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Conole workshop
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including: - Cloudworks, a social networking site for sharing learning and teaching ideas. - Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable. - Affordances of technologies and how they relate to learner and teacher characteristics. - A pedagogy framework that maps different pedagogical approaches to technologies. - Mediating artefacts that can guide the design process and facilitate sharing of learning designs. - An intervention framework to map key drivers, challenges, and opportunities in a given context.
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- 1. Designing for learningin an open world: new strategies for design Gráinne Conole, University of Leicester 6th – 9thMarch 2012
- 2. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resources Blogs & wikis Media sharing Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions Virtual worlds & Learning Design, OER, Pedagogical online games Patterns Social networking
- 3. Course views Mediating How to ruin a Artefacts course Pedagogical Cloudworks Activities framework Metaphors Affordances Intervention framework
- 4. 1. Cloudworks • Socialnetworking site for sharing and discussing learning and teaching ideas • Boundary crossing • Best of web 2.0 functionality and practices • Do the Cloudquest challenge!
- 5. Quick language guide Cloud: Anythingto 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
- 6. Take the Cloudquestchallenge! • http://cloudworks.ac.uk/cloud/view/4891
- 7. 2. How toruin a course • Issues and strategies important for the success of a course • Check list for design and evaluation of a course • Activity: – List 10 ways that technologies can make your course fail – Compare and discuss – Look at other examples: http://cloudworks.ac.uk/cloud/view/2597
- 8. 3. Representation How arecourses typically represented? How explicit is the inherent design? The Open University, UK KE312 Working together with children What‟s the problem? Text-based/focus on content Doesn‟t show what the course is really like or what it consists of
- 9. Moving beyond content Thepower of visualisation Shift emphasis away from content Help articulate designs Supports effective design Provides focus at different levels Acts as a dialogic mediating artefacts Provides a design record Encourages reflective practice Enables sharing of designs
- 10. Visualisation tools Pen, paper Mind mapping tools and stickers Excel templates
- 11. Course views Pedagogy Profile Course Dimensions Course Map Task Swimlane Learning Outcomes
- 12. Financial health checkgame: conceptual design tools Pedagogy profile Learning intervention Dimensions Task swimline overview Learning outcomes
- 13. Learning intervention overview Guidance & Support Linear guided pathway Content & Activities Online survey, 2-index game, survey, Communication AUC game and SI game with sensors &Collaboration as input, mindfulness (exercises , Online forum phone app.and game) Reflection & Demonstration Diagnostic feedback via video, Reflective diary Summary Key words Regulating the disposition effect and awareness of Smart phone app, survey,, serious games and finance, emotion regulation emotion, sensors
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- 15. Dimensions view Generic course dimension • Breaks down nature of Delivery-… 100 Human… Course- created course Support… Guided… 80 60 40 Activity-based Student-… against the 4 Delivery-… 20 0 Delivery-… higher level Recorded… Tuor-guided Generic course dimension Summative Peer… categories Formative… Delivery-… Collaboration
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- 17. Learning outcomes view • Maps learning outcomes to activities and outputs
- 18. 3a. Course map •This activity produces an ‘at a glance’ view of a course • Produces a map of a course • Activity: – Use the course map guide, fill in the six boxes for your course – Compare and discuss – Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
- 19. Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Content & Activities Course materials, prior experience, learner- generated content, e.g. Reflection & readings, DVDs, podcasts, labs Demonstration Internalization and reflection, e.g. in-text questions, blogs, e- portfolios Diagnostic, formative or summative assessment Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
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- 21. 3b. Pedagogy profile Mapof learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Design Taxonomy - Conole, 2008
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- 23. 3c. Course dimensions Guidance& Content & Support Activities Reflection & Communication demonstration & Collaboration
- 24. 24 3d. Learning outcomes Mappinglearning outcomes to: Activities Assessment Based on Biggs‟ work (1999) on constructive alignment Maps course and highlights any gaps
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- 26. 3e. Task swimlane Focuson the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mindmapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
- 27. Learning activities • Thisactivity produces a task swimlane of an activity and the tools and resources used • Produces a swimlane diagram • Activity: – Decide on the learning outcomes, tools, resources and assessment for this activity – Map out the activity – Use pens and arrows to add explanations – Compare and discuss – Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
- 28. Working between theviews Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
- 30. 4. Affordances Characteristics of Characteristics of tools people Reflection Preferences Affordances (Gibson) „All "action possibilities" latent in Dialogue an environmentt… Interests but always inEvolving to the actor relation practices and therefore dependent on their Aggregation capabilities.‟ Skills For instance, a tall tree offers the affordances of food for a Giraffe Interactivity a sheep. but not Context Basic Symbolic 1st wave technologies 2nd wave technologies communications representations (phone, radio, fax, networks, mobiles, the & gestures (words, numbers) TV, CD/DVDs) Internet)
- 31. Technology affordances Positiveaffordances, Negative affordances, promotes… think about… Collaboration A blog for reflective practice Time consuming (development) Reflections Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" latent in an environmentt… Dialogue Time consuming (support) but always in relation to the actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry Difficult to navigate sheep. Authenticity New literacy skills
- 32. An ICT framework Communication+ Virtual worlds, online games & Audio & video immersive environments conferencing Social networking Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
- 33. Effective choice oftools • Confusing array of tools which should you use and when? • Number of things to consider: – Nature of your students and context, your expertise and preferences, time to learn the tool, time to develop, etc. • Aim of the next exercise – Explore some tools and consider relevance – Brainstorm how you might use them – Map in terms of communication and interactivity – Consider other factors to take into consideration – Strategies to make quick pragmatic judgements about which tools to use before investing time in exploring further 33
- 34. Comparing four tools •About: this activity will introduce you to 4 tools (Twitter, Wordpress, Wallwisher and Wordle) and help you think about their use. • Production: a map • Acitivity – Visit the tool websites – Explore, look at any overviews about them or examples – Map the tools onto the ICT framework – Compare and discuss – Look at other examples - http://cloudworks.ac.uk/cloud/view/3930
- 35. Tools in use •In this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances • Produce a map • Activity – Choose a task and 3 tools – Put the task in centre of paper and tools on the outside – Add positive and negative affordances – Decide which tool to use – Compare and discuss – Look at other examples: http://cloudworks.ac.uk/cloud/view/4042
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- 37. Twitter: the goodand the bad Ejemplos Issues Posting queries Your „a-ha‟ moment Commenting The right network Backchannel Your digital voice Crowdsourcing Inappropriateness Gathering opinions Personal/private Sharing ideas Too much! Brainstorming Use with other tools Social presence A passing fad?
- 38. 5. A pedagogyframework Social Information Informal Formal Experience Individual
- 39. Mapping e-Pedagogies totechnologies Pedagogies Technologies • Problem-Based Learning (PBL) • Virtual Worlds (VW) • Inquiry-Based Learning (IBL) • Google • Didactic (Did) • E-Books • Reflection (Ref) • Blogs, e-Portfolios • Dialogic Learning (Dial) • Discussion Forums (DF) • Collaboration (Collab) • Wikis • Assessment (Ass) • MCQs • Communities of Practice (CoP) • Google+ • IBL – social • Twitter • User-Generated Content (UGC) • Youtube
- 40. Social Information Informal Formal Experience Individual
- 41. IBL/Twitter Social PBL/VW CoP/Google+ Dial/forum Dial/Skype Collab/Wiki Informal Formal Ref/Blog Ref/e-Portfolio IBL/Google Did/e-Book UGC/YouTube Individual Ass/MCQs
- 42. Social Information Informal Formal Experience Individual
- 43. Ref/Blog Experience PBL/VW CoP/Google+ Ref/e-Portfolio Dial/Skype Dial/Forum Informal Formal IBL/Twitter Coll/Wiki IBL/Google Did/e-Book UGC/YouTube Information Ass/MCQs
- 44. Activity • Pick threedifferent pedagogical approaches • Decide on an activity to facilitate these using a particular tool • Map the three learning interventions onto the framework
- 45. 6. Mediating Artefacts Mediating Design Mediating Artefacts 1.Concepts Artefacts (MA) •Tools •Dialogues •Activities Creates Learning activity Learner or Resource Has an Design inherent Research focus 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
- 46. Activity • Discuss theconcept of Mediating Artefacts and how it might be used to facilitate sharing and discussion of learning and teaching designs
- 47. 7. Intervention framework Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practice OER/iTunes Use of technologies Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture
- 48. Activity • Draw anintervention framework for your context. • Consider: – What are the key research drivers? – What are your current strategic and policy drivers? – What do you know about how your learners are using technologies? – What do you know about teacher practice and what are the challenges to ICT uptake in your context?
- 49. Reflection • What threewords would you use to describe this workshop? • What did you like about this workshop? • What could have been better? • What three words would you use to describe Cloudworks? • What three words would you use to describe the course views? • What action points will you do as a result?
- 50. Designing for learningin an open world: e-Pedagogies and transformation Gráinne Conole, University of Leicester Southern Cross University 6th March 2012
- 51. Other activities 1. Using social media 2. Pedagogical Planners 3. Digital learning environments 4. OPAL OER guidelines 5. CSCL Pedagogical Patterns 6. 8 LEM model 7. Presentation tools 8. Useful links and resources
- 52. 1. Social media •Review of the affordances of social media • Consideration of how they can be used in learning, teaching and research
- 53. A typology ofnew technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum forums Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReader (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
- 54. Digital identity Findingyour digital voice Working across tools Degree of openness Personal/professional
- 55. New digital literacies Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to Simulation community involvement. The Transmedia new literacies almost all involve navigation social skills developed through collaboration and networking Appropriation Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
- 56. Activity • Brainstorm howyou might use different social to promote your research? Consider the following: – Blogs – Twitter – Facebook – Slideshare – Others?
- 57. Using new mediafor research • Blogs • facebook • Twitter • Working across social media • Courses and conferences • Publishing as you go 57
- 58. So why useblogs? • 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
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- 61. Twitter - ideasfor harnessing Web 2.0?
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- 63. Tips and hints • Think about strategies to make the most of each of the following and then think about how you can do this both in a face-to-face and virtual context – Conferences – Networking – Publishing 63
- 64. Conferences A personal example • Purpose:presentation & feedback • Network, network, network! • Potential collaborators & bid partners • Put in a symposium of experts • Expertvalidation workshops • Put papers/presentations online • Follow upcontacts afterwards: email, fb, Twitter, blogs, etc. • Work up into aresearch paper • Work the hashtag • Live blog or follow conference-related blogs
- 65. Networking • Build linkswith international colleagues • Get on national-level committees • Invite key researchers in your field to be involved in a joint research activity • Invite people to give seminars at your institution • Build connections online via Twitter, facebook, etc. • Participate in online events • Leave comments on blogs
- 66. Publishing • Write books- edited or single authored (post drafts) • Become an editor for a special issue of an online 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 (using a wiki) • Disseminate publications via Tweet, fb etc • Post up drafts for comment on blogs etc • See Twitter, blogs, journals, books as complementary
- 67. 2. Pedagogical Planners •Explore the Learning Designer and Phoebe pedagogical planners: – Learning Designer – Phoebe • Reflect on their pros and cons • Consider how you might use them in your practice • Links
- 68. 3. Digital learningenvironments • Draw your digital learning environment • What core tools do you use for what? • What other tools do you use? • How has your environment changed in the last ten years?
- 69. 4. OPAL OERguidelines
- 70. Activity • The guidelinesprovide advice on: – Benchmarking current OER practices – Creating a vision and an implementation plan • Reflect on relevance for your context
- 71. 5. CSCL pedagogicalpatterns • Derived from Alexander’s work • “Solutions to problems” – Introduction – Context – Problem headline – Solution – Picture – Similar patters
- 73. Deposits OER Creates Designer Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design Repurposes Tutor & deposits
- 74. Prior designs Process design New designs & resources Content: (OER repositories, etc) Designs: New OER (Pedagogical & designs Patterns, CompendiumLD designs)
- 75. Activity • Useful resources: – CSCL Pedagogical Patterns – Olnet CSCL pedagogical patterns workshop • Explore the CSCL Pedagogical Patterns • Think about how they can be used to transform the Spanish Learning Activity into a collaborative activity
- 76. 6. 8 LEMmodel • Explore th8LEM model and resources site • Think of a learning activity • Break down into learning events • Consider: – Learning & teacher interactions • Record on the mapping grid
- 77. 7. Presentation tools •Explore the following presentation tools: – Prezzi – Sliderocket • Reflect on the pros and cons of each tool
- 78. 8. Useful linksand resources • Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer • http://cloudworks.ac.uk • http://slideshare.net/grainne • Evidence hub for Open Education • The OPAL initiative • The Pedagogical Patterns Project
- 79. Reflection • What threewords would you use to describe this workshop? • What did you like about this workshop? • What could have been better? • What action points will you do as a result?
Editor's Notes
- #14 Cloudworks.ac.ukpedagogy profile