1. Disruptive what?
Shifting to ‘we-learning’
Gráinne Conole, University of Leicester
2nd October 2013
63rd ICEM Conference
Singapore
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
2. About me…
• Irish but living in England
• PhD in Chemistry
• Two girls (15 and 18)
• Professor of Learning
Innovation at the
University of Leicester
3. Institute of Learning Innovation
• Research
• Teaching
• Supervision
• Consultancy
• Visiting scholars
• Institutional advice
http://www.le.ac.uk/ili
4. Outline
• Disruptive technologies or
pedagogies?
• Why e-learning?
• E-learning timeline and back to
the future
• Emergent technologies
• Pick and mix
– Digital literacies and identity
– Pedagogical approaches
– OER and MOOCs
– Learning analytics
– Mobile learning
– Social media and open practices
8. Why e-learning?
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
10. Back to the future…
http://gizmodo.com/16-classic-films-that-got-future-tech-right-1184346443
Back to the future:
Wearable technology
Total recall:
Self driving cars
Space odyssey 2001:
Skype
Minority report:
Touch interface
Space odyssey 2001:
Siri
11. A glimpse of the future…
• MOOCs
• Tablet computing
• Games and gamification
• Learning analytics
• 3D-printing
• Wearable technologies
http://tinyurl.com/horizon2013
22. SWIFT – Learning in virtual worlds
Features:
• Harnesses imagination
• Experiential learning
• Creates learning context
• Computer as personal tutor
Example applications:
• Practical subjects
• Language practice
• Abstract concepts
• Artistic creation
Paul Rudman
24. A
Constructivist
Building on prior
knowledge
Task-orientated
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
From E- to ‘We-pedagogy’ Mayes & De Freitas, 2004
Conole 2010
E-training
Drill & practice
Inquiry learning
Collective intelligence
Resource-based
Experiential,
Problem-based
Role play
Reflective &
dialogic learning,
Personalised
learning
Flashlets App Springpad App
Solve
Outbreak App
Social media
& MOOCs
Associative
Focus on individual
Learning through
association and
reinforcement
41. From E-Learning to M-Learning
• More than just mobile e-learning
– Anytime, anywhere for the learner (efficiency)
– Enables learning in special location (i.e. fieldwork)
• New affordances of mobile
– Small and compact
– Personal
– Capturing sound, video, image
– New tech i.e. augmented reality
– Wearable tech Peacekeeper student using
supplied iPad and course app –
Security, Conflict & International
Development Masters Distance
42. Other Leicester examples
One iPad per medical
undergraduate:
•Paperlessness,
Personalised
•Anywhere
•Medical references
and apps for clinical
settings
Masters of International Education:
•Personalised learning environment
•Accessibility
•iBooks Author to create iBook
43. Flexibility and mobility
Small, compact size
Readability
Easy on the eyes
Access from a single
device without internet
Portability Capacity
Long battery life
Continue reading, Bookmark
Photo by Kzeng on Flickr
Photo by Yummy Pancake on Flickr
44. Digital literacies: definition
• Set of social practices
and meaning making of
digital tools (Lankshear
and Knobel, 2008)
Socio-cultural view of
digital literacy
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
47. 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/
49. 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/
50. 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/
51. Dangers of online interaction
http://e4innovation.com/?p=782
Online interaction and
communication is great
but there is a darker
more sinister side… here
is the story of my recent
experience
52. OER and MOOCs
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER repositories
worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC
54. POERUP outputs
• An inventory of more than 300 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
55. The emergence of MOOCs
• CCK08
– Connectivist MOOC (cMOOC)
– Siemens, Downes and Cormier
– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Emergence of large-scale xMOOCs
• UK-based FutureLearn
• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc
• List of MOOCs
– http://www.mooc-list.com/
• EFQUEL series of blogs
– http://mooc.efquel.org/
56. Massive Open Online Courses (MOOCs)
Free
Distributed global community
Social inclusion
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
57. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large theMOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
58. The future…
• Challenging traditional
institutions
• New business models
emerging
• Need for appropriate
pedagogies
• Disaggregation of education
– High quality resources
– Learning pathways
– Support
– Accreditation
62. Open practices
• Digital scholarship
• Sharing and exchange of teaching ideas
• Beyond the classroom
• A distributed, global community
• Peer critique and support
• Challenging established paradigms
63. A personal perspective
• What are the most effective uses of mobile
and online technologies for education?
http://e4innovation.com/?p=788
64. Learning Analytics
Measurement, collection, analysis
and reporting of data about
learners and their contexts, for the
purposes of understanding and
optimising learning and the
environments in which it occurs
US Department of Education
72. Contribution
• As a tool to understand
learning behaviour
• To provide evidence to
support design of more
effective learning
environments
• To make effective use of
social and participatory
media
74. Assessment & feedback
• Importance of assessment and feedback
as part of the learning process
• Issues around markingand workload
• Open Mentor and Open Comment:
feedback through reflection and social
networking
• Coding of feedback comments and power
of Bale’s categories of group interaction
Whitelock
75. Enquiry and sensemaking
• New social networking spaces like
Cloudworks to support dialogue and
knowledge construction
• Cloudworks: object- rather than ego
centric, collective aggregation and
improvement, supporting collective
intelligence and distribution cognition
(Salomon, 1983)
• Disputational, cumulative and exploratory
talk
Ferguson
76. Discourse
• Cohere: structured discourse and
knowledge construction
• Discourse as an indicator of learning
• Language as social action
• Visualisation both as an analytic tool
and a means of supporting
sensemaking
Buckingham Shum
77. Putting it all together
• Combining different forms of data analytics
–VLE stats
–Library analytics
–Sitewide tracking
–Course analytics
• Powerful new analytics tools to understand
data and network connections
• Making sense of MOOCs
Hirst
78. Resources
• LAK conference site
– http://lakconference2013.wordpress.com/
• Special issue of ETS
– http://www.learninganalytics.net/
• Definitions
– http://learninganalytics.net/LearningAnalyticsDefinitionsPro
cessesPotential.pdf
• Siemens: presentation
– http://www.slideshare.net/gsiemens/learning-analytics-
educause
79. Conclusion
• Nature of learning, teaching
and research is changing
• Changing roles
• Technology Enhanced
Learning spaces
• It’s about
– Harnessing new media
– Adopting open practices
• New business models are
emerging
81. References
• Conole, G. (2010) Review of pedagogical frameworks and models
and their use in e-learning,
http://cloudworks.ac.uk/cloud/view/2982.
• Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education.
• Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education43(1-2): 17-33.
• Dewey, J. (1916). Experience and Nature. New York, Dover.
• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.
• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.
• Secker, J.(2011), http://www.slideshare.net/seckerj/information-
literacy-e-learning-and-the-changing-role-of-the-librarian
• Learning Design workshop resources http://tinyurl.com/LD-
workshop
Notes de l'éditeur
§
Horizon 2103
VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
