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

http://www2.le.ac.uk/departments/beyond-distance-research-alliance

http://www2.le.ac.uk/departments/beyond-distance-research-alliance

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


4

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

http://www.youtube.com/watch?v=6gmP4nk0EOE


Peer critiquing




User generated content

Peer critiquing





Peer critiquing

Networked





Peer critiquing

Networked

Open





Peer critiquing

Networked

Collective aggregation

Open





Peer critiquing

Networked

Collective aggregation

Personalised

Open




6E-Pedagogies

A


6E-Pedagogies

A

AssociativeFocus on individualLearning through association and reinforcement


6E-Pedagogies

A


ConstructivistBuilding on prior knowledgeTask-orientated


6E-Pedagogies

A



SituativeLearning through social interactionLearning in context


6E-Pedagogies

A




ConnectivistLearning in a networked environment


6E-Pedagogies

A





E-trainingDrill & practiceMobile learning


6E-Pedagogies

A






Inquiry learningResource-based


6E-Pedagogies

A







Experiential, Problem-based, Role play


6E-Pedagogies

A







Experiential, Problem-based, Role play

Reflective & dialogic learning, Personalised learning


7Mobile learning


7Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms


7Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting


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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


http://www.pi-project.ac.uk

http://www.pi-project.ac.uk

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


Play

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia navigation

Networking

Negotiation








Play

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

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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)

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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)

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Pandora’s box

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

Teacher practices: paradoxes


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Pandora’s box

Pandora’s box

Open practices


13

Pandora’s box

Pandora’s box

Open design

Open practices


13

Pandora’s box

Pandora’s box

Open design Open delivery

Open practices


13

Pandora’s box

Pandora’s box


Open dialogue

Open practices


13

Pandora’s box

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


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


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


http://mooc.ca

http://mooc.ca



Open accreditation


Open accreditation

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

Peer to Peer University




Open accreditation


Peer to Peer University

http://wikieducator.org/OER_university/

OER University




http://wikieducator.org/OER_university/Home




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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’

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Open dialogue: Cloudworks




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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

Boyer


22Open scholarship

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

OpenDigital Networked

DiscoveryIntegrationApplicationTeaching

Boyer


http://nogoodreason.typepad.co.uk

http://nogoodreason.typepad.co.uk

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


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Conole, G. (forthcoming), Designing for learning in an open world, New York: [email protected]

Chapters available on dropbox


mailto:[email protected]

mailto:[email protected]

conole vilnius 3_nov

Education

informal settings

open accreditation

situative

teacher practices

open dialogue

open researchthursday

open resourcesthursday

open university