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Open education week_webinar
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
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Open education week_webinar
- 1. Open Education: Intothe Future 6th March 2019 Open Education Week Webinar Gráinne Conole, National Institute for Digital Learning Dublin City University
- 2. Outline • OECD 2015 •Affordances • Open practices • Impact • Continuing Professional Development • Learning Design Frameworks • Learning Analytics • Final reflections
- 3. OECD 2015 − ICThas revolutionised virtually every aspect of our life and work − Students unable to navigate through a complex digital landscape will no longer be able to participate fully in the economic, social and cultural life around them − Challenges: information overload, plagiarism, online risks − Students need to become critical consumers of Internet services and electronic media and make informed choices
- 4. Affordances of digitaltechnologies − Phases: cultural, symbolic, communication, networked, cyber- infrastructure (Pea, 2008) − Affordances differ according to the technology, context and use − Internet most disruptive technology of last 50 years − Technologies can: − Enable more interaction and communication − Help with retention − Be engaging and motivational − Extend the classroom − Provide timely and targeted feedback − Personalise the learning experience − Enable more open practices https://bit.ly/2O4lngx
- 5. Digital learning ecology −Classroomexpanded and evolved as virtual place sits alongside physical −A variety of different complementary learning opportunities −Further evidence of blurring of boundaries Brown, 2015
- 6. Open practices −Opening upeducation −Facets − OER − MOOCs − E-textbooks −Use of open practices complex, personalised and contextual (Cronin) −Continuum of openness and access (Olcott) https://bit.ly/2gchbww
- 7. Impact −Learners − OER (Wiley’s5 Rs) − MOOCs (learning at scale) − E-textbooks (flexible & cost effective) −Teachers − New approaches to design − MOOCs for CPD −Researchers − Data-intensive collaborative research − Social media − Open scholarship https://bit.ly/2VBvFch
- 8. Challenges −Lack of digitalliteracies −Teaching the poor sister −New forms of accreditation −Senior management buy-in −Appropriate CPD −Unbundling of education http://e4innovation.com/?p=938
- 9. Continuing Professional Learning −Central role of the teacher − Continuing Professional Learning − Enable teachers to develop innovative learning interventions − Make effective use of digital technologies − Formats − Specialised and tailored workshops − Peer support and mentoring − Examples of good practice − Share and discuss practice − Resources, OER and MOOCs
- 10. Learning Design Frameworks −Frameworksfor guiding the use of technology/media/materials − SAMR, SECTIONS, COACT −Workshop approaches aimed mainly at promoting general good practice. i.e. social constructivist assumptions − 7Cs, 8LEM, ABC −Approaches based on specific theory of learner engagement − ICAP Conole, Forthcoming
- 11. The 7Cs ofLearning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation https://bit.ly/2mOnqgt
- 12. Learning Analytics Summative (teachers) −See what learners are doing − Identify learners who are struggling − Find concepts that learners find difficult − Provide targeted support Formative (learners) − See patterns of their learning − Receive advice on better learning strategies − Compare learning against classmates − Set/review learning goals http://bit.ly/2ukJRwb
- 13. Final reflections − Digitallearning ecology is complex − More research needed to understand the complexity − Influence of affordances − Understand affordances & how they support pedagogy − No single metaphor for 21st Century learning − Support for learning needs to match learner needs and the context of learning − Assessment needs to support deep learning − Needs to be purposeful & support active, authentic and meaningful learning
- 14. Final reflections −Teachers’ mindsetsmediate technology implementation − Targeted and authentic CPL −Impact of leadership and institutional cultures − Need to align with factors for successful update of digital technologies −Refocus and change mindsets − From education in change to education for change
- 15. Change as aconstant Change isn’t just one thing, just one time, just one big revelation. Change occurs in stages, and phases, which each add depth, colour, character, and create a multidimensional, multifaceted you
- 16.
- 17. A world topyoung university Email: grainne.conole@dcu.ie Blog: e4innovation.com Twitter: @gconole