The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.

1. Going open – the implications for
learning, teaching and research
Gráinne Conole, Leicester University
13th June 2012
UNISA, Pretoria

2. Outline
• Social and participatory media
• Digital literacies
• Fostering open practices
• The problem
• Learning design
• Conclusions

3. From DE to TEL to OEP
• Origins of Distance Education
• E-assessment and interactive tutorials
• Emergence of web-based courses
• Increased interactivity, communication and
collaboration
• Virtual worlds, games and mobile learning
• Open Educational Resources and MOOCs
Anderson and Dron

4. http://www.youtube.com/watch?v=SVOY2x81_bg
http://www.ctc.ie/2012/05/great-videos-for-social-media-and.html

5. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution www.heacademy.ac.uk/asse
s/EvidenceNet/Conole_Alev
The machine is us/ing us ou_2010.pdf

6. Technologies
• Have transformed
everything we do:
– New forms of communication
and collaboration
– Multiple rich representations
– Tools to find, create, manage,
share
– Networked, distributed, peer
reviewed, open
– Complex, dynamic and co-
evolving
http://www.flickr.com/photos/oceanflynn/6638184545/

7. 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
• Orwell (fear) or Huxley (pleasure)
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/

8. Digital literacies: definition
• Set of social practices
and meaning making of
digital tools (Lankshear
and Knobel, 2008)
Socio-cultural view of
digital literacy
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf

9. Digital literacies
Play Creativity Collective intelligence
Performance Judgement
Simulation Transmedia
navigation
Appropriation Networking
Multitasking Negotiation
Distributed cognition Jenkins, 2009
http://www.imv.au.dk/icreanet/ http://www.flickr.com/photos/r8r/4109502436/

10. Fostering new open practices
Open resources Open courses
Open
accreditation
Open scholarship Open research

11. Open resources
http://www.oer-quality.org/

12. Open courses
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/

13. Open accreditation
Peer to Peer University OER University
www.p2pu.org/en/ wikieducator.org/OER_university/

14. Open scholarship
• Exploiting the digital network
• New forms of dissemination
and communication
• Promoting reflective practice
• Embracing the affordances of
new technologies
Weller, 2011
Weller: http://nogoodreason.typepad.co.uk/

15. Open research

16. Collective intelligence

17. Citation indicators

18. The problem
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

19. Open Educational
Resources
Pedagogical patterns Learning Design

20. Solution
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/

21. Definition
A methodology for enabling teachers/designers to make
more informed decisions in how they go about designing
learning activities and interventions, which is
pedagogically informed and makes effective use of
appropriate resources and technologies. This includes
the design of resources and individual learning activities
right up to curriculum-level design. A key principle is to
help make the design process more explicit and
shareable. Learning design as an area of research and
development includes both gathering empirical evidence
to understand the design process, as well as the
development of a range of learning design resources,
tools and activities.
21

22. Representing pedagogy
Empirical
evidence
base
Guiding design Sharing ideas

23. “Open Design”
Adaptive
Contextual Affordances of new Characteristics of Personalised
Networked technologies good pedagogy Situative
Immersive Social
Collective Experiential
Reflective

24. Learning design: defining the field
Design representations Communities and
Openness
and tools interactions
Mediating Open Learning Design Methodology Affordances
Artefacts
Theory and Related Social and
methodology fields participatory media
Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer

25. Conceptualise
What do we want to design, who for
and why?
7Cs of learning Design
framework
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

26. • Think of a resource you have created
• Describe its inherent design
• Share with the person next to you
• Share with the wider group

27. Visualisations - making design explicit
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane

28. Collaboration
Design challenge
Create a course in a day!
Carpe diem
2-day design workshop
Cloudworks
Space to share and discuss

29. Course team work
Plenary work
(e-tivities)
Session 1
•Overview of learning design
•Mini-pres: background to E-tivity: How to ruin a course
workshop
•Intro to e-tivity 1
E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
E-tivity: Course Map
Session 3
• Review completed course E-tivity: A Learning Design
maps Resource Audit
• Intro to e-tivity 3
http://cloudworks.ac.uk/cloudscape/view/2379

30. Course team work
Plenary work
(e-tivities)
Session 4
• Review of completed resource
audit
• Intro to e-tivity 4
Session 5 E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5
E-tivity: Storyboard
Session 6
•Review of Storyboards
•Task Swimlane
•Intro to e-tivity 6
•Stock-taking and target-setting
E-tivity: E-tivities
for next day

31. Background to the workshop
• Useful sites and resources
– OULDI website
– Carpe Diem website
– 7Cs OER page
– Cloudworks cloudscape

32. How to ruin a course

33. How to ruin a course

34. The Course Features template
http://linoit.com

35. Course Features resources
• http://tinyurl.com/coursefeatures
• http://tinyurl.com/coursefeatures-Excel
• http://linoit.com

36. Course features
Linoit.com

37. Course Features Key
• Orange = Guidance and support
• Blue = Content and activities
• Green = Communication and collaboration
• Purple = Reflection and demonstration

38. Develop a Course Map
www.tinyurl.com/coursemap-flickr

39. www.tinyurl.com/ouldi-coursemap
The Course Map template

40. Course map view

41. Course Map resources
• www.tinyurl.com/coursemap-cloudworks
• www.tinyurl.com/ouldi-coursemap
• www.tinyurl.com/coursemap-ds
• www.tinyurl.com/coursemap-flickr

42. Learning Design Resource Audit
www.tinyurl.com/resource-audit

43. Develop your Activity Profile
• http://tinyurl.com/ActivityProfileFlash
• http://tinyurl.com/ActivityProfileExcel

45. Activity Profile Resources
• www.cloudworks.ac.uk/cloud/view/3420
• www.tinyurl.com/activity-profile-ds
• www.tinyurl.com/ActivityProfileFlash
• www.tinyurl.com/ActivityProfileExcel

46. Learningoutcomes
START END
Assessment

47. Storyboard template
http://linoit.com

48. Story board

49. Develop your e-tivities

50. Benefits
• Guides design process
• Makes design explicit
• Enables sharing
• Fosters repurposing
• Highlights gaps
• Representations for
learners

51. • Derived from Alexander’s
work
• “Solutions to problems”
– Introduction
– Context
– Problem headline
– Solution
– Picture
– Similar patters

52. Implications
• New forms of communication
and collaboration
• Rich multimedia
representation
• Blurring boundaries
• More open practices
• New business models
• New digital literacies
• Harnessing the global
network
http://www.flickr.com/photos/10537908@N07/5904661557/

53. Conclusion
• Co-evolving
• Disruptive
• Unpredictable
• Complex
• New opportunities
• Social
http://www.flickr.com/photos/planeta/6239911583/

54. http://www.slideshare.net/grainne
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on dropbox
grainne.conole@le.ac.uk

55. References
• Conole, G. (forthcoming), Designing for learning in an
open world, New York: Springer
• Conole, G. and Culver, J. (2010), The design of
Cloudworks: applying social networking practice to
foster the exchange of learning and teaching ideas and
designs, Computers and Education, 54(3): 679 – 692
• Jameson, J. and De Freitas, S. (2012), The e-learning
reader
• Jenkins, H. (2009), Confronting the challenges of
participatory culture: Media education for the 21st
century, Mit Pr.
• Naughton, J. (2012), From Gutenberg to Zuckerberg,
what you really need to know about the internet
• Weller, M. (2011), The digital scholar - how technology
is changing academic practice. London, Bloomsbury
Academic