conole final nl
TRANSCRIPT
Navigating the digital landscape…
Gráinne Conole, University of Leicester29th October 2013
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
About me…
• Irish but living in England• PhD in Chemistry• Two girls (15 and 18)• Professor of Learning
Innovation at the University of Leicester
Institute of Learning Innovation
• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice
http://www.le.ac.uk/ili
Outline• Disruptive technologies or pedagogies?• Why e-learning?• E-learning timeline and back to the
future• Emergent technologies• Pick and mix
– Learning Design– Pedagogical approaches– OER and MOOCs– Learning analytics– Mobile learning– Social media and open practices– Digital literacies and identity
Disruptive technologies or pedagogies?
Changing educational paradigms – Ken Robinson
Why e-learning?
• For learning– Potential to support interaction, communication
and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course
• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society
E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Inte
rnet
and
the
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucati
onal
Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00So
cial
and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-bo
oks
and
smar
t dev
ices
Mas
sive
Ope
n O
nlin
e Co
urse
s
07 08
Lear
ning
Des
ign
99
Lear
ning
obj
ects
94
http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
Back to the future…
http://gizmodo.com/16-classic-films-that-got-future-tech-right-1184346443
Back to the future: Wearable technology
Total recall: Self driving cars
Space odyssey 2001: Skype
Minority report:Touch interface
Space odyssey 2001: Siri
A glimpse of the future…
• MOOCs• Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies
http://tinyurl.com/horizon2013
Innovating pedagogy
• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry
http://www.open.ac.uk/blogs/innovating/http://www.menon.org/matel/
Social media and open practices
LearningDesign
OER and MOOCs
Pedagogical approaches
Learning analytics
Mobile Learning
Digital Literacies & Identity
Conclusion
• Nature of learning, teaching and research is changing
• Changing roles• Technology Enhanced
Learning spaces• It’s about
– Harnessing new media– Adopting open practices
• New business models are emerging
http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili
[email protected]://e4innovation.com
@gconole
References• Conole, G. (2010) Review of pedagogical frameworks and models and
their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-
literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop
Learning Analytics Resources
• LAK conference site– http://lakconference2013.wordpress.com/
• Special issue of ETS – http://www.learninganalytics.net/
• Definitions– http
://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf
• Siemens: presentation – http
://www.slideshare.net/gsiemens/learning-analytics-educause
Pedagogical approaches
Drill & practiselearning
Inquiry learning
Situated learning
Immersive learning
Drill and practise learning
Inquiry-based learning
• Promoting inquiry-based approaches for Science –nQuire tools
• Developing public understanding of Science - iSpot
Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
Mark Childs
Swift project
Paul Rudman and Suzanne Lavelle
Immersive learning
A
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
From E- to ‘M-pedagogy’ Mayes & De Freitas, 2004Conole 2010
E-trainingDrill & practice
Inquiry learningCollective intelligenceResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
Flashlets App Springpad App
Solve Outbreak App
Social media & MOOCs
AssociativeFocus on individualLearning through association and reinforcement
Flashlets app
Springpad curation
Outbreak App
OLDS MOOC
A pedagogical meta-model
Two uses:1. To map different learning theories
2. Map use of a technology in a particular context
Conole, et al., 2004
Individual Social
Information
Experience
A pedagogical meta-model
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Pre-conscious learningJarvis, 1972
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Reflective learningDewey, 1916
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Dialogic learningLaurillard, 2002
Non Reflective
Reflective
Mapping e-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube
Social
Individual
Informal Formal
Information
Experience
Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
Social
Individual
Informal Formal
Information
Experience
Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
Mapping m-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Tech/app/platform• ‘Solve Outbreak’• iTunesUCourse, Futurelearn• E-Books, iTunesU, TEDTalks• Springpad, Tumblr• Facebook group or page • Google doc• Google forms quiz in context• Scoop.it, Group blog, • Twitter (FB, Google+)• Youtube, SoundCloud,
Instagram, Vine
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning
From E-Learning to M-Learning• More than just mobile e-learning
– Anytime, anywhere for the learner (efficiency)– Enables learning in special location (i.e. fieldwork)
• New affordances of mobile– Small and compact– Personal– Capturing sound, video, image– New tech i.e. augmented reality– Wearable tech
Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance
Other Leicester examples
One iPad per medical undergraduate:•Paperlessness, Personalised•Anywhere•Medical references and apps for clinical settings
Masters of International Education:•Personalised learning environment•Accessibility•iBooks Author to create iBook
Flexibility and mobility
Small, compact size
Readability
Easy on the eyes
Access from a single device without internet
Portability Capacity
Long battery life
Continue reading, Bookmark
Photo by Kzeng on Flickr
Photo by Yummy Pancake on Flickr Terese Bird
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
http://www.larnacadeclaration.org/
• Definition of Learning Design• Teachers need guidance to make informed
design decisions that are pedagogically effective and make appropriate use of technologies
Engage with
students
Reflection
Professional
Development
Design and Plan
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Challenge
Learning Design
Learning Design Practice(LD-P)
Learning Design
Conceptual Map
(LD-CM)
Learning Design
Framework(LD-F)
The 7Cs of Learning DesignConceptualise
Vision
CommunicateCapture ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Conceptualise
• Vision for the course, including:– Why, who and what you want to
design– The key principles and
pedagogical approaches– The nature of the learners
Conceptualise
Course Features
6 design frames
Personas
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional
Pedagogical approaches
Inquiry based Problem based Case based
Dialogic
Situative
Vicarious Didactic Authentic
Constructivist
Collaborative
Guidance & Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step
Content & Activities
Brainstorming Concept mapping Annotation
Assimilative
Jigsaw
Aggregating resources
Learner generatedcontent
Information handling
Pyramid
Modeling
Reflection & Demonstration
Diagnostic E-Assessment E-Portfolio
Formative
Summative
Peer feedback Vicarious Presentation
Reflective
Feed forward
Communication & Collaboration
Structured debate Flash debate Group project
Group aggregation
Grouppresentation
Pair debate For/Against debate Question & Answer
Group project
Peer critique
Capture
• Finding and creating interactive materials– Undertaking a resource audit of
existing OER– Planning for creation of
additional multimedia such as interactive materials, podcasts and videos
– Mechanism for enabling learners to create their own content
Capture
Resource Audit
Learner Generate Content
Communicate
• Designing activities that foster communication, such as:– Looking at the affordances of
the use of different tools to promote communication
– Designing for effective online moderating
Communicate
Affordances
E-moderating
Collaborate
• Designing activities that foster collaboration, such as:– Looking at the affordances of
the use of different tools to promote collaboration
– Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped. Patterns
Consider
• Designing activities that foster reflection
• Mapping Learning Outcomes (LOs) to assessment
• Designing assessment activities, including– Diagnostic, formative,
summative assessment and peer assessment
Collaborate
LOs/Assessment
Assessment Ped. Patterns
Combine
• Combining the learning activities into the following:– Course View which provides a
holistic overview of the nature of the course
– Activity profile showing the amount of time learners are spending on different types of activities
– Storyboard: a temporal sequence of activities mapped to resources and tools
– Learning pathway: a temporal sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway
Course View
E-tivity Rubric: http://tinyurl.com/SPEED-e5
Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.
Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
Start End
Learning OutcomesLO1LO2LO3LO4
Assessment LO1LO2 LO3 LO4
Week 1Topic 1
Week 2Topic 2
Week 3Topic 3
Week 4Topic 4
Storyboard for a design workshop
Consolidate
• Putting the completed design into practice– Implementation: in the classroom,
through a VLE or using a specialised Learning Design tool
– Evaluation of the effectiveness of the design
– Refinement based on the evaluation findings
– Sharing with peers through social media and specialised sites like Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing
METIS Integrated Learning Design Environment
• Conceptualize• Author• Implement
http://ilde.upf.edu/
Digital literacies: definition
• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy
• Continuum from instrumental skills to productive competence and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
Digital literacy skills
http://edudemic.com/2013/04/important-21st-century-skills/
Creativity
Multi-tasking
Performance
Simulation
Appropriation
Play
Distributed cognition
Judgment
Collective Intelligence
Transmedia Navigation
Networking
Negotiation
Jenkins et al., 2006
Identity, presence and interactionInteraction
Identity Presence
Identity
• How you present yourself online
• How you interact and communicate with others
• Facets– Reputation– Impact– Influence– Productivity– Openness
http://www.flickr.com/photos/easegill/8481750456/
My digital identity
Lewin, Life Spaces
Academic identity
• Academic digital voice• Managing your network• Part of a networked
society• Changing the way we
connect, share, learn and work
• Open practices: from data to publishing
Costa and Torres, 2013, http://eft.educom.pt/index.php/eft/article/view/216
Presence• Presence (markchilds.wordpress.com)
– Mediated presence • “being there” • immersion
– Social presence • projection of ourselves• perception of others
– Copresence • being somewhere with others
– Self presence • or embodiment
http://www.flickr.com/photos/deadair/4250153736/
Interaction
• Moore’s (1989) transactional distance: – Learners and teachers– Learners and learners– Learners and content
• Hillman et al. (1994)– Learners and interface
http://www.flickr.com/photos/easegill/8481750456/
Dangers of online interaction
http://e4innovation.com/?p=782
Online interaction and communication is great but there is a darker more sinister side… here is the story of my recent experience
A conversation about MOOCs…
Gráinne Conole, University of LeicesterOctober 2013New Zealand
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
OER and MOOCs• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
POERUP outputs
• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies• 3 EU-wide policy papers
OER communities• Social Network Analysis (who), Content Analysis
(what) and Contextual Analysis (why)
High density Low density
Schreurs, at al., Submitted
http://www.col.org/PublicationDocuments/Assess-Accred-OER_2013.pdf
The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• Launch of Massey on Open2Study• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs
– http://www.mooc-list.com/ • EFQUEL series of blogs
– http://mooc.efquel.org/• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
Food for thought…
• Why get on the MOOC bandwagon?
• Advantages of MOOCs?• Disadvantages?• Link with traditional course
offerings?• Other issues?
The future…
• Challenging traditional institutions
• New business models emerging
• Need for appropriate pedagogies
• Disaggregation of education– High quality resources– Learning pathways– Support– Accreditation
Digital landscapes
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed
Networked
Complex Dynamic
Conole and Alevizou, 2010
http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolution 2013
New discourses
Emoticons
Hash tags
Multi-platform
Sharing
Going viral
A personal perspective
• What are the most effective uses of mobile and online technologies for education?
http://e4innovation.com/?p=788
Open practices• Digital scholarship• Sharing and exchange of teaching ideas• Beyond the classroom• A distributed, global community• Peer critique and support• Challenging established paradigms
Learning Analytics
Measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs
US Department of Education
We leave trails everywhere we go and that data is valuable (George Siemens)
http://www.open.ac.uk/blogs/RISE/
Erik Duval
Contribution
• As a tool to understand learning behaviour
• To provide evidence to support design of more effective learning environments
• To make effective use of social and participatory media
Current focus
• Understanding the scope and uses of learning analytics
• Integrating analytics into existing courses
• Expansion of learning analytics to new areas, particularly MOOCs
• Relationship to Learning Design, so design is informed by past experience
Pedagogies
• Learning analytics to foster:–Assessment and feedback–Enquiry and sensemaking–Discourse