conole vilnius 3_nov

Learning innovations through social and participatory media

Gráinne Conole, University of LeicesterE-learning for a changing world conference

3rd November 2011, Vilniushttp://www2.le.ac.uk/departments/beyond-distance-research-

Thursday, 3 November 11

New$technologies$

E/Pedagogies$

Learner$experience$

Teacher$prac8ce$

New$approaches$

Today’s educational context• Rapidly changing

technological environment

• New digital literacy skills needed for learners and teachers

• New open practices are emerging

• New forms of online community and interactivity

Media sharing

Collaborative editing

Social networking

Virtual worlds and games

Syndication

Messaging

Social bookmarking

Recommender systems

Mash ups

Blogging

How are social and participatory media being used to enable open practices?

Conole and Alevizou, 2010

Social & participatory media

The machine is Us/ing usThursday, 3 November 11

Peer critiquing

User generated content

Peer critiquing

Networked

Peer critiquing

Networked

Peer critiquing

Networked

Collective aggregation

Peer critiquing

Networked

Collective aggregation

Personalised

6E-Pedagogies

AssociativeFocus on individualLearning through association and reinforcement

6E-Pedagogies

ConstructivistBuilding on prior knowledgeTask-orientated

6E-Pedagogies

SituativeLearning through social interactionLearning in context

6E-Pedagogies

ConnectivistLearning in a networked environment

6E-Pedagogies

E-trainingDrill & practiceMobile learning

6E-Pedagogies

Inquiry learningResource-based

6E-Pedagogies

Experiential, Problem-based, Role play

6E-Pedagogies

Experiential, Problem-based, Role play

Reflective & dialogic learning, Personalised learning

7Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms

7Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting

The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

My community

Inquiry-based learning

My community

9Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

Jenkins et al., 2006

Participatory culture shifts the focus of literacy from one

of individual expression to community involvement. The

new literacies almost all involve social skills developed through

collaboration and networking

New digital literacies

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia navigation

Networking

Negotiation

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia navigation

Networking

Negotiation

Creativity

• 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

• Technologies not extensively used (Molenda)

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

• Little use beyond early adopted (Rogers)

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

Pandora’s box

Teacher practices: paradoxes

• Technologies not extensively used (Molenda)

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

• Little use beyond early adopted (Rogers)

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

Pandora’s box

What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation?

Teacher practices: paradoxes

Pandora’s box

Open practices

Pandora’s box

Open design

Open practices

Pandora’s box

Open design Open delivery

Open practices

Pandora’s box

Open dialogue

Open practices

Pandora’s box

Open dialogue Open research

Open practices

Open designShift from belief-based, implicit

approaches to design-based, explicit approaches

Encourages reflective, scholarly practicesPromotes sharing and discussion

Learning DesignA design-based approach to

creation and support of courses

Representation 15

The Open University, UK

KE312Working together

with children

Representation 15

The Open University, UK

KE312Working together

with children

What’s the problem?Text-based/focus on contentDoesn’t show what the course is really like or what it consists

16Course views

Course map

16Course views

Course map

Learning outcomes

16Course views

Course map

Learning outcomes

Pedagogy profile

16Course views

Course map

Learning outcomes

Pedagogy profile

Course dimensions

16Course views

Course map

Learning outcomes

Pedagogy profile

Task swimlane

Course dimensions

Open resources

Open courses: MOOC

http://mooc.ca/

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

MassiveOpen Online Course

Open accreditation

http://www.p2pu.org/en/

Peer to Peer University

Open accreditation

http://www.p2pu.org/en/

Peer to Peer University

http://wikieducator.org/OER_university/

OER University

http://cloudworks.ac.uk

Open dialogue: Cloudworks

• A space for sharing and discussing learning and teaching ideas and designs

• Application of the best of web 2.0 practice for teaching

• To bridge the gap between technologies and use

• Teachers say they want: examples, want to share & discuss

• Helps develop skills needed for engaging with new technologies’

http://cloudworks.ac.uk

Open dialogue: Cloudworks

Cloud: Anything to 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

RSS feeds:For Cloudscapes, Clouds & people

Follow:Cloudscapes, Clouds or people

Attend: Conferences & workshops

Quick language guide

22Open scholarship

22Open scholarshipDiscoveryIntegrationApplicationTeaching

22Open scholarship

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

OpenDigital Networked

DiscoveryIntegrationApplicationTeaching

Open research

Final thoughts

• Open, participatory and social media enable new forms of communication and collaboration

• Communities in these spaces are complex and distributed

• Learners and teachers need to develop new digital literacy skills to harness their potential

• We need to rethink how we design, support and assess learning

• Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways

• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication

Conole, G. (forthcoming), Designing for learning in an open world, New York: Springergrainne.conole@le.ac.uk

Chapters available on dropbox

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