start a „Flash debate‟!

35. ¡Dos más!
Pedagogy Profile
Course Dimensions Course Map Task Swimlane
Learning Outcomes

36. Pedagogy profile
Map of learner tasks to time
periods (weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
Learning Design Taxonomy - Conole, 2008

37. Course dimensions
Guidance & Content &
Support Activities
Reflection & Communication
demonstration & Collaboration

38. 9. Reflection
 ¿Quétrespalabrasutilizaríaparadescribir el
taller?
 ¿Qué ha gustado del taller?
 ¿Quécosas se podríanmejorar?
 ¿Cuálesson los puntos de
acciónquetieneparahacercomoresultado del
taller?

39. Reflection
 Threewords: reflection, dynamic, interesting, usable, interactive,
productive, different, collaborative, friendly, easy, accessible
 +ve: new ideas, thetools, wallwisher, staged, will use immediately,
newtools, currentanduptodate
 -ve: notenough time, coffeebreak, butenough time oneachactivity, in
english, betterconnectiontoplugcomputer in
 Action: Will use stagedstraightawayandwallwishe, readmodelspaper,

40. Pensamientos finales
 Tecnologíastienen un granpotencialparasuuso en educación
 Coevolución de lasherramientasy el usocontinuará
 Nueva habilidades (digital literacies) son necesariaspara los
profesoresyestudiantes
 Existeunabrecha digital másestrechoperomásprofundo
 Necesitamos un lenguajenuevoparadarsentidoeesta
 Las funcionesylasestructurasestáncambiando: estudiantes,
profesoresyinstituciones

41. References
 Our work
 Workshop material: http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/
 Cloudworks: http://cloudworks.ac.uk
 My blog: http://www.e4innovation.com
 Learning design paper: http://cloudworks.ac.uk/cloud/view/4001
 Papers and presentations: http://www.slideshare.net/grainne
 Book: contemporary perspectives on e-learning (Conole and Oliver,
2007)
 Others
 Wills et al. book on role play:
http://www.informaworld.com/smpp/title~db=all~content=t921514000
 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