Conole keynote bali
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The document discusses emerging trends in e-learning including the rise of social and participatory media, the co-evolution of tools and pedagogical practices, new digital literacies required of learners and teachers, and challenges in designing effective open learning experiences that leverage new technologies while grounded in solid pedagogical approaches.
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Conole keynote bali
- 1. Trajectories of e-learning: navigating the future of learning with new technologies Gráinne Conole, Leicester University, grainne.conole@le.ac.uk ICDE conference, Bali, 3rd October 2011
- 2. Outline Characteristics of social and participatory media Co-evolution of tools and practice Pedagogies of e-learning Digital literacies Technology paradoxes Designing for learning in an open world Visualisations Collaboration
- 4. A little context… My background: Irish PhD Chemistry
- 5. A little context… My background: Irish PhD Chemistry Research interests: Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
- 6. A little context… My background: Irish PhD Chemistry Research interests: Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
- 7. 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
- 8. Social and participatory media 5 Conole and Alevizou, 2010
- 9. Social and participatory media 5 Media sharing Conole and Alevizou, 2010
- 10. Social and participatory media 5 Media sharing Blogging Conole and Alevizou, 2010
- 11. Social and participatory media 5 Media sharing Blogging Messaging Conole and Alevizou, 2010
- 12. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Conole and Alevizou, 2010
- 13. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Alevizou, 2010
- 14. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Syndication Alevizou, 2010
- 15. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Conole and bookmarking Syndication Alevizou, 2010
- 16. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
- 17. Social and participatory media 5 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
- 18. Social and participatory media 5 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Conole and bookmarking Syndication Alevizou, 2010
- 19. The machine is Us/ing us
- 20. Peer critiquing The machine is Us/ing us
- 21. Peer critiquing User generated content The machine is Us/ing us
- 22. Peer critiquing User generated content Networked The machine is Us/ing us
- 23. Peer Open critiquing User generated content Networked The machine is Us/ing us
- 24. Peer Open critiquing User Collective generated aggregation content Networked The machine is Us/ing us
- 25. Peer Open critiquing User Collective generated aggregation content Networked Personalised The machine is Us/ing us
- 26. Online communities • New open, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge • From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007) • What is it and how can it be fostered, and supported?
- 27. Interactivity • New technologies enable increasing interactivity between learners and teachers • Complex: psychological, social, technical, linguistic and cultural dimensions • Types: communication-based, purpose-based, tool-based, activity-based • Important in achievement, persistence, enjoyment and approaches to learning
- 28. Interactivity • New technologies enable increasing interactivity between learners and teachers • Complex: psychological, social, technical, linguistic and cultural dimensions • Types: communication-based, purpose-based, tool-based, activity-based Learner-learner Learner-tutor • Important in achievement, Learner-content Learner interface persistence, enjoyment and approaches to learning
- 29. Co-evolution of tools and practice Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
- 30. Co-evolution of tools and practice
- 31. Co-evolution of tools and practice Representation Communication Connection Interactivity Affordances of technologies
- 32. Co-evolution of tools and practice Representation Preferences Communication Interests Connection Skills Interactivity Context Affordances of Characteristics technologies of users
- 33. Co-evolution of tools and practice Representation Preferences Communication Interests Evolving practices Connection Skills Interactivity Context Affordances of Characteristics technologies of users
- 34. New digital literacies 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 Jenkins et al., 2006
- 35. New digital literacies Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
- 36. New digital literacies Creativity Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
- 37. 11 Creativity and technologies http://www.imv.au.dk/icreanet/
- 38. ICT paradoxes Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open 12 evaluation?
- 39. ICT 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 12 evaluation?
- 40. A new learning design methodology 13 A Research-Based Design approach to creation and support of courses Simon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
- 41. A new learning design methodology 13 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of courses Simon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
- 42. A new learning design methodology 13 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Simon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
- 43. Learning design: defining the field Open Learning Design Methodology Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
- 44. Learning design: defining the field Open Learning Design Methodology Theory and Related Social and methodology fields participatory media Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
- 45. Learning design: defining the field Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory media Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
- 46. Learning design: defining the field Design representations Communities and Openness and tools interactions Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory media Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
- 47. Visualisations - making design explicit
- 48. Visualisations - making design explicit Course map
- 49. Visualisations - making design explicit Learning outcomes Course map
- 50. Visualisations - making design explicit Learning outcomes Course map Pedagogy profile
- 51. Visualisations - making design explicit Learning outcomes Course map Pedagogy profile Course dimensions
- 52. Visualisations - making design explicit Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
- 53. Collaboration
- 54. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop
- 55. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss
- 57. But does it work? Evaluation data 18
- 58. But does it work? Evaluation data I find the document quite thought- provoking, especially as a starting point in this journey for developing good understandings 18
- 59. But does it work? Evaluation data I find the document quite thought- provoking, especially as a starting point in this journey for developing good understandings It is iterative and so helps with ironing out any issues 18
- 60. But does it work? Evaluation data I find the document quite thought- provoking, especially as a starting point in this journey for developing good understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities 18
- 61. Pedagogies of e-learning A Conole, 2010
- 62. Pedagogies of e-learning Associative Focus on individual Learning through association and reinforcement A Conole, 2010
- 63. Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Conole, 2010
- 64. Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context Conole, 2010
- 65. Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Conole, 2010
- 66. Pedagogies of e-learning E-assessment Drill & practice Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Conole, 2010
- 67. Pedagogies of e-learning E-assessment Inquiry learning Drill & practice Associative Constructivist Resource-based Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Conole, 2010
- 68. Pedagogies of e-learning E-assessment Inquiry learning Drill & practice Associative Constructivist Resource-based Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Experiential, Learning in context environment Problem-based Role play Conole, 2010
- 69. Pedagogies of e-learning E-assessment Inquiry learning Drill & practice Associative Constructivist Resource-based Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Experiential, Learning in context environment Reflective Problem-based Dialogic Role play Personalised Conole, 2010
- 70. Mobile learning E-books Study calendars Learning resources Online modules Communication mechanisms
- 73. Resource-based learning s U s-i Tune t Po dcas
- 74. Resource-based learning s U s-i Tune t Po dcas
- 75. Resource-based learning s U s-i Tune t Po dcas
- 77. Open accreditation Peer to Peer University OER University http://www.p2pu.org/en/ http://wikieducator.org/OER_university
- 78. Virtual genetics lab 24 http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
- 79. 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/
- 80. Role play 26 Wills, et al., 2010
- 81. Learning spaces
- 82. Learning spaces Rethinking real and virtual spaces
- 83. Learning spaces Combining the affordances of new technologies with good pedagogy Taking account of context, location and time Blurring of real and virtual Rethinking real and virtual spaces
- 84. Learning spaces Combining the affordances SKG: of new technologies with Learning good pedagogy Spaces project, Australia Taking account of context, location and time Blurring of real and virtual Rethinking real and virtual spaces Keppell et al., 2011
- 85. Learners of tomorrow 28 Technology immersed Learning approaches: task- orientated, experiential, just in time, cumulative, social Personalised digital learning environment Mixof institutional systems and Cloud-based tools and services Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
- 86. The future of learning 29
- 87. The future of learning 29 Just in time
- 88. The future of learning 29 Just in time Distributed
- 89. The future of learning 29 Just in time Distributed Personalised
- 90. The future of learning 29 Just in time Distributed Personalised Blurred
- 91. The future of learning 29 Just in time Distributed Collective Personalised Blurred
- 92. The future of learning 29 Just in time Distributed Collective Personalised Creative Blurred
- 93. The future of learning 29 Just in time Distributed Collective Personalised Creative Blurred Responsive
- 94. The future of learning 29 Just in time Distributed Collective Personalised Creative Blurred Responsive Open
- 95. 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 and support learning We need new business and accreditation processes Open,participatory and social media can provide mechanisms for us to share and discuss teaching 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
- 96. URLs • http://robwall.ca/2009/03/10/creativity-is-the-new-technology/ • http://www.youtube.com/watch?v=nvIQP-EBPqc • http://vimeo.com/3365942 • http://blogs.hbr.org/video/2010/05/andrew-klavan-on- how-21st-cent.html • Questionmark http://www.flickr.com/photos/crystaljingsr/ 3914729343/
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