Conole vilnius 3_nov

Learning innovations through social and
participatory media
Gráinne Conole, University of Leicester
E-learning for a changing world conference
3rd November 2011, Vilnius
http://www2.le.ac.uk/departments/beyond-distance-research-
Thursday, 3 November 11

New$technologies$
E/Pedagogies$
Learner$experience$

Teacher$prac8ce$

New$approaches$

Today’s educational context
• Rapidly changing
technological
environment
• New digital literacy skills
needed for learners and
teachers
• New open practices are
emerging
• New forms of online
community and
interactivity

Social & participatory media 4

Media sharing Blogging

Mash ups
Messaging

How are social and
Recommender
Collaborative participatory media being
editing systems
used to enable open
practices?

Social Virtual worlds an
networking games

Social
Syndication
bookmarking
Conole and Alevizou, 2010

The machine is Us/ing us

Peer
critiquing


Peer
critiquing

User
generated
content


Peer
critiquing

User
generated
content

Networked

Peer Open
critiquing

User
generated
content

Networked

Peer Open
critiquing

User
Collective
generated
aggregation
content

Networked

Peer Open
critiquing

User
Collective
generated
aggregation
content

Networked Personalised

E-Pedagogies 6

A


E-Pedagogies 6

Associative
Focus on individual
Learning through
association and
reinforcement

A


E-Pedagogies 6

Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement

A


E-Pedagogies 6

reinforcement

A

Situative
Learning through social
interaction
Learning in context


E-Pedagogies 6

reinforcement

A

Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context


E-Pedagogies 6

E-training
Drill & practice
Mobile learning
reinforcement

A

Learning in context


E-Pedagogies 6

E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
reinforcement

A

Learning in context


E-Pedagogies 6

Mobile learning
reinforcement

A

Learning in context
Experiential,
Problem-based,
Role play


E-Pedagogies 6

Mobile learning
reinforcement

A

Learning in context
Experiential, Reflective & dialogic
Problem-based, learning,
Role play Personalised learning


Mobile learning 7


Mobile learning 7

E-books
Study calendars
Learning resources
Online modules
Communication mechanisms


Mobile learning 7

E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting


Inquiry-based learning 8

My community

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

Virtual genetics lab 9

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project


New digital literacies

Participatory culture shifts
the focus of literacy from one
of individual expression to
community involvement. The
new literacies almost all
involve social skills
developed through
collaboration and networking

Jenkins et al., 2006


Play Collective intelligence

Performance Judgement
community involvement. The Transmedia
Simulation
new literacies almost all navigation
developed through
Appropriation collaboration and networking Networking

Multitasking Negotiation

Distributed cognition


Creativity
Play Collective intelligence

Performance Judgement
community involvement. The Transmedia
Simulation
new literacies almost all navigation
developed through
Appropriation collaboration and networking Networking

Multitasking Negotiation

Distributed cognition


Learner experience 11

• Technology immersed
• Learning approaches: task-
orientated, experiential, just
in time, cumulative, social
• Personalised digital learning
environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials with
free resources Sharpe, Beetham and De Freitas, 2010


Teacher practices: paradoxes 12

• Technologies not extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and funding
little evidence of
transformation (Cuban,
Ehlers)
Pandora’s box


Teacher practices: paradoxes 12

• Technologies not extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and funding
little evidence of
transformation (Cuban,
Ehlers)
Pandora’s box
What would it mean to adopt more open
practices? Open design, open delivery, open
research and open evaluation?

x

Open practices 13

Pandora’s box


x

Open practices 13

Open design

Pandora’s box


x

Open practices 13

Open design Open delivery

Pandora’s box


x

Open practices 13


Pandora’s box

Open dialogue

x

Open practices 13


Pandora’s box

Open dialogue Open research

Open design
Shift from belief-based, implicit
approaches to design-based, explicit
approaches

Learning Design
A design-based approach to
creation and support of courses

Encourages reflective, scholarly practices
Promotes sharing and discussion


Representation 15


Representation 15

The Open University, UK
KE312
Working together
with children


Representation 15

The Open University, UK
KE312 What’s the problem?
Text-based/focus on content
Working together Doesn’t show what the course
is really like or what it consists
with children


Course views 16


Course views 16

Course map


Course views 16

Learning outcomes

Course map


Course views 16

Learning outcomes

Course map

Pedagogy profile


Course views 16

Learning outcomes

Course map

Pedagogy profile
Course dimensions


Course views 16

Learning outcomes

Course map

Pedagogy profile
Course dimensions

Task
swimlane

Open resources


Open courses: MOOC

Massive
Open
Online
Course

http://www.youtube.com/watch?v=eW3gMGqcZQc

http://mooc.ca/

Open accreditation


Open accreditation

Peer to Peer University
http://www.p2pu.org/en/


Open accreditation

Peer to Peer University OER University
http://www.p2pu.org/en/ http://wikieducator.org/OER_university


Open dialogue: Cloudworks 20

http://cloudworks.ac.uk


Open dialogue: Cloudworks 20

• A space for sharing and
discussing learning and
teaching ideas and designs

• Application of the best of
web 2.0 practice for teaching

• To bridge the gap between
technologies and use

• Teachers say they want:
examples, want to share &
discuss

• Helps develop skills needed
for engaging with new
technologies’
http://cloudworks.ac.uk


Quick language guide 21

Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds

Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like

Follow: RSS feeds: Attend:
Cloudscapes, Clouds For Cloudscapes, Clouds Conferences &
or people & people workshops


Open scholarship 22


Open scholarship 22

Discovery
Integration
Application
Teaching

Boyer


Open scholarship 22

Discovery
Integration
Application
Teaching

Open Boyer
Digital
Networked

Weller: http://nogoodreason.typepad.co.uk/

Open research


Final thoughts
• Open, participatory and social media enable new forms of
communication and collaboration
• Communities in these spaces are complex and distributed
• Learners and teachers need to develop new digital literacy skills
to harness their potential
• We need to rethink how we design, support and assess learning
• Open, participatory and social media can provide mechanisms
for us to share and discuss teaching and research ideas in new
ways
• We are seeing a blurring of boundaries: teachers/learners,
teaching/research, real/virtual spaces, formal/informal modes
of communication and publication

26

Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk
Chapters available on dropbox

Conole vilnius 3_nov

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Conole vilnius 3_nov