This document discusses the implications of social and participatory media for education. It notes that new technologies have created a rapidly changing environment requiring new digital literacy skills. New approaches like open practices and online communities are emerging. Key trends include mobile learning, personalized learning, and cloud computing. Social media allows for user-generated content, networking, and collective intelligence. Learner experiences are becoming more technology-immersed and personalized. While teachers have been slow to adopt new technologies, open practices around design, delivery, research, and dialogue could help adoption. The future of learning may be more distributed, personalised, collective, creative, responsive and open.

1. Pandora’s box: the implications of social and
participation media
Gráinne Conole,
University of Leicester
SVEA conference, Brussels
23rd November 2011

2. New$technologies$
E/Pedagogies$
Learner$experience$
Teacher$prac8ce$
New$approaches$

3. 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. Horizon reports
• Mobile and e-books
• Gesture and
augmented
• Learning analytics
http://wp.nmc.org/horizon2011/

5. Ed tech trends
• Mobile learning
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD
• Digital content
• The flipped classroom
• Debt/drop out
http://learn231.wordpress.com/2011/10/25/trend-report-1/

6. Social & participatory media
6
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/ Conole and Alevizou, 2010

7. Social media revolution
The machine is us/ing us

8. Peer
critiquing
Social media revolution
The machine is us/ing us

9. Peer
critiquing
User
generated
content
Social media revolution
The machine is us/ing us

10. Peer
critiquing
User
generated
content
Networked
Social media revolution
The machine is us/ing us

11. Peer Open
critiquing
User
generated
content
Networked
Social media revolution
The machine is us/ing us

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

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

14. http://rossdawsonblog.com/weblog/archives/2011/11/our-
shrinking-degrees-of-separation-heading-down-from-6-
to-3.html

15. E-Pedagogies 9
A

16. E-Pedagogies 9
Associative
Focus on individual
Learning through
association and
reinforcement
A

17. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A

18. E-Pedagogies 9
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

19. E-Pedagogies 9
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

20. E-Pedagogies 9
E-training
Drill & practice
Mobile 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

21. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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

22. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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
Experiential,
Problem-based,
Role play

23. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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
Experiential, Reflective & dialogic
Problem-based, learning,
Role play Personalised learning

24. Learning spaces 10
• Metaphors
• Camp fire
• Watering hole
• Cave
• Mountain top
• Principle of learning space
design
• Comfort
• Aesthetics
• Flow
• Equity
• Blending
• Affordances
• Repurposing
www.skgproject.com

25. 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

26. 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

27. 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

28. Learner experience 12
• 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 Sharpe, Beetham and De Freitas, 2010

29. EDUCAUSE study 13
 Students
drawn to new
technologies
but rely on
more
traditional
ones
 Consider
technologies
offer major
educational
benefits
 Mixed views
of VLEs

30. Teacher practices: paradoxes 14
• 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,
Pandora’s box
Ehlers)

31. Teacher practices: paradoxes 14
• 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,
Pandora’s box
Ehlers)
What would it mean to adopt more
open practices? Open design, open
delivery, open research and open

32. x
Open practices 15
Pandora’s box

33. x
Open practices 15
Open design
Pandora’s box

34. x
Open practices 15
Open design Open delivery
Pandora’s box

35. x
Open practices 15
Open design Open delivery
Pandora’s box
Open dialogue

36. x
Open practices 15
Open design Open delivery
Pandora’s box
Open dialogue Open research

37. Open design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encourages reflective, scholarly
practices
Promotes sharing and discussion

38. Course views 17

39. Course views 17
Course map

40. Course views 17
Learning outcomes
Course map

41. Course views 17
Learning outcomes
Course map
Pedagogy profile

42. Course views 17
Learning outcomes
Course map
Pedagogy profile
Course
dimensions

43. Course views 17
Learning outcomes
Course map
Pedagogy profile
Course
dimensions
Task
swimlane

44. But does it work? Evaluation data
18

45. 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

46. 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

47. 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

48. Open resources

49. Open resources

50. Open resources

51. Open resources

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

53. Open accreditation

54. Open accreditation
Peer to Peer University
http://www.p2pu.org/en/

55. Open accreditation
Peer to Peer University OER University
http://www.p2pu.org/en/ http://wikieducator.org/OER_university

56. Open dialogue: Cloudworks 22
http://cloudworks.ac.uk

57. Open dialogue: Cloudworks 22
• 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
http://cloudworks.ac.uk
technologies’

58. Community indicators
Participation Cohesion
Sustained over time Support & tolerance
Commitment from core group Turn taking & response
Emerging roles & hierarchy Humour and playfulness
Identity Creative capability
Group self-awareness Igniting sense of purpose
Shared language & vocab Multiple points of view
Sense of community expressed, contradicted or
challenged
Creation of knowledge links
& patterns
Galley et al., 2010

59. Open scholarship 24

60. Open scholarship 24
Discovery
Integration
Application
Teaching
Boyer

61. Open scholarship 24
Discovery
Integration
Application
Teaching
Open Boyer
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/

62. Open research

63. Open research

64. Open research

65. Open research

66. The future of learning 26

67. The future of learning 26
Just in time

68. The future of learning 26
Just in time
Distributed

69. The future of learning 26
Just in time
Distributed
Personalised

70. The future of learning 26
Just in time
Distributed
Personalised
Blurred

71. The future of learning 26
Just in time
Distributed Collective
Personalised
Blurred

72. The future of learning 26
Just in time
Distributed Collective
Personalised Creative
Blurred

73. The future of learning 26
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive

74. The future of learning 26
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive
Open

75. 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

76. 28
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk