This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
Built for Success: Online course design and the COI Frameworkcconlon9198
This presentation focuses on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
1. National
Teaching
Fellow 2012
Digital identity and
presence in the
social milieu
Gráinne Conole, University of Leicester
11th April 2013
PELeCON conference, Plymouth
Digital Landscapes:
meeting future challenges
2. Outline
• Digital landscapes
• A pedagogical meta-model
• Identity, presence and
interactions
• Learning design
• Future challenges
3. Multimedia resources
80s
93
The Internet and the Web
94
Learning objects
Learning Management Systems
95
Mobile devices
98
Learning Design
99
Gaming technologies
00
E-Learning timeline
01
Open Educational Resources
Social and participatory media
04
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses
4. The MATEL study
http://www.menon.org/matel/
• Productivity and creativity
• Networked collaboration
• Content creation
• Visualisation and simulation
• Learning Management Systems
• Learning environment
• Games
• Devices, interfaces and
connectivity
5. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Conole, et al., 2004
6. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Jarvis, 1972
7. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Dewey, 1916
8. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Laurillard, 2002
15. Identity
• How you present yourself
online
• How you interact and
communicate with others
• Facets
– Reputation
– Impact
– Influence
– Productivity
– Openness
http://www.flickr.com/photos/easegill/8481750456/
16. Presence
• Presence (markchilds.wordpress.com):
– Mediated presence
• “being there”
• immersion
– Social presence
• projection of ourselves
• perception of others
– Copresence
• being somewhere with others
– Self presence
• or embodiment
http://www.flickr.com/photos/deadair/4250153736/
17. Interaction
• Moore’s (1989)
transactional distance:
– Learners and teachers
– Learners and learners
– Learners and content
• Hillman et al. (1994)
– Learners and interface
http://www.flickr.com/photos/easegill/8481750456/
18. Promise and reality
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. Multi-tasking
Digital literacy skills Judgment
Performance Collective
Intelligence
Simulation Transmedia
Navigation
Appropriation Networking
Play Negotiation
Distributed cognition Creativity
Jenkins et al., 2006
http://edudemic.com/2013/04/important-21st-century-skills/
21. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Capture Communicate Collaborate Consider
Synthesis
Combine
Implementation
Consolidate
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
22. Course features
http://cloudworks.ac.uk/cloud/view/5950
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
23. Theory based Practice based Cultural
Aesthetics
Professional
Principles
Political
Sustainable
International Serendipitous Community based
24. Inquiry based Problem based Case based
Dialogic
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious Didactic Authentic
25. Learning pathway Mentoring Peer support
Scaffolded
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed Help desk Remedial support
28. Structured debate Flash debate Group project
Group
Peer critique
aggregation
Communication &
Collaboration
Group
presentation Group project
Question &
Pairdebate For/Against debate
Answer
29. Course Map
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.
E-tivityRubric: http://tinyurl.com/SPEED-e5
30. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
32. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Capture Communicate Collaborate Consider
Synthesis
Combine
Implementation
Consolidate
33. Conceptualise
• Vision for the course,
including: Conceptualise
– Why, who and what you want to
design Course Features
– The key principles and Personas
pedagogical approaches
– The nature of the learners
34. Capture
• Finding and creating
interactive materials Capture
– Undertaking a resource audit of
existing OER Resource Audit
Learner Generate
– Planning for creation of Content
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
35. Communicate
• Designing activities that foster
communication, such as: Communicate
– Looking at the affordances of
the use of different tools to Affordances
promote communication E-moderating
– Designing for effective online
moderating
36. Collaborate
• Designing activities that foster
collaboration, such as: Collaborate
– Looking at the affordances of
the use of different tools to Affordances
promote collaboration CSCL Ped.
Patterns
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
37. Consider
• Designing activities that foster
reflection Collaborate
• Mapping Learning Outcomes
LOs/Assessment
(LOs) to assessment Assessment
• Designing assessment Ped. Patterns
activities, including
– Diagnostic, formative,
summative assessment and
peer assessment
38. Combine
• Combining the learning activities
into the following:
– Course View which provides a Combine
holistic overview of the nature of
the course Course View
– Activity profile showing the
amount of time learners are Activity Profile
spending on different types of
activities Storyboard
– Storyboard: a temporal sequence Learning Pathway
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
39. Consolidate
• Putting the completed design
into practice
Combine
– Implementation: in the classroom,
through a VLE or using a Implementation
specialised Learning Design tool
evaluation
– Evaluation of the effectiveness of
the design Refinement
– Refinement based on the Sharing
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
40.
41. Future challenges
• Disaggregation
of Education
• Digital skills
and jobs gap
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/
43. Resources
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU
44. 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/
45. POERUP outputs
• An inventory 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
46. OER community case studies
POERUP outputs
• 7 case studies • Data collection
– Futurelearn – Survey
– OER University – Interviews
– MOOC UVA • Methodology – Social
– BC Campus Network Analysis to
– Wikiwijs identify the nature of
– HwB the interactions and key
– Book in progress players
47. Free
Distributed global community
Social inclusion
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
48. Learning pathways
• Guided pathways
through materials
• Can promote different
pedagogical
approaches
– Didactic
– Constructivist
– Situative
– Connectivist
Collaborative Pedagogical Patterns
49. Support
• Computer assisted
• Peer support
• Tutor support
• Community support
• Mentoring
50. Accreditation
Peer to Peer University
www.p2pu.org/en/
OER University
wikieducator.org/OER_university/
Mozilla badges
http://openbadges.org/
51. Digital skills and jobs gap
http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
52. 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
53. Conclusion
• Nature of learning,
teaching and research
is changing
• It’s about
– Harnessing new media
– Adopting open practices
• New business models
are emerging