Conole webinar 19_oct_final
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This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
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Conole webinar 19_oct_final
- 1. The open academic: what does open practice mean for the practitioner? Gráinne Conole, Bath Spa University Shaping the future of food safety together conference Milan, Italy, 15th October 2015 National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. Outline • Career history • Turning points and reflections • Research interests – The Internet and open practices – Learning Design – Social media
- 3. Early years… • Born in Cork, Ireland • Moved to London when five years old • One sister, Moya • Dog named James Joyce! • Schools – Holy Mary, Kingston – St Philomenas, Carshalton
- 4. Academic performance • Secondary School 74- 82 – A late developer! – 10 O’ levels – 4 A levels • Chem, Biol, Maths, Art • University 82-85 – Chemistry, 2.1 – Sheffield University
- 5. The Thatcher influence… • …..or life in the ‘real’ world • 85-86 – Graduate training programme – Allied bakeries – Area retail manager – 150 staff in 10 outfits across London!
- 6. Life as a Chemist • 86-90 – PhD X-Ray Crystallography – P/T demonstrating and lecturing • 90-91 – Lecturer on newly established Foundation Science course – HITECC • 91-96 – Lecturer (Inorganic Chemistry)
- 7. Changing roles • UNL June 96 - Sept 99 – Project Director Learning and Teaching Innovation – Director of Teaching and Learning Technology Centre – Head of Technology- based Learning • Bristol Sept 99 –April 02 – Director of Institute for Learning and Research Technology
- 8. Changing roles…. • Southampton 2002 – 2006 – Chair in educational innovation in post- compulsory education • OU 2006 - 2011 – Professor of e-learning • Leicester 2011 - 2014 – Professor of Learning Innovation • Bath Spa University Feb 2015 – Chair in Education – Cross institutional e-learning remit
- 9. Early turning points • Moving to England – Identity crisis – Irish or English? Integrating into a new society • O’ and A’ level choices – Switch from Sociology to Chemistry O’ level – Switch from Geography to Maths A’ level – Lack of career advice or choice of university
- 10. Turning points • Retail manager! and switch to PhD (phew) • Securing lectureship • Promotion to Principle Lecturer (96) • Birth of Eleanor (94) & Tabby (98) • Taking the Bristol post, Tabby 6 months • Nannies and au pairs! • Chair at Southampton, then OU & now Leicester • JISC & EU funded projects • Increasing involvement in national and international activities
- 11. Focus of research • Enhancing the learner experience • Effective & innovative use of technologies • New approaches to design • Open practices in learning, teaching and research
- 12. E-Learning timeline Multimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94 LearningAnalytics 10
- 13. Barriers to adoption • Lack of digital literacy skills • No reward for teaching • Competition from other providers • Scaling innovation • Democratisation
- 14. The importance of e-learning • For learning – Potential to support interaction, communication and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course • For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society
- 16. Innovating pedagogy • Massive open social learning • Learning design informed by analytics • Flipped classroom • Bring your own devices • Learning to learn
- 17. Innovating pedagogy • Dynamic assessment • Event-based learning • Learning through storytelling • Threshold concepts • Bricolage
- 20. Three phases • The Internet and open practices • Learning Design • Social and Participatory Media
- 21. Openness • Digital technologies enable more open practices • Emergence of OER and MOOCs • Increase of free resource and expertise, via Webinars, blogs, open repositories and journals, social media
- 22. The good and the bad… • Transparency • Greater reach • Equity and social inclusion • Challenging existing business models • Disaggregation of education • “Laying yourself bare” • Surveillance • Misuse of data • Misinterpretation • Issues re quality and accreditation • Ownership
- 23. My network
- 24. Blogs • Of the moment reflections • Digital archive • The power of peer review • Record of events, reviews and resources • Wider audience reach and hence profile • Link into facebook and Twitter • Complements traditional publication routes e4innovation.com gconole.wordpress,com
- 25. Using facebook
- 26. Ideas for harnessing Web 2.0? Twitter
- 27. Twitter and facebook #fb
- 28. Conferences • Purpose: presentation & feedback • Network, network, network! • Potential collaborators & bid partners • Put in a symposium of experts • Expert validation workshops • Put papers/presentations online • Follow up contacts afterwards: email, fb, Twitter, blogs, etc. • Work up into a research paper • Work the hashtag • Live blog or follow conference-related blogs A personal example
- 29. Publishing •Write books and chapters •Become an editor of a special issue of a journal •Keep publication list up to date in your research repository •Set up a writing group or workshop (real/virtual) •Co-write with lots of different people •Disseminate publications via Tweet, fb etc. •Set up a blog and read other blogs •See Twitter, blogs, journals, books as complementary GO OPEN!!!!
- 30. Networking • Build international links • Join professional bodies • Become a reviewer • Do a special issue • Sit on committees • Do a study visit
- 31. The promise and the reality New forms of interaction, communication and collaboration. Lots of free resources Not fully exploited Bad pedagogies Teachers don’t have the time or the skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
- 32. What is learning design? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 33. What is learning design? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 34. What is learning design? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
- 35. Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses http://olds.ac.uk
- 36. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 37. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 39. http://www.larnacadeclaration.org/ • What is Learning Design? • Teachers need help with making effective design decisions that are pedagogically based and make appropriate use of digital technologoies
- 40. Many learners wish to have formal transferable recognition of their knowledge & skills Challenges: Open learning recognition is a recent topic, lack of guidelines for interested actors Assessment and recongition might become a businees model for OER and MOOCs Accreditation of non-formal learning
- 41. Information from OER provider (HEI) Information from learner Information from assessing/certifying institution Learning Passport for accreditation
- 42. MOOCs • MOOCs are challenging formal education • New business models emerging • Ways to accredit informal and non-formal learning • EFQUEL MOOC blogs – http://mooc.efquel.org/
- 43. 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
- 44. 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 A taxonomy of MOOCs http://e4innovation.com/?p=727
- 46. Social media • Shift from a passive web to a participatory, interactive and social web – Distributed, networked, dynamic, participatory, complex, open • Range of tools to communicate and collaborate • Being part of a global community of peers
- 47. The good and the bad… • Rich ways to communicate and collaborate • Part of a global community of peers • Access to vast amount of information • Rapid dissemination of information • Crowd sourcing • Lack of privacy • Negative digital traces • Misuse of data • Cyberbulling and trolling • Privacy and security • Corporate control • Time consuming • Addictive
- 48. Reflections • Difficulty of balancing home and work • Significance of turning points • Importance of support – partners, friends and childcare support • Clash of having children and career breaks • Politics!
- 49. Importance of relaxation! Porthcurno, Cornwall Seascamp
Editor's Notes
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