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Conole ple kl_final
This document summarizes Gráinne Conole's presentation on disruptive learning innovations. The presentation discusses (1) disruptive technologies like MOOCs and their impact on education, (2) emerging learning innovations like the flipped classroom and mobile learning, (3) the shift from VLEs to more learner-controlled PLEs and PLE+, and (4) the need for new pedagogical approaches and learning designs to facilitate learning in changing environments.
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Conole ple kl_final
- 1. National Teaching Fellow2012 EDEN fellow 2013 Ascilite fellow 2012 Disruptive learning – towards PLE+? Gráinne Conole, University of Leicester 27th August 2014 5th International PLE conference, Kuala Lumpur UNITAR International University
- 3. Outline • Disruptiveinnovation • Emergent technologies • Disruptive learning innovations – The flipped classroom – Mobile learning – Open learning • Facilitating learning – From VLEs to PLEs to PLE+ – Characteristics of a PLE+ • The 7Cs of Learning Design
- 5. Disruptive innovation Change Something new Unexpected Christensen Changing mindsets
- 6. Emergent technologies •MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo-learning • Learning from gaming • Maker Culture • Citizen inquiry http://www.open.ac.uk/blogs/innovating/
- 7. A day madeof glass Via Alice Godwin-Davey
- 8. The future ofICT in education
- 9. The Internet ofthings • Objects, animals or people given a unique identifier • Data transferred over the Internet • Examples: – Sensor which tells you when your tyres are flat – Remotely alter a thermostat
- 10. 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/
- 11. Discussion point •What (if anything) is innovative and/or disruptive about these? • How might they be used in a learning context?
- 12. Discussion Innovative ordisruptive Use in a learning context
- 13.
- 14. Disruptive learning innovations • The flipped classroom • Mobile learning • Opening up education – OER – MOOCs
- 15. 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
- 16. Mobile learning Studycalendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms
- 17. From E-Learning toM-Learning • More than just mobile e-learning – Anytime, anywhere for the learner (efficiency) – Enables learning in special location (i.e. fieldwork) • New affordances of mobile – Small and compact – Personal – Capturing sound, video, image – New tech i.e. augmented reality – Wearable tech Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance
- 18. Other Leicester examples One iPad per medical undergraduate: •Paperlessness, Personalised •Anywhere •Medical references and apps for clinical settings Masters of International Education: •Personalised learning environment •Accessibility •iBooks Author to create iBook
- 19. Flexibility and mobility Small, compact size Continue reading, Bookmark Portability Capacity Readability Easy on the eyes Access from a single device without internet Long battery life Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr Terese Bird
- 20. Open learning •Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC
- 21. 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/
- 22. POERUP outputs •An inventory of more than 300 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
- 23. The emergence ofMOOCs • 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
- 24. • Critiques thehype • 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
- 26. Free Distributed globalcommunity 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
- 27. Beyond cMOOCs orxMOOCs 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
- 28. A taxonomy ofMOOCs 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
- 29. A new MOOCclassification 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
- 30. A new MOOCclassification 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
- 31. Associative Associating astimulus with a response – operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang
- 32. Cognitive Learning byexperiencing a stimuli. The way in which a person is encouraged to contemplate. Coursera Songwriting https://www.coursera.org/course/songwriting
- 33. Constructivist Adding meaningto, and building on what I already know Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk
- 34. Situative Learning thatoccurs in the same context in which it will be used. Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology
- 35. Connectivist About whoor what learning resources we have access to. People as resources. George Siemens original Connectivist MOOC http://cck11.mooc.ca/
- 36. MOOCs by pedagogicalapproach Dimension Associative Chinese Cognitive Songwriting Constructivist OLDS Situative Neuro Connectivist Siemens Context Open 1 1 3 1 3 Massive 1 2 1 2 2 Diversity 1 2 2 2 3 Learning Use of multimedia 3 2 2 2 2 Degree of communication 1 1 2 2 3 Degree of collaboration 1 1 2 2 2 Amt of reflection 1 1 2 1 3 Learning pathway 1 1 2 2 2 Quality assurance 2 2 2 2 1 Certification 1 2 2 2 1 Formal learning 1 1 2 1 1 Autonomy 3 3 3 2 3
- 37. Related projects http://wp.europeanmoocs.eu/ http://wikieducator.org/Emundus http://vmpass.eu/
- 38. Situating open learning Formal Individual Social Informal Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges
- 39. Facilitating learning •Guidance and support • Content and activities • Communication and collaboration • Reflection and demonstration Learner centred
- 40.
- 41. From VLEs toPLEs to PLE+ VLEs PLEs PLE+ Institutionally owned Mix of institutional and cloud-based Mix of institutional and cloud-based Teacher controlled Learner controlled Learner controlled Clear set of components Nebulous set of components Nebulous set of components Digitally based Digitally based Digitally and physically based
- 42. Characteristics of aPLE+ • Relates to concepts of distributed cognition and PersonPlus • We leave learning trails • Our learning environment is culturally constructed • We co-evolve with our environment • Technologies have affordances • Blurring of physical and digital Gibson, Pea. Perkins, Salomon, Wertsch
- 43. 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 PLE+
- 44. The 7Cs ofLearning 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
- 45. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
- 46. 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/
- 47. Activity profile •Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
- 48. Learning Outcomes LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Start End Assessment LO1 LO2 LO3 LO4
- 49. METIS ILDE •Integrated Learning Design Environment • Create designs: – Conceptualise – Author – Implement • Share and adapt designs http://ilde.upf.edu/pg/lds/
- 50. Disruptive innovation •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
- 51. http://www.le.ac.uk/ili http://www.slideshare.net/GrainneConole grainne.conole@le.ac.uk http://e4innovation.com @gconole
Editor's Notes
- #39 Add mobile versions