conole pe le_con_final
TRANSCRIPT
Digital identity and presence in the
social milieu
Gráinne Conole, University of Leicester11th April 2013
PELeCON conference, PlymouthDigital Landscapes:
meeting future challenges
National Teaching
Fellow 2012
Joyce Seitzinger via fb
Outline
• Digital landscapes• A pedagogical meta-model• Identity, presence and
interaction• Learning design• Future challenges
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
Digital landscapes
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed
Networked
Complex Dynamic
The MATEL study
• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
http://www.menon.org/matel/
Individual Social
Information
Experience
A pedagogical meta-model
Conole, et al., 2004
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Jarvis, 1972
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Dewey, 1916
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Laurillard, 2002
Non Reflective
Reflective
Pedagogical approaches
Drill & practicelearning
Mobilelearning
Situated learning
Immersive learning
Drill and practice learning
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning
Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
Immersive learning
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
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/
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
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., 2006Lisa Marie Blaschke on fb
http://www.larnacadeclaration.org/
http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by-means-of-integrated-learning-environments/
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
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
Assessment
Learning Outcomes
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
Future challenges
• Disaggregation of Education
• Digital skills and jobs gap
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/
Resources Learning pathways
Support Accreditation
Disaggregation of education
http://openclipart.org/
Resources
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU Podcasts - iTunes U
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 100 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 community case studies
• 7 case studies– Futurelearn– OER University– MOOC UVA– BC Campus– Wikiwijs– HwB– Book in progress
• Data collection– Survey– Interviews
• Methodology– Social Network Analysis
to identify the nature of the interactions and key players
POERUP outputs
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
Learning pathways
• Guided pathways through materials
• Can promote different pedagogical approaches– Associative– Constructivist– Situative– Connectivist
Collaborative Pedagogical Patterns
Support
• Computer assisted• Peer support• Tutor support• Community support• Mentoring
Accreditation
www.p2pu.org/en/Peer to Peer University
wikieducator.org/OER_university/OER University
http://openbadges.org/Mozilla badges
Digital skills and jobs gap
http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
Future of work
• 24/7 culture• Working across multiple
spaces• Aging workforce• Millennials and Gen Y• Mobile working• Innovation, collaboration
and new organisational structures
http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it
Conclusion
• Nature of learning, teaching and research is changing
• It’s about– Harnessing new media– Adopting open practices
• New business models are emerging
http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance
[email protected]://e4innovation.com