conole discourse

+

New pedagogical models in a web 2.0 world

Gráinne Conole,

The Open University, UK

Course to discourse conference, 15/05/09

Blog:www.e4innovation.com

+Pedagogy 2.0?Is there such a thing & if so what does it mean?

A growing rhetoric around web 2.0 technologies and associated practices

Findings from leaner experience/net generation research about today’s students: their use and perceptions of technologies; theirs changing learning patterns

A shift in pedagogy from individual – social; information – experiential; general to contextual

Wider changes in societal norms and practices

+Hidden conundrum

Open Educational Resources

Little evidence of reuse

New technologies offer new pedagogical opportunities

Potential for reuse with Open Educational Resources

Liberating learning beyond formal structures

Array of technologies

Not fully exploited

New pedagogies New learning models

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“Open Design”

Characteristics of good pedagogy

Affordances of new technologies

Bridging the gap

+Redefining “openness”

Open source, open tools and services, Open Educational Resources

Free, shared, collaborative, cumulatively better..

“Open Design”

+Open Design Design for a “learning event” i.e. a learning

activity Formal course Individual learning activity Informal study group activity

Blurring of boundaries Teacher – Learner Formal – informal Real – virtual

Principles Open Sharable Explicit Designers and users

Assessment

Learning outcomes

Tasks

A learning activity

+A mediating layer

Designer DesignHas an inherent

Learning Activity or an OER

Creates

Vygotsky

Mediating artifacts

Mediating artifactsLesson plansStep by step guidesOnline toolsPedagogical patterns“Expert other”

Can we develop new innovative mediating artifacts?How can we make the design more explicit and sharable?

User

+OU Learning Design Initiative

Representing pedagogy

Guiding design Sharing ideas

Empirical evidence base

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Core icon set

Design icon set

Representating: CompendiumLD

+ Building a design

Assignment

Outcome

Stop

Task

Resource

Tool

Role

Activity

+ Key features

Time allocation for tasks

In-situ help

Guiding templates

Conditional branching

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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems

Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject

Sharing: Cloudworks

+Coming soon: new look and feel

+Guiding: Pedagogical schema

Guidelines for learning design

Comparison between different learning activities

Articulation of particular perspective: organisational, pedagogical, technical

Deconstruction of existing learning activities

Checklist of good practice

Reflective evaluation

+1. At a glance comparisons

Summary

Tools & resources

ActivitiesLearning outcomes

Success criteria

Support Timeline

Principles/pedagogy

Content

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LIST of LEARNING PRINCIPLES

Thinking & reflection

Conversation & interaction

Experience & activity

Evidence & demonstration

Thinking & reflection

Conversation & interaction

Experience & activity

Evidence& demonstration

2. Principles/pedagogy matrix

+Principles Thinking &

reflectionExperience &

activityConversation & interaction

Evidence & demonstratio

n

Reflect on experience and show

understanding

Frequent interactive exercises & feedback

Provides support for

independent learning

Supports collaborative

activities

Mapping learning activities against goals

Aggregation of learning activities

Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

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OpenLearn SociaLearn

Different set of principles

Different mapping to pedagogies

A DNA print of designs

+Variants on the matrix

Mapping principles to activities

Activity 1 Activity 2 Activity 3

Principle 1

Principle 2

Principle 3

Bloom’s taxonomy

Knowledge … Evaluation

Principle 1

Principle 2

Principle 3

+3. Success criteria checklist

Pedagogy

Cost effectivenessInnovation

Context/fit for purpose

Criteria breakdown

Pedagogy

Constructive alignment…

Cost effectiveness

Finance summary…

Innovation

Web 2.0, use of wiki…

Context/fit for purpose

Strategic fit, prof alignment…

+4. Timeline

Scope 1st draft 2nd draft Finalise

Design Use

“Learning study calendar”

Alignment Formative assessments

ActivitiesSummative Assessment/reflection

“Production schedule”

+Open Design in practice

+Design, use, reuse

Designer

OER

Design

Creates

Deposits

Deposits

Learner A

OER

DesignLearner B

Tutor

Chooses

UsesQuiz + beginners route

UsesQuiz + advanced route

Repurposes & deposits

Process designPrior designs & resources New designs

Clouds in Cloudworks

Pedagogical Patterns

OER repositories

New OER & designs

+Conclusion

Mismatch between potential of technologies and actual use is one of the key challenges of e-learning research

Need to combine collective wisdom

Vision is to develop an evolving suite of tools, resources, methods, and approaches to facilitate teachers and learners coupled with a vibrant community discussing learning and teaching ideas and designs

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Many people involved but want to thank in particular: Olnet/Openlearn: Patrick McAndrew, Yannis Demitriadis,

Tina Wilson, Niall Sclater OULDI: Andrew Brasher, Juliette Culver, Simon Cross, Paul

Clark, Martin Weller

Funders The William and Flora Hewlett foundation, the JISC, the

Open University for strategic funding

Acknowledgements

+Further information

OER, patters and learning design http://e4innovation.com/?p=324

Curriculum representation http://e4innovation.com/?p=312

Pedagogy schema http://www.ariadne.ac.uk/issue56/conole/

+Sites OULDI

http://ouldi.open.ac.uk

Cloudworks http://cloudworks.ac.uk

CompendiumLD http://compendiumld.open.ac.uk

Olnet http://olnet.org

Blog www.e4innovation.com

Slideshare http://www.slideshare.net/grainne