1. Open practices
What are the
implications of
adopting more open
approaches?

2. Social and participatory media 2
Media sharing Blogging
Mash ups
Messaging
How are social and
Collaborative participatory media Recommender
editing systems
being used to enable
open practices?
Social Virtual worlds
networking and games
Social
Syndication
bookmarking

3. Open resources

4. Open resources

5. Open resources

6. Open resources

7. Open courses

8. 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
Conole, 2010b

9. Open research

10. Open research

11. Open research

12. Open research

14. Open scholarship 8

15. Open scholarship 8
Discovery
Integration
Application
Teaching

16. Open scholarship 8
Discovery
Integration
Application
Teaching
Open
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/

17. Cloudworks
Cloudworks audio presentation

18. 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

19. Discussion
• Consider each of the following: design, delivery,
research and evaluation - what are the
implications for learning, teaching and research
of adopting more open practices?
• What strategies can we adopt to promote more
open practices?
• What are the implications of more open
practices for educational institutions?

20. What are the implications for learning, teaching and
research of adopting more open practices?
• Some -ve implications: some institutions may
think there will be a lose of students, investment
and revenues. But many +ve implications.
Teacher can spread their work with many more
students, can interact with many other teachers
about the quality of their materials.
• NDLR in Ireland, could we have an equivalent
for schools? Reuable learning tools can become
siloed, need an explaination of how they can be
embedded in a classroom. Need to convince
teachers of the benefits and how to implement
them. Benefits of networking: confidence and
interaction, and sharing. Demonstrate that it is
not wasting time. Develop participatory culture.

21. What strategies can we adopt to promote more
open practices?
• Adopt an approach for openning up the minds
of teachers and learners, also at an institutional
level. How synchronised are these 3 levels?
Bottom-up vs. top-down? What about the
experiences of the institutions? Compare
between institutions. What are the reasons why
things do or don’t happen? Could case studies
help?

22. What are the implications of more open practices
for educational institutions?
• Institutions are different and dynamic and have
different cultures. Why should I be open to the
materials of others. Different cultures - research
and teaching. How do we replicate the culture
of mutual use and trust evident in research
community to a teaching context?
• Take as a given that OER are being used, there is
an opportunity for great collaboration between
institutions and individuals.
• To what extent are OER being really used? How
much reinvention is going on? Can trust and
sharing help?

23. • Boyer: we need to think of teaching as
researchable. Australia/NZ - research-led
teaching, changing curriculum to make it more
research focussed (Angela Brew).
• Example of a success story - EU consortia
where they bring in all their materials and then
explain the inherent design behind them, have
processes of mutual trust.
• Adopting a global approach might help.
• Adopting open practices is likely to have a big
impact on institutions and the way they work.
Shift from competitive to collaborative mode of
operation. Harnessing the power of the
Internet.

24. 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 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

25. References
 Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag.
 Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http://
cloudworks.ac.uk/cloud/view/2982
 Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th
June 2010, http://cloudworks.ac.uk/cloud/view/4001
 Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building
and evaluating community activity on Cloudworks, Interactive Learning Environments.
 Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher
Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/
Conole_Alevizou_2010.pdf
 Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature
Review, An HE Academy commissioned report.
 Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE
Academy commissioned report.
 Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of
interactions, networking and community in a social networking site for academic practice, The
International Review of Research in Open and Distance Learning.
 Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to
foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(3):
679 - 692.
 Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of
Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.

26. Websites
• http://ouldi.open.ac.uk
• http://cloudworks.ac.uk
• http://e4innovation.com
• http://oer-quality.org/
• http://olnet.org

28. Other references
• Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M.,
(2006), Confronting the challenges of participatory culture: media education
for the 21st Century, http://digitallearning.macfound.org/atf/cf/
%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/
JENKINS_WHITE_PAPER.PDF
• Weller, M (2011) The Digital Scholar. Bloomsbury Academic
• Loveless, A M (2007) Creativity, technology and learning – a review of
recent literature Futurelab, http://archive.futurelab.org.uk/resources/
documents/lit_reviews/Creativity_Review_update.pdf
• Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social
software for e-Learning, Proceedings of World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education Quebec.
Retrieved Feb (Vol. 16, pp. 2008).
• Moore, M. (1989). Three types of interaction. American Journal of Distance
Education, 3(2), 1-6.
• Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner-
interface interaction in distance education: an extension of contemporary
models and strategies for practitioners. The American Journal of Distance
Education, 8(2), 30-42.

29. 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/

30. Acknowledgements
• Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/
• Juggling http://www.flickr.com/photos/r8r/4109502436/
• Social media http://www.flickr.com/photos/intersectionconsulting/5045734278/
• Creativity http://content5.videojug.com/89/89cae62c-c95f-a407-cf09-ff0008ca3c71/how-to-
improve-your-creative-thinking.WidePlayer.jpg
• 8LEM http://cetl.ulster.ac.uk/elearning/images/8LEM.jpg
• Voicethread http://www.elearningclouds.com/wp-content/uploads/2010/08/VoiceThread.png
• Secondlife http://3.bp.blogspot.com/_bsWh9JKbOZ0/SxYN0s1MWJI/AAAAAAAABuk/
Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg
• Pandora’s box http://www.flickr.com/photos/darkwood67/3431956363/
• Clouds http://www.flickr.com/photos/torley/2311784203/
• Students http://www.flickr.com/photos/snoy/2599258991/
• Community http://www.flickr.com/photos/anonymonk/1403378488/