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.
Curation is an essential skills in an age where access to data is ubiquitous. This is a presentation prepared for the Future of Education conference in Montreal, August 19-21, 2013 by @dabambic on yourlearningcurve.com.
Curation is an essential skills in an age where access to data is ubiquitous. This is a presentation prepared for the Future of Education conference in Montreal, August 19-21, 2013 by @dabambic on yourlearningcurve.com.
This is my second web2.0 show for educators and there are still opportunities for so much more learning! Mail me with any ideas. elaine.talbert@det.nsw.edu.au
Scratch Eguna: From Scratch Day to Scratch every dayPablo Garaizar
Scratch Eguna: From Scratch Day to Scratch every day
Presented at Scratch Conference 2013, 25-27 July, Barcelona.
Over the last years, Scratch community has grown tremendously worldwide. Undoubtedly, the Scratch Day initiative has a key role in the popularization of Scratch. However, a one-day effort is often not enough to create a local community. With this concern in mind, we designed Scratch Eguna, an educational project aimed to bring Scratch into primary schools in an innovative way.
Scratch Eguna is sequenced throughout the school year in various stages. First, spreading the initiative. Second, training school teachers. Third, mentoring the work of student teams at schools. Finally, the Scratch Eguna, a science fair where young programmers of 5th and 6th grades share their Scratch knowledge and provide live demos of their work in a non-competitive environment.
Scratch Eguna places the emphasis on the children. Through a learner-centered approach, enables children to lead their own learning process. Considering Scratch knowledge naivety of school teachers, they adopt the role of facilitators, fostering self-learning processes in their students. This approach has been tested over the last three years with very positive results. Consequently, the Scratch community of the Basque Country is bigger than ever and some of the schools are considering to develop programming skills as a part of their curricula. Moreover, Scratch Eguna has been endorsed by the Institute of Educational Technologies and Teachers Training of Spain with the "Best Practices 2.0" award.
Our aim is to continue improving the Scratch Eguna’s methodology to engage more and more people in this participative learning approach. Therefore, this year we will invite students from the 1st Stage of Secondary School to take part in Scratch Eguna in order to show new ways of using Scratch to younger participants. From our perspective, fostering teamwork, creativity, and interest in research are the most valuable outcomes of Scratch Eguna, and we firmly believe our future society will take advantage from them.
A brief presentation explaining the concepts and processes associated with creating a personalized professional development plan and supporting it through digital connections.
This is my second web2.0 show for educators and there are still opportunities for so much more learning! Mail me with any ideas. elaine.talbert@det.nsw.edu.au
Scratch Eguna: From Scratch Day to Scratch every dayPablo Garaizar
Scratch Eguna: From Scratch Day to Scratch every day
Presented at Scratch Conference 2013, 25-27 July, Barcelona.
Over the last years, Scratch community has grown tremendously worldwide. Undoubtedly, the Scratch Day initiative has a key role in the popularization of Scratch. However, a one-day effort is often not enough to create a local community. With this concern in mind, we designed Scratch Eguna, an educational project aimed to bring Scratch into primary schools in an innovative way.
Scratch Eguna is sequenced throughout the school year in various stages. First, spreading the initiative. Second, training school teachers. Third, mentoring the work of student teams at schools. Finally, the Scratch Eguna, a science fair where young programmers of 5th and 6th grades share their Scratch knowledge and provide live demos of their work in a non-competitive environment.
Scratch Eguna places the emphasis on the children. Through a learner-centered approach, enables children to lead their own learning process. Considering Scratch knowledge naivety of school teachers, they adopt the role of facilitators, fostering self-learning processes in their students. This approach has been tested over the last three years with very positive results. Consequently, the Scratch community of the Basque Country is bigger than ever and some of the schools are considering to develop programming skills as a part of their curricula. Moreover, Scratch Eguna has been endorsed by the Institute of Educational Technologies and Teachers Training of Spain with the "Best Practices 2.0" award.
Our aim is to continue improving the Scratch Eguna’s methodology to engage more and more people in this participative learning approach. Therefore, this year we will invite students from the 1st Stage of Secondary School to take part in Scratch Eguna in order to show new ways of using Scratch to younger participants. From our perspective, fostering teamwork, creativity, and interest in research are the most valuable outcomes of Scratch Eguna, and we firmly believe our future society will take advantage from them.
A brief presentation explaining the concepts and processes associated with creating a personalized professional development plan and supporting it through digital connections.
Disruptive Media Learning
“As participants, creators and stakeholders it is important that we capitalise on, rather than fear, the shift in power enabled by this technologically driven change”
NEWFOTOSCAPES - GRAIN and Library of Birmingham
How appropriate are walled and closed institutions for the digitally mediated world?
Arguably that the biggest disruption facing educators is not caused by the global economic crisis itself, or even the failure of vision of any particular government, but the one housed by the behemoth server farms and the global content producers of the Internet. We are in the midst of an educational system in which knowledge is being liberated from scarcity; previously the scholar’s role was to offer authoritative elucidation on the (rare and inaccessible) book to the privileged few. Today in the new ecology of ‘knowledge’ abundance, we have the potential to educate the masses – our problem is keeping up with and deciding what content to educate them about.
The Disruptive Media Learning Lab is designed as a cross-University experimental unit that will provide support for new and on-going pedagogic development in new and disruptive technological spaces. The Lab draws upon areas from which the University has established a track record of innovation, e.g, the Serious Games Institure, which has pioneered the use of games logics and Apps in educational content delivery and the Media Department’s teaching and learning ‘experiments’ with Open Media Classes (e.g Phonar, Picbod, Creative Activism and Digital Formations) and research/publication experiments, the Disruptive Media group; as well as the LIRG research, evaluation, experimentation and publication on the impact of virtual worlds on pedagogy and chatbots in higher education.
Shaun Hides & Jonathan Shaw
Construyendo mi Entorno Personal de AprendizajePedro Cuesta
Presentación en el ciclo "Nuevas Tecnologías y Nueva Sociedad: Educadores 2.0" Organizado por el Colegio Mayor Miraflores, Zaragoza 29 de noviembre de 2010
El presente tutorial muestra un recorrido teórico sobre la forma de crear un PLE, los conceptos de PLE y PLN, los primeros pasos, el diseño y aprovechamiento por parte del estudiante
Entornos Personales para el Aprendizaje PermanenteDavid Álvarez
Presentación para motivar la reflexión sobre los Entornos Personales de Aprendizaje y el papel clave que pueden desempeñar para el desarrollo de dos de las competencias básicas que recogen las Recomendaciones del Parlamento Europeo: aprender a aprender y la competencia digital.
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.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
STELLAR Project - ELAG conference paper May 2013sarahbrown7272
This paper was presented at ELAG 2013, in Ghent. It gives an overview of the JISC-funded STELLAR project which is led by The Open University's Library Services. The project is investigating the sustainability of enhancing non-current learning materials with semantic technologies
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
Thoughts on Future University in 2030 Keynote Speaker Presentation for the ICIER International Conference on Interdisciplinary Educational Reflections 9 June 2022, virtual
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.
Research through the Generations: Reflecting on the Past, Present and Future
Conole ple kl_final
1. National
Teaching
Fellow 2012 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
2.
3. Outline
• Disruptive innovation
• 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
9. 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
– 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?
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
Study calendars
E-books
Learning resources
Online modules
Annotation tools
Mind mapping tools
Communication mechanisms
17. From E-Learning to M-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 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
24. • 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
25.
26. 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
27. 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
28. 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
29. 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
30. 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
31. 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
32. Cognitive
Learning by experiencing a stimuli. The way in which
a person is encouraged to contemplate.
Coursera Songwriting
https://www.coursera.org/course/songwriting
33. Constructivist
Adding meaning to, and building on what I
already know
Open University Course Design MOOC ‘OLDS’
http://www.olds.ac.uk
34. 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
35. Connectivist
About who or what learning resources we have
access to. People as resources.
George Siemens original Connectivist MOOC
http://cck11.mooc.ca/
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
41. From VLEs to PLEs 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 a PLE+
• 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 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
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
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