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![Weak signals
Seamless learning
“Seamless learning [is] connecting learning
experiences across locations, times, technologies or
social settings. Mobile technologies are enabling
learning to continue across contexts, so a piece of
work started in the classroom can be continued at
home; and ideas that occur on the move can be
shared with colleagues online, then followed up in
person.”
“How, then, do we create ‘teachable moments’ from this technologysupported flow of experience”
http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpg
Image CC-BY 2.0.
“There are ethical and social issues concerning which experiences
should be shared and whether we should move towards a world
where we record the entire flow of experience”](https://image.slidesharecdn.com/mcandrew-eadtu-keynote-presented-131104101750-phpapp02/75/Educational-design-and-innovative-pedagogies-for-open-and-online-teaching-and-learning-36-2048.jpg)
Uploaded byPatrick McAndrew
Educational design and innovative pedagogies for open and online teaching and learning
This document discusses emerging trends in educational technology and pedagogy including MOOCs, badges, learning analytics, seamless learning, crowd learning, citizen inquiry, geo-learning, gaming, maker culture, and digital scholarship. It notes that these innovations are interconnected and have the potential to transform formal education by complementing traditional methods rather than replacing them. Key themes discussed are how to support less experienced MOOC students, using analytics to improve learning design, harnessing crowd knowledge flexibly, linking formal and informal learning across contexts, and empowering learner-driven making and investigation.
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Educational design and innovative pedagogies for open and online teaching and learning
- 1. Educational design andinnovative pedagogies for open and online teaching and learning Patrick McAndrew Institute of Educational Technology
- 2. Innovating Pedagogy Exploring newforms of teaching, learning and assessment, to guide educators and policy makers
- 3. Institute of EducationalTechnology iet.open.ac.uk
- 4. Catwalk to readyto wear Adams, A., FitzGerald, E., and Priestnall, G. (to appear) Of Catwalk Technologies and Boundary Creatures. Transactions on Computer-Human Interaction CC-BY-NC http://www.flickr.com/photos/thestylepa/6157909577/ CC-BY-NC-SA http://www.flickr.com/photos/57340921@N03/7527822002/
- 5. The Open Universityis open to people, places, methods and ideas.
- 6. Open University SupportedOpen Learning
- 7. “Walter Perry, toldhis new staff … to design the teaching system to suit an individual working in a lighthouse off the coast of Scotland.” Sir John Daniels
- 8.
- 9. Everything in thebox? Wikipedia Open Educational Resources Open Access Journals eBooks YouTube Google Title : Deal Or No Deal Source : http://www.flickr.com/photos/thunderchild5/533038405 license : http://creativecommons.org/licenses/by/2.0/deed.en_GB Bridge 2 Success …
- 10. Material-based learning –Texts • Talkto the learner • Sets out tasks • Gets the highest rating –Media • Impresses • Motivates • But may be skipped Bridge 2 Success
- 11. Assessment tasks • Cansteer the learning process • Design for feedback and for feedforward • Formative assessment makes interactivity • Offer achievements along the way
- 12. Retaining students (learners) Bounceusers Volunteer students Social learners Get students past the first assessment Give less experienced students goals linked to life Be flexible (but not too flexible!) Life gets in the way Optional activities cannot be expected to happen
- 13. Human element • Humanin the loop can make it all work! • Support and Feedback • Some learners do not need all we give them
- 14. Equivalency Theory 1. “Deepand meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. 2. “High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences.” Terry Anderson (2003) http://equivalencytheorem.info
- 15. Balancing support Miyazoe &Anderson (2013) http://jime.open.ac.uk/2013/09
- 16.
- 17. Designing for open •Concept – What will learners do? – How does assessment work? – What feedback do they get? – What are the expected exit points? • Practical – How does the social and support side operate? – Is it Accessible? – Do you have the right content and media?
- 18.
- 19. Innovating Pedagogy Exploring newforms of teaching, learning and assessment, to guide educators and policy makers
- 20. Distinguish hype fromreality Gartner hype cycle http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg Image Jeremykemp at en.wikipedia. CC-BY-SA-3.0,2.5,2.0,1.0
- 21. Distinguish hype fromreality MOOCs Social learning Open learning Connectivist learning Instructivist learning http://en.m.wikipedia.org/wiki/File:Figure_1_MOOCs_and_Ope n_Education_Timeline_p6.jpg Creative Commons Attribution 3.0 Unported license.
- 22. Innovating Pedagogy 2012 TheOpen University's Institute of Educational Technology
- 23. Weak signals Innovating Pedagogy2012 1. New pedagogy for e-books Innovative ways of teaching and learning with next-generation e-books 1. Publisher-led short courses Publishers producing commercial short courses for leisure and professional development 1. Assessment for learning Assessment that supports the learning process through diagnostic feedback 1. Badges to accredit learning Open framework for gaining recognition of skills and achievements 1. MOOCs Massive open online courses 1. Rebirth of academic publishing New forms of open scholarly publishing 1. Seamless learning Connecting learning across settings, technologies, and activities 1. Learning analytics Data-driven analysis of learning activities and environments 1. Personal Inquiry learning “ the innovations are not independent, but fit together into a new and disruptive form of education that transcends boundaries” Learning through collaborative inquiry and active investigation 1. Rhizomatic learning Knowledge constructed by self-aware communities adapting to environmental conditions
- 25.
- 26. Weak signals Innovating Pedagogy2013 1. MOOCs Massive Open Online Courses 1. Badges to accredit learning Open framework for gaining recognition of skills and achievement 1. Learning analytics Data-driven analysis of learning activities and environment 1. Seamless learning Connecting learning across settings, technologies and activities 1. Crowd learning Harnessing the local knowledge of many people 1. Digital scholarship Scholarly practice through networked technologies 1. Geo-learning Learning in an about locations 1. Learning from gaming Exploiting the power of digital games for learning 1. Maker culture Learning by making 1. Citizen inquiry Fusing inquiry-based learning and citizen activism “the innovations described in this report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it”
- 28. Themes and groups Seamlesslearning MOOCs Badges Crowd learning Citizen Inquiry Analytics Geo-learning Maker culture Gaming Digital Scholarship
- 29. MOOCs, Badges andAnalytics
- 30. Weak signals MOOCs “… waysneed to be found to support less experienced students and those lacking confidence. Pedagogies that could benefit such learners are missing from much of the first wave of massive courses. These pedagogies include materials designed to provide an integrated learning experience, feedback that is customised to meet learner needs, and direct mentoring of learners in difficulties. Some of these are hard to supply in a cost-free model. Social learning and peer support may provide alternative ways of generating some of the feedback that is needed.”
- 31.
- 32. Koller, Daphne, Ng,Andrew, Do, Chuong and Chen, Zhenghao (2013) “Retention and Intention in Massive Open Online Courses: In Depth,” Educause Review: http://www.educause.edu/ero/article/retention-and-intention-massive-open-online-courses-depth-0.
- 33.
- 34. Weak signals Learning analytics “inthe USA, the STEMscopes online science curriculum is currently producing visualisations that reflect the activity of 50,000 teachers and over a million students. Work on the project so far has underlined the importance of understanding context, and of involving teachers in the process of developing and deploying analytics.” “The potential is emerging for a virtuous circle, where inquiry into the learning process feeds into learning design, which motivates learning analytics, which motivate future inquiry and thus the refinement of the design and analytics.” Visualisation of student data from inBloom: http://intentionalfutures.com/inBloomdemo Sleep Time Image Patrick McAndrew CC-BY
- 35. Citizen, Crowd andSeamless
- 36. Weak signals Seamless learning “Seamlesslearning [is] connecting learning experiences across locations, times, technologies or social settings. Mobile technologies are enabling learning to continue across contexts, so a piece of work started in the classroom can be continued at home; and ideas that occur on the move can be shared with colleagues online, then followed up in person.” “How, then, do we create ‘teachable moments’ from this technologysupported flow of experience” http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpg Image CC-BY 2.0. “There are ethical and social issues concerning which experiences should be shared and whether we should move towards a world where we record the entire flow of experience”
- 37. Weak signals Crowd learning “Crowdlearning involves harnessing the knowledge and expertise of many people in order to answer questions or address immediate problems … anybody can be a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner. It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their learning.” https://play.google.com/store/apps/deta ils?id=uk.ac.open.ispot http://www.ispot.org.uk
- 38. Maker, Geo andGaming
- 39. Weak signals Geo learning “Location-basedtechnology… can provide ‘touch points’ that link the physical to the digital.… Situated cognition suggests that knowledge is situated within physical, social and cultural contexts and cannot be separated from these. … Learners may also be overwhelmed by a wealth of digital information that is not presented appropriately, resulting in cognitive overload. Social issues include intruding on a person’s privacy by knowing their location or tracking their movements. … We expect blended spaces to become more pervasive, especially given current worldwide investment in ‘smart cities’.” The Zapp application identifying a distant landmark. Photograph by Mike Sharples, CC-BY 2.0.
- 40. Out There InHere • Live collaboration between students on field trip and in technology-enhanced room • Sharing and commenting on field data at a distance Anne Adams, IET
- 41. Weak signals Maker culture “theemerging ‘maker culture’ emphasises informal, networked, peerled, and shared learning motivated by fun and self-fulfilment. … Affordable 3D printers and online sharing of designs have encouraged the creation of custom-made components, models and jewellery; the latter hinting at more recent interest not only from STEM educators but also from the arts. Maker culture offers an example of selforganised social learning that has been widely taken up across the world, and can offer principles that might be put into practice not only in formal learning contexts but also in informal learning http://www.flickr.com/photos/creative_tools/8121256525 environments …” CC-BY Exploring how wavelength affects pitch with a home-made theremin at Electromagnetic Field, a hacker camp/maker fayre in the UK. Photograph by Mark Gaved, CC-BY 2.0.
- 42. Digital Scholarship “… thereare four inter-related areas that can be seen to represent major aspects of digital scholarship. These are: open access publishing, scholarly use of social networks and digital media, open resources and MOOCs, and network research and pedagogy. … development can be seen largely in terms of increased legitimacy. For institutions, this may include promotion and tenure practices rewarding profiles of digital scholarship or research agencies including digital scholarship …. So far, uptake of digital scholarship has been cautious, often held back by conservative practices within institutions and reward structures. It is this area that is likely to see the most significant changes over the
- 43. Weak signals Innovating Pedagogy2013 1. MOOCs Massive Open Online Courses 1. Badges to accredit learning Open framework for gaining recognition of skills and achievement 1. Learning analytics Data-driven analysis of learning activities and environment 1. Seamless learning Connecting learning across settings, technologies and activities 1. Crowd learning Harnessing the local knowledge of many people 1. Digital scholarship Scholarly practice through networked technologies 1. Geo-learning Learning in an about locations 1. Learning from gaming Exploiting the power of digital games for learning 1. Maker culture Learning by making 1. Citizen inquiry Fusing inquiry-based learning and citizen activism “the innovations described in this report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it”
- 44. Incubating Innovation • Harnesspassion: individual motivation • Build on what others have done – way to join in but also … • Be prepared to create your own approach and system • Innovate on existing objectives: reach, online, international experience … • Be a user of the innovations not just a producer • Stay in touch – be involved • Experiment at different scales Brasher et al. (2013) http://www.medev.ac.uk/oer13/128/view/ olnet.org http://www.flickr.com/photos/graibeard/4082255623
- 45. 2014: Year ofthe Crowd? Crowd learning 0% 5.0% 10.0% 15.0% 20.0% MOOCs Seamless Maker culture Badges Learning analytics Digital scholarship Citizen inquiry Geo-learning Gaming Web analytics for first month of 2013 report http://www.open.ac.uk/innovating
- 46. iSpot • • • • • • Open citizen science Weband mobile 25,000 registered users 250,000 observations 150 wildlife organisations Re-discovered ‘extinct’ species • Spotted UK firsts • Identified invasive species
- 47. Crowd learning • Allowsfor the individual • Communities of learners • Builds on massive • Operates in the open • Authentic experiment
- 48. Institute of EducationalTechnology www.open.ac.uk/iet patrick.mcandrew@open.ac.uk @openpad www.open.ac.uk/innovating
Editor's Notes
- #3 Summary of talk: Thanks to Mike Reports Why us pedagogy v technology
- #4 I work in IET – research and support OU. Courses, labs Proud of it Acting Director
- #7 Materials Texts Talks to the learner Sets out tasks Gets the highest ratings Resources From everything in the box to power of search Media Motivates Integrates May be skipped
- #9 http://www.flickr.com/photos/75396048@N00/188730566 Whitefish Point lighthouse keeper
- #12 Can steer the learning process Sets out the tasks Do not assume read material first Design for feedback/feedforward What comes back is major part of OU teaching Formative assessment makes interactivity Asking the student to do things is key Offer achievements along the way Avoid failures and
- #19 Share design but avoid custom and practice
- #20 Summary of talk: Thanks to Mike Reports Why us pedagogy v technology
- #23 Mentioned in Working document from EU “Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe :
- #25 Fix to be IP13 data
- #30 Interactive graphic by Katy Jordan showing completion rates against enrolment rates for MOOCs. http://www.katyjordan.com/MOOCproject.html Visualisation of student data from inBloom: http://intentionalfutures.com/inBloomdemo Badges from the Open Learning Design Studio MOOC: http://www.olds.ac.uk/blog/oldsmoocbadgedesign Image CC-BY-NC-SA 2.0.
- #36 A developer, Loic Le Meur, selected for Google Glass explorer edition, shows off wearing Google Glass. http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpgImage CC-BY 2.0. Cover of The Pub and the People by Mass Observation.Image at: http://georgeorwellnovels.com/reviews/the-pub-and-the-people-by-mass-observation/ iSpot mobile app. Image from: https://play.google.com/store/apps/details?id=uk.ac.open.ispot
- #38 Just in time learning Micro learning Self-managed learning Crowd sourced
- #39 The Zapp application identifying a distant landmark. Photograph by Mike Sharples, CC-BY 2.0. Mediaeval town researched and built by children from three continents learning together informally in the Jokaydia Minecraft community.Image by Rebecca Ferguson and Jacob Weinbren, CC-BY 2.0. Exploring how wavelength affects pitch with a home-made theremin at Electromagnetic Field, a hacker camp/maker fayre in the UK.Photograph by Mark Gaved, CC-BY 2.0.
- #40 Just in time learning Micro learning Self-managed learning Crowd sourced
- #42 Fabbster
- #43 Underpins
- #48 Divide the learners 1:20 -> 1:200 -> ~5:5000 Build on massive Authentic experiments: personal data, science in the field Social science simulations Operate in the open (iSpot)
- #49 IET has specialist role in Accessibility. Module H810: Accessible Online Learning. Research – long history. Work on Standards, Personalisation. Practical support to improve accessibility – including specialist testing facilities.