This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
ICT Integration in Higher Education: Perspectives and Way ForwardElvis Muyanja
6th International Conference on ICT For Africa 2014; Keynote Address by Professor Venansius Baryamureeba, Chairperson Makerere University Business School (MUBS) Council; 03/10/14 Yaounde Cameroon
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
ICT Integration in Higher Education: Perspectives and Way ForwardElvis Muyanja
6th International Conference on ICT For Africa 2014; Keynote Address by Professor Venansius Baryamureeba, Chairperson Makerere University Business School (MUBS) Council; 03/10/14 Yaounde Cameroon
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Design is the New Black - How to integrate thoughtful learning design in soci...Stella Lee
This is my talk at Lingnan University Hong Kong on April 19, 2012.
Abstract: Social media such as Twitter, Facebook, Yammer, and YouTube are finding their way into the classrooms and work-placed learning. People use these tools to communicate, collaborate, share and create. Thus far, much of the knowledge sharing and creation is being done on an ad-hoc basis, and detached from integrating social media into a larger pedagogical framework of organizational learning, both formally and informally. What does it mean to use social media for professional development? More importantly, how do we design meaningful learning environments to ensure a positive learning experience? This seminar will examine some of the issues concerning the role of social media, and share some examples and best practices on how to design and integrate social media into higher education. Examples will also include the impact of social media on global corporate environments which have relevance for graduates.
1. National
Teaching
Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012
Sociability, open practices
and Learning Design
Gráinne Conole, University of Leicester
29th September 2014
Nanyang Technological University
Singapore
2.
3. Outline
• The importance of e-learning
• E-learning timeline and
emergent technologies
• Disruptive education
– The flipped classroom
– Opening up education
– Learning Design and
Technology-Enhanced
Learning spaces
4. The importance of e-learning
• For learning
– 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
10. E-Learning timeline
Multimedia resources
80s
The Web
93
Learning Management Systems
95
Open Educational Resources
01
Mobile devices
98
Gaming technologies
00
Social and participatory media
04
Virtual worlds
05
E-books and smart devices
Massive Open Online Courses
07 08
Learning Design
99
Learning objects
94
Learning Analytics
10
11. Emergent technologies
• Online, hybrid & collaborative learning
• Social media use in learning
• The creator society
• Data driven learning & assessment
• Agile approaches to change
• Making online learning natural
http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
13. Digital landscapes
Networked
Complex Dynamic
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed
14. The Internet of things
• Objects, animals or
people given a unique
identifier
• Data transferred over the
Internet
• Examples:
– Sensor which tells you
when your tyres are flat
or that your plants need
watering
– Remotely alter a
thermostat
15. Most connected man
• Uses ca. 700 tracking
and life logging systems
• Lights and music can be
altered to change or
reflect his mood
• Can monitor habits to
improve the quality of
his life
http://mashable.com/2014/08/21/most-connected-man/
16. Discussion point
• What (if
anything) is
innovative
and/or
disruptive about
these?
• How might they
be used in a
learning
context?
19. Disruptive learning
• The flipped classroom
• Opening up education
• Learning Design and
Technology-Enhanced
Learning spaces
20. The flipped classroom
• Inverting the traditional
approach: from lecture-centric
to activity-centric
• Watch videos in advance
• Use classroom to discuss
and do activities
• More collaborative and
problem-based
• Increasing importance of
mobile learning
http://net.educause.edu/ir/library/pdf/eli7081.pdf
www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
21. Opening up education
• Over ten years of the Open Educational Resource
(OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC
22. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
23. KA3 ICT
POERUP Achievements
• Inventory of more than 500 OER initiatives worldwide (120 notable)
• 33 country reports - most being updated
• 7 case studies including Wikiwijs, ALISON (Ireland), OER U (global) and
FutureLearn (UK mostly)
• 3 EU-level policy documents for universities, VET and schools
• 8 policy documents for UK (x3), Ireland, France, Netherlands, Poland –
and Canada
24. Country reports – conclusions
• Many countries seem to be doing little OER
– But a lot under the radar (eg Open Access, teacher
repositories, schools ICT initiatives)
– And some formerly inactive countries rushing ahead
• Even fewer have policies about or even directly
relevant to OER
24
25. Themes for policy recommendations
• Communication and awareness raising
• Funding
• Copyright / licensing
• Reducing regulatory barriers
• Quality
• Teacher training and continuous professional development
• Certification and accreditation
• Infrastructure
• Further research
25
26. The emergence of MOOCs
• 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
• Recent developments
– UK-based FutureLearn
– Launch of Massey on Open2Study
• List of MOOCs
– http://www.mooc-list.com/
• EFQUEL series of blogs
– http://mooc.efquel.org/
• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
• MOOC research reports
– http://www.moocresearch.com/reports
• MOOCs for development
– http://www.moocs4d.org/media.html
27. • Critiques the hype
• History of MOOCs
• More an interactive
textbook than a course
• Issue re feedback and
assessment
• Support models
• Issue of support large-scale
learning
• Degrees of openness
http://www.parlorpress.com/invasion_of_the_moocs
28. Free
Distributed global community
Social inclusion
Massive Open Online Courses (MOOCs)
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
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
29.
30. Beyond cMOOCs or xMOOCs
cMOOCs
• Weekly centred
• Participant reflective spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of social
media
xMOOCs
• Linear learning pathway
• Mainly text and video
• Formative feedback through
MCQs
• Individually focused
31. A taxonomy of MOOCs
Dimension Characteristics
Context
Open Degree to 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
http://e4innovation.com/?p=727
32. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 3
For each
dimension, give
the MOOC a
score:
Low=1,
Medium=2
High=3
33. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 3
How to rate Open?
It’s free = 1
At least some CC
materials = 2
All materials CC,
and non-registered
students can view
materials=3
How to rate
Massive?
Under 500=1
500-10,000=2
Over 10,000=3
http://tinyurl.com/OEWBirdConole
34. Associative
Associating a stimulus with a response – operant conditioning.
Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes U
http://tinyurl.com/chineselang
35. Cognitive
Learning by experiencing a stimuli. The way in which
a person is encouraged to contemplate.
Coursera Songwriting
https://www.coursera.org/course/songwriting
36. Constructivist
Adding meaning to, and building on what I
already know
Open University Course Design MOOC ‘OLDS’
http://www.olds.ac.uk
37. Situative
Learning that occurs in the same context in
which it will be used.
Coursera Introduction to Clinical Neurology
https://www.coursera.org/course/clinicalneurology
38. Connectivist
About who or what learning resources we have
access to. People as resources.
George Siemens original Connectivist MOOC
http://cck11.mooc.ca/
41. UoL MOOCs
• Courses
– England in the time of King
Richard III
– Forensic Science and
Criminal Justice
• Key features
– 6 weeks, 3 hours a week
– Bite-size chunks of learning
– Text, audio, videos, forums
and activities
– Certificate of participation
42. Methodology
• Focus:
– Interviews
• developers, tutors,
learners, UoL lead
– Survey (participants)
– Analysis of courses
– Learning analytics
– Number registered
– Drop out rates
43. Aims
• Rationale for joining
• Patterns of interactions
• Perceptions
• Development time
• Time on different
components
• Reasons for participating
• Reasons for drop out
• Recommendations
45. Survey findings
• Cost £28, 500
– 130 days of staff time
• 52% had prior MOOC
experience
• Richard III (10, 066)
• Most visited a few times a
week
• Average No. posts 8
• 87% no contact with tutors
• 47% still active in final week
46. Survey findings
• 97% structure clear
• 91.5% Engaging
• About right
– 67% level
– 85% time
– 69% length
• Participating
– Learn new things (85%)
– Try a MOOC (53%)
– Online learning (46%)
• 91% a positive experience
• Interesting, enjoyable,
informative
47. Interview themes
• Marketing
• Use of video and chunks
• Learner analytics
• Need for Learning Technologists
• Unknown audience
• Platform
– Good for learners
– Not good for developers
• Expectation management
• Not much discussion
• Good profile
• Learner discussions and content generation
• Public good
• Pedagogical innovation
• Expert learners
48. Meta research themes
• Size, scale, free
• HE marketplace
• Transformation
• Business models
• Pedagogy
• Content
• Students and teachers
• Assessment
• Technology
• Learning
http://www.moocresearch.com/reports Neil Selwyn,
Scott Bulfin
50. Formal/informal landscape
Formal
Individual Social
Informal
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APEL
ePortforlios
OERu
Badges
51. Promise and reality
Social and
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
52. Learning Design
• To provide guidance and
support to enable
practitioners make design
decisions that are
pedagogically informed
and make appropriate use
of technologies
• Can also by learners to
create their own
Personalised Learning
Environment
http://larnacadeclaration.org
53. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Create Communicate Collaborate Consider
Synthesis
Combine
Implementation
Consolidate
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
55. Technology-Enhanced Learning Spaces
Aesthetics – pleasure (recognition of
symmetry, harmony, simplicity and
fitness for purpose)
Affordances – the characteristics of the
environment
Blending – a mix of f-t-f and technologies
Comfort - a space that creates a physical
and mental sense of ease
Equity – considering the needs of cultural
and physical differences
Flow – the state of mind of the leaner
when totally engaged with the learning
process
Repurposing – the potential for multiple
use of the space
http://www.skgproject.com/
56. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
59. Facilitating learning
• Guidance and support
• Content and activities
• Communication and
collaboration
• Reflection and
demonstration
Learner
centred
60. Putting it all together…
Learning can be achieved by:
Interaction
Communication &
Collaboration
Through
OER & MOOCs Social Media
Facilitated by:
Learning Design
Leading to:
New support and accreditation models
61. Disruptive education
• Disruptive technologies are
challenging traditional
institutions
• New business models emerging
• New approaches needed for
designing and delivering MOOCs
• Blurring of boundaries:
– formal/informal, real/virtual,
teacher/learner, cross cultural
• Need for new pedagogies
• Disaggregation of education
– High quality resources
– Learning pathways
– Support
– Accreditation