conole edinburgh

Pushing the boundaries:openness and new approach to design

Gráinne Conole, University of Leicester University of Edinburgh

13th April 2012

Outline• Technologies trends• Learner experience• Open practices• Teacher practice and paradoxes• New approaches to design• Metaphors

Technological trends• Mobiles and e-books• Games-based learning &

learning analytics• Gesture-based learning &

the Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroomhttp://learn231.wordpress.com/2011/10/25/trend-report-1/

User generated content

Peer critiquing

Networked

Collective aggregation

Personalised

Open

Social media revolutionThe machine is us/ing us

www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf

Gutenberg to Zuckerberg

• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)http://www.flickr.com/photos/wallyg/2617472088/

http://memex.naughtons.org/

• Technology immersed• Learning approaches: task-

orientated, experiential, just in time, cumulative, social

• Personalised digital learning environment

• Mix of institutional systems and cloud-based tools and services

• Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010

Learner experience

http://www.educause.edu/studentsAndTechnologyInfographic

7

Pandora’s box

Open resources Open courses

Open scholarship Open research

Open practices

Open resources

http://www.oer-quality.org/

Open courses

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

Open accreditation

www.p2pu.org/en/

Peer to Peer University

wikieducator.org/OER_university/

OER University

• Exploiting the digital network• New forms of dissemination

and communication• Promoting reflective practice• Embracing the affordances of

new technologies

Open scholarship

Weller: http://nogoodreason.typepad.co.uk/

Open research

Citation indicators

14

•Technologies not extensively used (Molenda)

•Lack of uptake of OER (McAndrew et al.)

•Little use beyond early adopters (Rogers)

•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)

Pandora’s box

Teacher practices: paradoxes

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

Learning Design

Shift from belief-based, implicit approaches to design-

based, explicit approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to creation and support of

courses

http://www.open.ac.uk/blogs/OULDI/

ConsolidateEvaluate and embed your design

ConceptualiseWhat do we want to design, who for

and why?

http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

Carpe Diem:7Cs of learning Design

MSc in Learning Innovation

Technology-Enhanced Learning

Learning Design

Research Design and Methods

Case Studies of Innovation

Dissertation

Session 1•Intros & expectations•Mini-pres: background to workshop•How to ruin a course•Intro to e-tivity 1

Session 2•Warm-up (how is it going?)•Discussion of discussion forums, blogs and wikis•Intro to e-tivity 2

E-tivity 1: Consider your Course Features

E-tivity 2: Develop your Course Map

E-tivity 3: Do a Learning Design Resource Audit

E-tivity 4: Develop your Activity Profile

In-session workOut-of-session work

(e-tivities)

Session 3 • Warm-up (Surprises, discoveries, frustrations, highlights)• Review completed course maps• Mini-presentation: How OERs are being used & reused•Intro to e-tivity 3

Session 4• Warm-up (how is it going?)•Review of completed resource audits• Mini-pres: Salmon’s 5-stage model•Intro to e-tivity 4

Programme part 1

Session 5•Warm-up (Progress made so far?)•Review of Activity Profiles•Brainstorm: “Soft”/“hard” outcomes•Intro to e-tivity 5

Session 6•Warm-up (Revisit How to Ruin a Course)•Review of Storyboards•Do Info Literacy Card Sort activity•Intro to e-tivity 6

E-tivity 5: Develop your Storyboard

E-tivity 6: Develop your e-tivities

E-tivity 7: Consider your VLE (LMS) design

E-tivity 8:Action Planning

In-session work

Out-of-session work (e-tivities)

Session 7 • Warm-up (…)• Review completed e-tivities• Mini-pres: Embedding your e-tivities in the VLE•Intro to e-tivity 7

Session 8• Warm-up (…)•Review of completed VLE designs• Brainstorm: actions needed to complete our courses•Intro to e-tivity 8

Programme part 2

How to ruin a course

E-tivity 1: Course Features

Linoit.com

Course Features Key

• Colours relate to the course view map – Green = collaboration and communication– Blue = content and student experience– Purple = reflection and demonstration– Orange = guidance and support

What are discussion forums, blogs and wikis good for?Discussion

forumsBlogs Wikis

Reflection

Moderated discussion

Personal reflection Collaboration

Collating resources

Creating an e-portfolio

http://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/

E-tivity 2: Course Map

The Course Map template

E-tivity 3: Learning Design Resource Audit Format

Content (under the appropriate licences)

Text & graphics

Audio Video Slides (e.g. PowerPoint)

Other (e.g. Adobe

Presenter)

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

• Assimilative– Reading, viewing, listening

• Information handling– Manipulating data

• Communicative– Dialogic interactions

• Productive– Creating an artefact

• Experiential– Practicing, mimicking

• Adaptive– Modeling or simulation

E-tivity 4: Activity Profile

http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel

Learning Outcomeshttp://tinyurl.com/outcomes-verbs (from University of Gloucestershire)

Learning outcomes

Assessment

START END

Task Swimlane

• Lane of roles• Lane with tools and

resources

http://cloudworks.ac.uk/cloud/view/3421

E-tivity 5: Develop your e-tivities

Including information Literacy in e-tivities

http://jiscdesignstudio.pbworks.com/w/page/48915295/OULDI-Information%20Literacy%20facilitation%20cards

E-tivity 6B: Action Planning

B

MSc in Learning Innovation

Technology-Enhanced Learning

Learning Design

Research Design and Methods

Case Studies of Innovation

Dissertation

Metaphors

EcologiesSpaces

Memes Rhizomeshttp://e4innovation.com/?p=489

Ecologies

• Co-evolution of tools and users

• Niches colonisation of new habitats

• Survival of the fittest

MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)

To describe the interactionwith digital technologies

What makes us different Is our ability to imitate

The Internet allows forThe unprecedented Spreading of ideas

Issues in terms of convergence of thought

Spaces

Campbell, 72

Rhizomes

A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self-replicating. A rhizome has no beginning or end like a learning process

http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/

Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox

grainne.conole@le.ac.uk