1. Transformation through new
e-pedagogies – the future of learning
Gráinne Conole, University of Leicester
University of Victoria
1st March 2012

2. Outline
• The evolving landscape of e-learning
• Affordances of new technologies
• From Gutenberg to Zuckerberg
• Learner experience
• New pedagogiesandimplications
• Open practices
• Teacher practice and paradoxes
• Strategies for change
– Intervention framework: linking
research to policy and practice
– TheLMSasa Trojan horse
– New approaches to design

3. Research questions
• What:
– Is the learner experience and teacher practice?
– Are the emergent technologies and their affordances?
– Resources, OER and Pedagogical Patterns are there and
how are they been used?
– E-Pedagogies are there and how do they facilitate
different forms of learning?
– New learning design approaches can be used to
promote and support e-learning?
– Strategies are in place to promote and support e-
learning?
– Theories and methodologies are been used?

4. Evolving e-learning landscape
Emergent technologies
and affordances
Theory and methodology
E-pedagogies, strategies
and learning design
Resources, OER and
Pedagogical Patterns
Evaluations Interventions

5. Technological trends
• Mobiles and e-books
• Gesture and augmented
learning
• Learning analytics
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Digital content
• The flipped classroom
http://learn231.wordpress.com/2011/10/25/trend-report-1/

6. Social & participatory media
Media sharing Blogging
Mash ups Messaging
Collaborative Recommender
editing systems
Virtual worlds
Social
and games
networking
Social Syndication
bookmarking
http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/
6
Conole and Alevizou, 2010

7. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution
The machine is us/ing us

8. Gutenberg to Zuckerberg
• Take the long view
• Theweb is not the net
• Disruption is a feature
• Ecologies not economics
• Complexity is the new reality
• Thenetwork is now the computer
• The web is evolving
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/

9. Disruptive technologies
• The web has transformed
practice
• No central ownership
• Ecology of abundance
• Examples
– Napster
– Malware

10. Learner experience
• 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
10 Sharpe, Beetham and De Freitas, 2010

11. EDUCAUSE study
• Students drawn
to new
technologies but
rely on more
traditional ones
• Consider
technologies
offer major
educational
benefits
• Mixed views of
VLEs
11

12. 8-Learning Events Model
The essence of learning
Reflection Dialogue
Collaboration Application

13. A pedagogy framework
Social
Information
Informal Formal
Experience
Individual

14. Mapping e-Pedagogies to technologies
Pedagogies Technologies
• Problem-Based Learning (PBL) • Virtual Worlds (VW)
• Inquiry-Based Learning (IBL) • Google
• Didactic (Did) • E-Books
• Reflection (Ref) • Blogs, e-Portfolios
• Dialogic Learning (Dial) • Discussion Forums (DF)
• Collaboration (Collab) • Wikis
• Assessment (Ass) • MCQs
• Communities of Practice (CoP) • Google+
• IBL – social • Twitter
• User-Generated Content (UGC) • Youtube

15. Social
Information
Informal Formal
Experience
Individual

16. IBL/Twitter Social PBL/VW
CoP/Google+ Dial/forum
Dial/Skype Collab/Wiki
Informal Formal
Ref/Blog Ref/e-Portfolio
IBL/Google Did/e-Book
UGC/YouTube Individual Ass/MCQs

17. Social
Information
Informal Formal
Experience
Individual

18. Ref/Blog Experience PBL/VW
CoP/Google+ Ref/e-Portfolio
Dial/Skype Dial/Forum
Informal Formal
IBL/Twitter Coll/Wiki
IBL/Google Did/e-Book
UGC/YouTube Information Ass/MCQs

19. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
19 Communication mechanisms

20. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across
formal and informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

21. Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project

22. Open practices
Open resources Open courses
Pandora’s box
Open scholarship Open research
22

23. Open resources

24. Open courses: MOOC
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/

25. Open scholarship
• Exploiting the digital network
• New forms of dissemination
and communication
• Promoting reflective practice
• Embracing the affordances of
new technologies
Weller: http://nogoodreason.typepad.co.uk/

26. Open research

27. Citation indicators

28. Open accreditation
Peer to Peer University OER University
www.p2pu.org/en/ wikieducator.org/OER_university/

29. Teacher practices: paradoxes
• Technologiesnot extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopters (Rogers)
• Despite rhetoric and funding Pandora’s box
little evidence of
transformation (Cuban,
Ehlers)
29

30. Intervention framework: linking
research to policy and practice
OER
Horizon scanning
Learning design
Virtual worlds
Research
Learner experience Web 2.0
Blackboard rollout Design practice
Policy Teacher practice
OER/iTunes
Use of technologies
Learning spaces
Cloud computing
Learner practice
Use of technologies Diversity/culture

31. TheLMS as a Trojan horse
• LMS as a safe nursery slope
• Shift from content to
activities
• Promote reflection and
collaboration
• MobileLMS
• Integration with cloud
computing

32. Blackboard audit
• Data
– Online survey (260 returns)
– Departmental visits
• Key findings
– Used as content repository
and administration
– Pockets of innovation
– More support needed on
effective design strategies
– Tension between teaching
and research
– Usability issue

33. Blackboard+ at Leicester
BB plus Google+
Maths video-lets
Prof-casts
History conundrum Voicethread

34. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion

35. Conceptualise
What do we want to design, who for
and why?
Carpe Diem:
7Cs of learning Design
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

36. Course views
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane

37. Collaboration
37

38. MSc in Learning Innovation
Dissertation
Case Studies of Innovation
Research Design and Methods
Learning Design
Technology-Enhanced Learning

39. The future of e-learning
Continuing emerging
technologies and pedagogies
New business Co-evolution of
models tools & users
Maturing theory & More sophisticated
methodology mechanisms re: uptake

40. New metaphors
Ecologies
Spaces
Memes Rhizomes
http://e4innovation.com/?p=489

41. Final thoughts
• 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 rethinkhow 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

42. Events
Open Education
Week Webinars
6 – 9th March 2012
28 – 30th March 2012

43. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on dropbox
grainne.conole@le.ac.uk