Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.

1. Digital media:
tools for excellent teaching
Gráinne Conole, Leicester University
12th September, 2012
Gesekkschaft fur Medien in derWissenschafte. V.
Vienna, Austria

2. Outline
• Technologies trends
• E-pedagogies
• Open Educational Resources
• Teacher practice and paradoxes
• The 7Cs of Learning Design
• Implications

3. 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/

4. 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

5. Technological trends
• Mobiles and e-books
• Games-based learning
• Learning analytics
• Gesture-based learning
• The Internet of things
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Digital content
• The flipped classroom

6. The Internet of things
• People, resources, thin
gs
• Semantic connectivity

7. Google glasses project
• Can ‘see’ the internet on
glasses
• Context sensitive
information
• Context lenses planned
http://www.youtube.com/watch?v=9c6W4CCU9M4

8. Technologies for learning
• Audio-graphics • Podcasts
• Blogs • RSS feeds
• E-Books • Second life
• E-Portfolios • Social bookmarking
• Games • Twitter
• Instant Messaging • Video Mesaging
• Mashups • Wikis
• Mobile learning • Video clips and YouTube
• Photo sharing • Video chat
Rennie and Morrison, 2012

9. Mayes & De Freitas, 2004
Pedagogies of e-learning Conole 2010
E-training Inquiry learning
Drill & practice Collective intelligence
Resource-based
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment Reflective &
Experiential, Prob
lem-based Role dialogic learning,
play Personalised
learning

10. E-training, drill and practice
McNaught, 2010, Edmedia Keynote

11. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
Communication mechanisms

12. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across formal and
informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

13. Collective intelligence

14. Situated learning –exhibitions
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling

15. Reflective and dialogic learning
Blogs and E-portfolios for personal reflection
Social bookmarking forresource aggregation
Wikis for project-based work
Cohort blogs for shared understanding
E-portfolios for aggregation and evidence
Twitter for just-in-time learning
EDUCAUSE:
7 things you should know about….

16. Resource-based learning
• Over ten years of the OER
movement
• Hundreds of OER repositories
worldwide
• Evaluation shows lack of
uptake by teachers and
learners
• Shift from development to
community building and
articulation of OER practice
Open Educational Resources

17. The OPAL metromap

18. Outputs
• Inventory of more than 100 OER initiatives
• 11 country reports and 13 mini-reports
• 7 in-depth case studies
• 3 EU-wide policy papers
• 7 options brief packs for EU nations/regions

19. Country reports: key themes
• Diversity of educational contexts and maturity
of internet provision and use of e-learning
• Differences in policy support and funding for
OER initiatives
• Diversity from basic OER awareness to OER
maturity and embedding
• Few national OER initiatives

20. Emergent themes
• Shift from development to OER practices
• Broader notion of open practices – open
learning, teaching and research
• Use of social and participatory media to foster
OER communities

21. UK Country Report
• Significant funding from JISC/HEA – three
phase OER programme with around 100 OER
initiatives
• Individual fellowships through SCORE and
Olnet funding
• Institutionally supported initiatives
• Main activity in England, little in other
countries Ming Nie

22. UK Country Report
• Funding mainly from government – top-down
• Funding mainly on production/producers, little
on end-users or impact on learning
• Mainly HE/FE, little school-based
• Most institutions don’t have an OER strategy
• Lots on cascading and transferring of experience
• Most institutions have an OER repository
• Related work: iTunesU and MOOCs

23. Teacher practices: paradoxes
• Technologiesnot
extensively used
(Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopters (Rogers) Pandora’s box
• Despite rhetoric and
funding little evidence of
transformation
23

24. 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

25. Learning Design
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/

26. OULDI + Carpe Diem
Open University Learning
Carpe Diem at Leicester
Design Initiative (OULDI)
The 7Cs of design and
delivery framework
Cascading institutions: Wider dissemination:
Leicester, SAIDE, SPEED conferences, events

27. OULDI Learning outcomes
http://www.open.ac.uk/blogs/OULDI
Course map
Pedagogy profile Course dimensions
Task swimlane

28. Carpe Diem
http://www.le.ac.uk/carpediem
Content (under
Format
the appropriate Other (e.g.
licences) Text & Slides (e.g.
Audio Video Adobe
graphics PowerPoint)
Presenter)
What I find and
reuse as is
What I find, tweak
and use
What I find,
repurpose and use
What I create for
this module
Storyboard Resource audit

29. Conceptualise
What do we want to design, who for and why?
The 7Cs
Framework
Consolidate
Evaluate and embed your design

30. Course Features
http://linoit.com
Orange = Guidance and support
Blue = Content and activities
Purple = Reflection and demonstration
Green = Communication and collaboration

31. Course Map
Course/module summary:
Key words:
Guidance and support Content and experience
Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
Reflection and demonstration Communication and collaboration
Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.

32. A completed course map

33. Activity
Profile
http://tinyurl.com/ActivityProfileFlash
http://tinyurl.com/ActivityProfileExcel

34. Storyboard
http://linoit.com

35. Resource Audit
Format
Content (under
the appropriate Other (e.g.
Text & Slides (e.g.
licences) Audio Video Adobe
graphics PowerPoint)
Presenter)
What I find and
reuse as is
What I find, tweak
and use
What I find,
repurpose and use
What I create for
this module

36. SAIDE workshop
Plenary work Course team 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
E-tivity: A Learning Design
• Review completed course maps
Resource Audit
• Intro to e-tivity 3
Gabi Witthaus

37. SAIDE workshop
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
•Intro to e-tivity 6
•Stock-taking and target-setting
for next day
E-tivity: E-tivities

38. Evaluation of 7Cs
Ming Nie

39. SPEED
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
• JISC-funded, Transformation
• Embed benefits from DUCKLING and
7Cs to:
– Liverpool John Moores
– London South Bank
– Northampton
Free image courtesy of
– Derby FreeDigitalPhotos.net
• Repackage resources into 3 categories:
– Course Design
– Activity Design
– Moderating Online
• Resources available as OERs

40. Learning Design MOOC
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://cloudworks.ac.uk/cloudscape/view/2417
http://mooc.ca/

41. Useful sites and resources
• OULDI website
http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website
http://www.le.ac.uk/carpediem
• 7CsOER page
http://www2.le.ac.uk/projects/oer/oers/beyond-
distance-research-alliance/7cs-workshop-resources
• Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie
w/2406
• Slideshare
http://tinyurl.com/7cs-bdra-11april

42. Implications
• Blurring of
boundaries and
changing roles
• New pedagogies
emerging
• New business models
• More open practices
• Disruptive, complex, c
o-evolving
http://www.flickr.com/photos/ssoosay/6738302627/