National Teaching Fellow 2012 Gráinne Conole gave a presentation on trajectories of e-learning theory and methodology. She discussed emerging technologies for e-learning, approaches such as social network analysis and actor network theory to study online interactions, and learning design frameworks including activity theory and design-based research. Conole argued that research in this area must account for the complexity, diversity and evolving nature of e-learning practices.
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.
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.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
Educational business models are changing around the world, requiring educators and education systems to re-think their approaches to learning and education. Allison will provide an overview of the global meta-trends affecting education and its impact on the way we design learning in the digital age.
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.
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
Educational business models are changing around the world, requiring educators and education systems to re-think their approaches to learning and education. Allison will provide an overview of the global meta-trends affecting education and its impact on the way we design learning in the digital age.
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.
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
1. National Teaching
Fellow 2012
Trajectories of e-learning: theory
and methodology explore
Gráinne Conole
University of Leicester
18thApril 2013
2. Outline
• The technological context
• Research complex online
interactions
• Approaches
– Social Network Analysis
– Actor Network Theory
• Learning design
– Activity Theory
– Design-Based Research
– Community Indicator Framework
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
http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses
http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
4. Technological trends
• Mobiles and e-books
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Technology-Enhanced
learning spaces
• Learning analytics
5. 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
http://www.flickr.com/photos/wfryer/462376660/
6. Game changers
• Harnessing the power of new
media
• Need to rethink education
• Key questions
– How can we reach more
learners, more effectively?
– What is the impact of free
resources, tools and expertise?
– What new business models are
emerging?
– What new digital literacies are
needed?
http://www.educause.edu/game-changers
7. The e-learning landscape
Emergent technologies and
affordances
Theory and methodology
E-pedagogies, strategies
and learning design
Resources, OER and
Pedagogical Patterns
Evaluations Interventions
8. MOOCS
Helen
Keegan
www.evolllution.com/distance_online_learning/massive-open-online-learning-creativity-and-competency/
9. From Web pages and
forums to complex online
interactions
What is needed in a world of
new and proliferating e-
learning practices are
research approaches that are
multiple and varied and that
recognise their heterogeneity
explicitly. (Friesen, 2009)
10. Themes
• Complex,
disruptive,
evolving
• More open
practices
• Distributed,
networked
12. OER communities
• 7 in-depth case studies
• Articulate the nature of the OER communities
and the patterns of user behaviour
• Using the LOOK SNA tool
• Relationships between individuals and themes
13. Actor Network Theory (ANT)
• Humans and tool equal
• Good for describing networks
14. Learning design
• Activity Theory
• Design-Based Research
• Community Indicators
Framework
http://www.flickr.com/photos/pcoutas/4996881007/
16. Socio-cultural perspectives
Mediating
Design Mediating Artefacts
Concepts
Artefacts (MA)
Tools
Dialogues
Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Research questions
What Mediating Artefacts do teachers use? Other teachers and learners
What Mediating Artefacts can we create to can use or repurpose
guide the design process?
Vygotsky, Activity Theory
17. Analysis: Activity Theory
Mediating
Artefacts (MA)
Creates Learning activity
or Resource
Teacher
Division of
Rules Community labour
Design and learning occur within a context
18. Design-Based Research
A systematic, but flexible methodology aimed to
improve educational practice through iterative
analysis, design, development and implementation,
based on collaboration between researchers and
practitioners in real-world settings, and leading to
contextually-sensitive design principles and theories.
Wang and Hannafin, 2005
19. • Means of dealing with real learning contexts
• Iterative: design, implementation, evaluation, refine
• Gives rich insights into complex dynamics
20. Benefits
• Means of dealing with real
learning contexts
• Iterative: design,
implementation,
evaluation, refine
• Gives rich insights into
complex dynamics
21. Facets
• Make assumptions and theoretical bases explicit
• Collect multiple types of data
• Conduct ongoing data analysis
• Invite multiple voices to critique
• Have multiple accountability structures
• Engage in dialectic among theory, design and
extant literature
Barab, 2006
22. DBR and Learning Design
• Builds on theory & prior • Builds on ID, OER, Ped Patterns
research research etc.
• Pragmatic • Practical tools & resources
• Collaborative • Work with practitioners
• Contextual • Real, authentic contexts
• Integrative • Mixed-method approach
• Iterative – problem, • Problem, implementation,
solution, evaluation evaluation and refinement
• Adaptive and flexible • Agile, based on practice
• Generalisation • Coherent LD framework
23. Problem and solution
• Teachers want
– Help with design
– Ways to represent
designs
• Solution
– Design representations to
guide and make design
explicit
24.
25. Problem and solution
• Teachers want
– Examples of good
practice
– Others to talk to
• Solution
– Social networking site
– Best of web 2.0 http://cloudworks.ac.uk
– Iterative design and
evaluation