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Towards technology renaissance:
            New technology-enabled                                                      Student
                                                                                         Tasks
                                                                                                                   Student
                                                                                                                  Resources
                                                                                                                                                    Tutor
                                                                                                                                                    Tasks




       approaches for learning and teaching                                    Each student selects three
                                                                                       countries


                                                                                                                                     Check resource ok



            Gráinne Conole,
                                                     LO – skills: how to                                                            for Level 1 students
                                                      collaborate with         Group nominate person to
                                                           others               eliminate multiple entries
                                                                               and agree dispute process




        The Open University UK
                                                                                                             Library key skills support
                                                                                                                   pack: internet


                                                         LO – skills:            Find and retrieve data
                                                      searching of data        about these three countries




           Leeds University
                                                       and assessing
                                                       quality of data                                               Internet



                                                                               Post research to group wiki                                   What method
                                                                                                                                             used to post?



6th Annual Learning and Teaching Conference   DONE: What if they                                                       Wiki                Written / audio etc.
                                               need more help?




            9th January 2009                         DONE: Could
                                                   nominated person
                                                   have greater role?
                                                                                              Rest of group
                                                                                           Check summary and
                                                                                             post comment
                                                                                                                      Forum
                                                                                                                                          What else could
                                                                                                                                          tutor be doing?




                                                                             Each student posts at least one
                                                                           comment on forum about experience
                                                                             of achieving learning outcomes



                                                                                Reflect on tutor feedback                                 Tutor reads comments and
                                                                                                                                           gives feedback to group
‘Renaissance’
‘Renaissance’
         A revival or renewed interest...
repurposing/rethinking - leading to something new
Outline
       • Technology trends
       • Learning parallels but ‘the elusive gap’
       • Empirical evidence of actual practice
       • Case studies: OULDI and OL-Net
                           Horizon reports

NSF cyberlearning report                IPTS reports: Learning 2.0
Increased complexity
          of mediation




Pea
Increased complexity
                 of mediation




      Oral
Pea
Increased complexity
                           of mediation




      Oral   Symbols
Pea
Increased complexity
                                           of mediation




      Oral   Symbols   Communication
Pea
Increased complexity
                                                     of mediation




      Oral   Symbols   Communication   Network
Pea
Increased complexity
                                                                      of mediation




      Oral   Symbols   Communication   Network   Cyberstructure
Pea
Learner experience research




       Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
  Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research



          Learner Experience Research
                Social Network
             http://elesig.ning.com/




       Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
  Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research




       Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
  Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research




       Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
  Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research
 Learning
processes




        Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
   Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research
     Learning
    processes




Task orientated
     Experiential
           Cumulative
             Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
        Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research
     Learning
    processes




Task orientated
     Experiential
           Cumulative
             Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
        Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research
     Learning                                                   Attitudes &
    processes                                                   approaches




Task orientated
     Experiential
           Cumulative
             Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
        Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learner experience research
     Learning                                                   Attitudes &
    processes                                                   approaches




Task orientated                                 Engaging & relevant
     Experiential                                         Multi-faceted
           Cumulative                                               Social aspects
             Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
        Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
Learning 2.0 research




Conole (2008), Stepping over the edge... in Lee and McLoughlin
Learning 2.0 research

                                    Co-evolution of
                                   tools and practice


                               Shift from Information
                                to Communication


                         Synergies between Web 2.0 and
                          modern educational thinking



Conole (2008), Stepping over the edge... in Lee and McLoughlin
Learning 2.0 research




Conole (2008), Stepping over the edge... in Lee and McLoughlin
Learning 2.0 research
         Function                          Pre-2005                     Web 2.0+

Text & data manipulation             Word, spreadsheets                Google docs

        Presentation                      Powerpoint                Slideshare, YouTube

                                                                     Search engines
  Info seeking & handling          Search engines, portlas
                                                                   +wikipeadia, RS feeds

      Communication                   Email, forums, chat           Blogs, Twitter, Skype


        Visualisation                 Mindmapping tools           Compendium, Cohere

                                    Bibliographic tools, e-      Social bookmarking, blogs,
      Store & manage
                                    journals, repositories                 wikis

Conole (2008), Stepping over the edge... in Lee and McLoughlin
Learning 2.0 research
         Function                          Pre-2005                     Web 2.0+

Text & data manipulation             Word, spreadsheets                Google docs

        Presentation                      Powerpoint                Slideshare, YouTube

                                                                     Search engines
  Info seeking & handling          Search engines, portlas
                                                                   +wikipeadia, RS feeds

      Communication                   Email, forums, chat           Blogs, Twitter, Skype


        Visualisation                 Mindmapping tools           Compendium, Cohere

                                    Bibliographic tools, e-      Social bookmarking, blogs,
      Store & manage
                                    journals, repositories                 wikis

Conole (2008), Stepping over the edge... in Lee and McLoughlin
Learning design research
Learning design research

           Visualising
             design




          Understanding
             design
Guiding                   Sharing
design                    design
Learning design research

           Visualising
             design




          Understanding
             design
Guiding                      Sharing
design                       design
          Design lifecycle
Learning design research

                  Visualising
 Barriers &         design
  enablers

Multiple tools
& approaches
                 Understanding
                    design
   Guiding                          Sharing
   design                           design
                 Design lifecycle
Learning design research
                                    Complexity of
                                    representation
                  Visualising
 Barriers &         design
  enablers                             Support:
                                    level and time

Multiple tools
& approaches                        Sharing valued
                                     but difficult
                 Understanding
                    design
   Guiding                          Sharing
   design                           design
                 Design lifecycle
OER research




McAndrew et al.
OER research




                  Understanding of the process of
McAndrew et al.    creating & repurposing OERs
OER research
                                           Barriers &
                                            enablers
                                                    User behaviour


                                                          Sense-
                                                          making
                                                        tools under
                                                           used

                                                          Use but
                                                           little
                                                        repurposing
                  Understanding of the process of
McAndrew et al.    creating & repurposing OERs
Issues
• Transformation not as great as hoped
• Echoes of past failures... Electronic page
  turning, unused repositories of good practice
• Danger of technological determinism
• Sustainability beyond funding
• Changing practice is complex
• New metaphors and meaning making needed
A technology renaissance?
• Can we develop new technology-enabled approaches
  to support ‘core’ learning and teaching activities?
 • finding (resources, info, tools, expertise)
 • creating & adapting (resources)
 • designing/aggregating (learning activities or pathways)
 • communicating (peer-peer, learner-teacher etc)
 • reflecting (assessment, professional development)
Case studies
• Learning design - OULDI
 • Compendium - creating, designing, reflecting
 • Cloudworks - finding, communicating,
    reflecting
 • Pedagogy schema - designing, reflecting
• Open Educational Resources - OL-Net
 • OL-Net - finding, creating, designing,
    communicating, reflecting
Vision of enhancing the learner
    experience through pedagogically
informed, innovative use of technologies




 Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Bridge between                                                                   Capture &
 pedagogy &                                                                   represent designs
  technology




          Vision of enhancing the learner
         experience through pedagogically
     informed, innovative use of technologies



 Scaffold the                                                                      Promote
design process                                                                sharing and reuse

       Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Bridge between                                                                   Capture &
 pedagogy &                                                                   represent designs
  technology




 Scaffold the                                                                      Promote
design process                                                                sharing and reuse

       Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Bridge between                                                                   Capture &
 pedagogy &                                                                   represent designs
  technology




                                         Empirical
                                         evidence




 Scaffold the                                                                      Promote
design process                                                                sharing and reuse

       Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Bridge between                                                                   Capture &
 pedagogy &                                                                   represent designs
  technology
                                    Tool development



                                         Empirical
                                         evidence

                                 Cloudworks         CompendiumLD


 Scaffold the                                                                      Promote
design process                                                                sharing and reuse

       Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Bridge between                    Resources and events                           Capture &
 pedagogy &                                                                   represent designs
  technology
                                    Tool development



                                         Empirical
                                         evidence

                                 Cloudworks         CompendiumLD
                  Workshops                                             Schema

 Scaffold the               Cloudfests                       Summits               Promote
design process                          Design challenges                     sharing and reuse

       Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
Schema




    Rethinking design through
      events and schema to
     meet a range of needs




Events
Schema




Events
Schema




    Course
Design Challenge

            Events
Schema




    Course
Design Challenge
                     Design summits
            Events
Schema




    Course
Design Challenge
                     Design summits
            Events                      Cloudfests
Schema




    Course
Design Challenge
                     Design summits
            Events                      Cloudfests
Schema




    Course
Design Challenge
                     Design summits
            Events                      Cloudfests
18th September2008
     Design challenge:
   design a short course
in a day are you up to it???
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Stalls really useful



 Amazed at how
much we achieved
CompendiumLD
CompendiumLD
CompendiumLD
CompendiumLD


  Core icon set
CompendiumLD


  Core icon set



       Design icon set
Guiding and visualising designs




The CompendiumLD tool
Guiding and visualising designs




The CompendiumLD tool
Guiding and visualising designs

     Activity
    Assignment
     Outcome
     Resource
       Role
       Stop
       Task
       Tool



The CompendiumLD tool
Guiding and visualising designs

     Activity
    Assignment
     Outcome
     Resource            Time
       Role
       Stop
       Task
       Tool



The CompendiumLD tool
Guiding and visualising designs
                                   Student
                                    Tasks




     Activity
                          Each student selects three
                                  countries




    Assignment              Find and retrieve data
                          about these three countries



     Outcome
                          Post research to group wiki


     Resource                                             Time
       Role               Group nominate person to
                          eliminate multiple entries




       Stop                  Coordinator makes
                           changes Rest check and
                                   agree

       Task
       Tool
                        Each student posts at least one
                              comment on forum




                         Student gets feedback from
                                    tutor




The CompendiumLD tool
Guiding and visualising designs
                                   Student
                                    Tasks                  Student
                                                          Resources




     Activity
                          Each student selects three
                                  countries               List of countries




    Assignment              Find and retrieve data
                                                              Internet
                          about these three countries



     Outcome
                          Post research to group wiki


     Resource                                                             Time
       Role               Group nominate person to
                          eliminate multiple entries




       Stop                  Coordinator makes
                           changes Rest check and
                                   agree

       Task
       Tool
                        Each student posts at least one
                              comment on forum




                         Student gets feedback from
                                    tutor




The CompendiumLD tool
Guiding and visualising designs
                                   Student
                                    Tasks                          Student
                                                                  Resources




     Activity
                          Each student selects three
                                  countries                       List of countries




    Assignment              Find and retrieve data
                                                                      Internet
                          about these three countries



     Outcome
                          Post research to group wiki


     Resource                                             Wiki
                                                                                  Time
       Role               Group nominate person to
                          eliminate multiple entries
                                                          Forum



       Stop                  Coordinator makes
                           changes Rest check and
                                   agree

       Task
       Tool
                        Each student posts at least one
                              comment on forum




                         Student gets feedback from
                                    tutor




The CompendiumLD tool
Guiding and visualising designs
                                                       Student
                                                        Tasks                          Student
                                                                                      Resources




     Activity
                                              Each student selects three
                                                      countries                       List of countries




    Assignment   Find & critically assess       Find and retrieve data
                                                                                          Internet
                   relevant resources         about these three countries



     Outcome
                                              Post research to group wiki


     Resource                                                                 Wiki
                                                                                                      Time
       Role                                   Group nominate person to
                                              eliminate multiple entries
                                                                              Forum



       Stop                                      Coordinator makes
                                               changes Rest check and
                                                       agree

       Task
       Tool
                                            Each student posts at least one
                                                  comment on forum




                                             Student gets feedback from
                                                        tutor




The CompendiumLD tool
Guiding and visualising designs
                                                           Student
                                                            Tasks                          Student
                                                                                          Resources




     Activity
                                                  Each student selects three
                                                          countries                       List of countries




    Assignment       Find & critically assess       Find and retrieve data
                                                                                              Internet
                       relevant resources         about these three countries



     Outcome
                                                  Post research to group wiki


     Resource    DONE: What if they
                  need more help?                                                 Wiki
                                                                                                          Time
       Role                                       Group nominate person to
                                                  eliminate multiple entries
                                                                                  Forum



       Stop                                          Coordinator makes
                                                   changes Rest check and
                                                           agree

       Task
       Tool
                                                Each student posts at least one
                                                      comment on forum




                                                 Student gets feedback from
                                                            tutor




The CompendiumLD tool
Targeted search
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Cloudworks
Cloudworks


   Many repositories of good practice,
but how do you develop the community???
RSS feeds
             Cloudworks                 Playlists
                     Follow and
                     be followed
   Friends
                                     APIs
     Many repositories of good practice,
  but how do you develop the community???

                       Share
Embed
                                   Comment
         Aggregate
Vision & principles
•   Enable people to find, share &       •   Low barrier to entry
    discuss learning & teaching ideas
                                        •   People-orientated
•   Connect people with similar
                                        •   Open site, open content
    interests
                                        •   Target particular communities
•   Showcase work
                                        •   The site acting as a conduit
•   Provide a place for different
    communities

•   Encourage sharing
Four Key Characteristics Of Learning
‘Social networking makes little
  sense if we leave out the objects
that mediate the ties between people
              Engeström
‘Social networking makes little
  sense if we leave out the objects
that mediate the ties between people
              Engeström




                          Design framework for sociality
                                Enabling practice
                                Mimicking reality
                                 Building identity
                                  Actualising self
                                     Bouman et al.
Cloudworks v0.2
Social networking site for finding, sharing & discussing
        learning and teaching ideas and designs
All clouds
Ascilite conference Cloudscape
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite

            Design a short
            course in a day
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite

            Design a short
            course in a day

            Workshop on
             Secondlife
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite

            Design a short
            course in a day

            Workshop on
             Secondlife

           Paper on mobile
               learning
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite

            Design a short
            course in a day

            Workshop on
             Secondlife

           Paper on mobile
               learning
OULDI
 site
Ascilite conference Cloudscape
  Overview of the cloudscape:
  a space to post and discuss
     ideas seen at Ascilite

            Design a short
            course in a day

            Workshop on
             Secondlife

           Paper on mobile
               learning
                                 Peer
OULDI
                              assessment
 site
                                criteria
Ascilite conference Cloudscape
    Overview of the cloudscape:
    a space to post and discuss
       ideas seen at Ascilite

               Design a short
               course in a day

               Workshop on
                Secondlife

             Paper on mobile
                 learning
                                    Peer
  OULDI
                                 assessment
   site
                                   criteria
CompendiumLD
Ascilite conference Cloudscape
    Overview of the cloudscape:
    a space to post and discuss
       ideas seen at Ascilite

               Design a short
               course in a day

               Workshop on
                Secondlife

             Paper on mobile
                 learning
                                    Peer
  OULDI
                                 assessment
   site
                                   criteria
CompendiumLD                        LAMS
Ascilite conference Cloudscape
                   Overview of the cloudscape:
                   a space to post and discuss
                      ideas seen at Ascilite

                              Design a short
                              course in a day
 Import
 existing
 Clouds                       Workshop on
New clouds                     Secondlife
   added
by delegates                Paper on mobile
                                learning
                                                   Peer
                 OULDI
                                                assessment
                  site
                                                  criteria
               CompendiumLD                        LAMS
Ascilite conference Cloudscape
                   Overview of the cloudscape:
                   a space to post and discuss
                      ideas seen at Ascilite

                              Design a short
                              course in a day
 Import
 existing
 Clouds                       Workshop on                    New clouds
New clouds                     Secondlife
   added
by delegates                Paper on mobile
                                learning
                                                   Peer
                 OULDI
                                                assessment
                  site
                                                  criteria
               CompendiumLD                        LAMS
Ascilite conference Cloudscape
                      Overview of the cloudscape:
                      a space to post and discuss
                         ideas seen at Ascilite

                                     Design a short
                                     course in a day
 Import
 existing
 Clouds                              Workshop on                          New clouds
New clouds                            Secondlife
   added
by delegates                       Paper on mobile
                                       learning
                                                                Peer
                   OULDI
                                                             assessment
                    site
                                                               criteria
               CompendiumLD                                       LAMS

               Web Peer Assessment webparesearch.blogspot.com/

               Information literacy webparesearch.blogspot.com/
Four Key Characteristics Of Learning
Who and what I am
 following, who’s
   following me
Who and what I am
 following, who’s
   following me
Who and what I am
 following, who’s
   following me


My cloudstream
 dynamically
   updates
Cloudscapes
Cloudscapes
Workshop
                                  Course
                Research topic

        Conference
                                 Design team

Topic
                             Tool
            Project
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
Four Key Characteristics Of Learning
It’s not a repository
 it’s a conversation
It’s not a repository
                    it’s a conversation
 Success stories
                               Visual designs

   Concrete vs. abstract                        Quality control
                           Transferable designs

Barriers to contribution
                                       Changing practice
      Ownership
                               Comments make it
                                  come alive
           Openness
A pedagogy schema




Dyke, Conole et al., (2007)
Thinking &
                              reflection


A pedagogy schema




Dyke, Conole et al., (2007)
Thinking &
                              reflection


A pedagogy schema




Communication
 & interaction




Dyke, Conole et al., (2007)
Thinking &
                              reflection


A pedagogy schema




Communication                              Experience
 & interaction                              & activity




Dyke, Conole et al., (2007)
Thinking &
                              reflection


A pedagogy schema




Communication                              Experience
 & interaction                              & activity




Dyke, Conole et al., (2007)
Thinking &
                              reflection


A pedagogy schema




Communication                                              Experience
 & interaction                                              & activity




                                            Evidence &
Dyke, Conole et al., (2007)                demonstration
Thinking &
                              reflection


A pedagogy schema
                                                  ... to provide guidance on
                                                 mapping pedagogy principles
                                                      to aspects of learning




Communication                                               Experience
 & interaction                                               & activity




                                            Evidence &
Dyke, Conole et al., (2007)                demonstration
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on
 experience and
      show
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on
 experience and
      show
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on
 experience and
      show
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on
 experience and
      show
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning
 experience and       activities
      show           against goals
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning
 experience and       activities
      show           against goals
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Thinking &       Experience &      Conversation &      Evidence &
  Principles          reflection           activity        interaction       demonstration

    Reflect on      Mapping learning                                          Aggregation of
 experience and       activities                                                learning
      show           against goals                                           achievements
  understanding

    Frequent
   interactive
   exercises &
    feedback

Provides support
for independent
     learning


    Supports
  collaborative
    activities


Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
Challenges
Representation: forms and purpose
Visualisation: what and why
Schema: format and use
                                    Support: real and virtual
                                    Guidance: type and form

   Evidence: what and value
   Development: research vs. practice


                     Practice: current and changing
                     Sharing: how and why
Four Key Characteristics Of Learning
OL-NET
  A vision for a participatory
network of producers, users and
    researchers of OERs...
OER cycle
OER cycle




            Select
OER cycle

                     Design


            Select
OER cycle

                     Design


            Select            Use
OER cycle

                     Design


            Select              Use


                     Evaluate
Generic tool
                                      Specialised tool
                                      Resource
OER cycle                             Schema



                     Design


            Select              Use


                     Evaluate
Generic tool
                                         Specialised tool
                                         Resource
OER cycle                                Schema



                        Design
  Openlearn


               Select              Use
  Google


  Cloudworks            Evaluate
Generic tool
                           Mapping schema
                                                  Specialised tool
               Topic OER           CompendiumLD   Resource
OER cycle                                         Schema



                            Design
  Openlearn


               Select                       Use
  Google


  Cloudworks                Evaluate
Generic tool
                           Mapping schema
                                                        Specialised tool
               Topic OER           CompendiumLD         Resource
OER cycle                                               Schema



                            Design
                                                        VLE
  Openlearn


               Select                       Use
  Google
                                                  Class aggregated
                                                     resources
  Cloudworks                Evaluate
Generic tool
                           Mapping schema
                                                        Specialised tool
               Topic OER           CompendiumLD         Resource
OER cycle                                               Schema



                            Design
                                                        VLE
  Openlearn


               Select                       Use
  Google
                                                  Class aggregated
                                                     resources
  Cloudworks                Evaluate




                  Analysis tools Student survey
OER cycle
Generic tool
            Specialised tool
            Resource
            Schema




OER cycle
Generic tool
            Specialised tool
            Resource
            Schema




OER cycle
OER network
OER network
OER network
OER network
OER network
OER network

    People/networks



Meta-analysis/
 synthesis




                                   Tools, methods,
                                     approaches




                         Designs, evaluations,
                            case studies
OL-NET
Key questions
•   Students and teachers - personalised environment of
    tools vs. institutional tools?
•   Implications of immersive 3D-worlds such as
    SecondLife?
•   Students increasingly digital – demands on
    institutions?
•   Digital divide smaller, but deeper for those who
    can’t or won’t use technologies?
•   What is the evidence that the students can use these
    technologies for academic purposes?
•   Many argue that to ‘get’ web 2.0 you need to do it -
    is there a widening chasm within our institutional of
    those who ‘get’ it and those who don’t?
Further info
•   OU Learning design initiative - http://ouldi.open.ac.uk

•   Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to-
    design-a-learning-activity-435001/

•   Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
    (2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov
    – 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf

•   CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J.
    (2008), Visualising learning design to foster and support good practice and creativity,
    Educational Media International,Volume 54, Issue 3, 177-194      .




•   Design schema: Conole, G. (2008), New schema for mapping pedagogies and
    technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/

•   Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of
    new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning:
    applying social informatics for tertiary teaching, Hersey, PA: ICI Global

•   OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research
    Report 2006-2008, Open University: Milton Keynes
OULDI: OULDI.OPEN.AC.UK
BLOG: WWW.E4INNOVATION.COM

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Four Key Characteristics Of Learning

  • 1. Towards technology renaissance: New technology-enabled Student Tasks Student Resources Tutor Tasks approaches for learning and teaching Each student selects three countries Check resource ok Gráinne Conole, LO – skills: how to for Level 1 students collaborate with Group nominate person to others eliminate multiple entries and agree dispute process The Open University UK Library key skills support pack: internet LO – skills: Find and retrieve data searching of data about these three countries Leeds University and assessing quality of data Internet Post research to group wiki What method used to post? 6th Annual Learning and Teaching Conference DONE: What if they Wiki Written / audio etc. need more help? 9th January 2009 DONE: Could nominated person have greater role? Rest of group Check summary and post comment Forum What else could tutor be doing? Each student posts at least one comment on forum about experience of achieving learning outcomes Reflect on tutor feedback Tutor reads comments and gives feedback to group
  • 3. ‘Renaissance’ A revival or renewed interest... repurposing/rethinking - leading to something new
  • 4. Outline • Technology trends • Learning parallels but ‘the elusive gap’ • Empirical evidence of actual practice • Case studies: OULDI and OL-Net Horizon reports NSF cyberlearning report IPTS reports: Learning 2.0
  • 5. Increased complexity of mediation Pea
  • 6. Increased complexity of mediation Oral Pea
  • 7. Increased complexity of mediation Oral Symbols Pea
  • 8. Increased complexity of mediation Oral Symbols Communication Pea
  • 9. Increased complexity of mediation Oral Symbols Communication Network Pea
  • 10. Increased complexity of mediation Oral Symbols Communication Network Cyberstructure Pea
  • 11. Learner experience research Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 12. Learner experience research Learner Experience Research Social Network http://elesig.ning.com/ Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 13. Learner experience research Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 14. Learner experience research Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 15. Learner experience research Learning processes Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 16. Learner experience research Learning processes Task orientated Experiential Cumulative Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 17. Learner experience research Learning processes Task orientated Experiential Cumulative Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 18. Learner experience research Learning Attitudes & processes approaches Task orientated Experiential Cumulative Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 19. Learner experience research Learning Attitudes & processes approaches Task orientated Engaging & relevant Experiential Multi-faceted Cumulative Social aspects Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
  • 20. Learning 2.0 research Conole (2008), Stepping over the edge... in Lee and McLoughlin
  • 21. Learning 2.0 research Co-evolution of tools and practice Shift from Information to Communication Synergies between Web 2.0 and modern educational thinking Conole (2008), Stepping over the edge... in Lee and McLoughlin
  • 22. Learning 2.0 research Conole (2008), Stepping over the edge... in Lee and McLoughlin
  • 23. Learning 2.0 research Function Pre-2005 Web 2.0+ Text & data manipulation Word, spreadsheets Google docs Presentation Powerpoint Slideshare, YouTube Search engines Info seeking & handling Search engines, portlas +wikipeadia, RS feeds Communication Email, forums, chat Blogs, Twitter, Skype Visualisation Mindmapping tools Compendium, Cohere Bibliographic tools, e- Social bookmarking, blogs, Store & manage journals, repositories wikis Conole (2008), Stepping over the edge... in Lee and McLoughlin
  • 24. Learning 2.0 research Function Pre-2005 Web 2.0+ Text & data manipulation Word, spreadsheets Google docs Presentation Powerpoint Slideshare, YouTube Search engines Info seeking & handling Search engines, portlas +wikipeadia, RS feeds Communication Email, forums, chat Blogs, Twitter, Skype Visualisation Mindmapping tools Compendium, Cohere Bibliographic tools, e- Social bookmarking, blogs, Store & manage journals, repositories wikis Conole (2008), Stepping over the edge... in Lee and McLoughlin
  • 26. Learning design research Visualising design Understanding design Guiding Sharing design design
  • 27. Learning design research Visualising design Understanding design Guiding Sharing design design Design lifecycle
  • 28. Learning design research Visualising Barriers & design enablers Multiple tools & approaches Understanding design Guiding Sharing design design Design lifecycle
  • 29. Learning design research Complexity of representation Visualising Barriers & design enablers Support: level and time Multiple tools & approaches Sharing valued but difficult Understanding design Guiding Sharing design design Design lifecycle
  • 31. OER research Understanding of the process of McAndrew et al. creating & repurposing OERs
  • 32. OER research Barriers & enablers User behaviour Sense- making tools under used Use but little repurposing Understanding of the process of McAndrew et al. creating & repurposing OERs
  • 33. Issues • Transformation not as great as hoped • Echoes of past failures... Electronic page turning, unused repositories of good practice • Danger of technological determinism • Sustainability beyond funding • Changing practice is complex • New metaphors and meaning making needed
  • 34. A technology renaissance? • Can we develop new technology-enabled approaches to support ‘core’ learning and teaching activities? • finding (resources, info, tools, expertise) • creating & adapting (resources) • designing/aggregating (learning activities or pathways) • communicating (peer-peer, learner-teacher etc) • reflecting (assessment, professional development)
  • 35. Case studies • Learning design - OULDI • Compendium - creating, designing, reflecting • Cloudworks - finding, communicating, reflecting • Pedagogy schema - designing, reflecting • Open Educational Resources - OL-Net • OL-Net - finding, creating, designing, communicating, reflecting
  • 36. Vision of enhancing the learner experience through pedagogically informed, innovative use of technologies Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 37. Bridge between Capture & pedagogy & represent designs technology Vision of enhancing the learner experience through pedagogically informed, innovative use of technologies Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 38. Bridge between Capture & pedagogy & represent designs technology Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 39. Bridge between Capture & pedagogy & represent designs technology Empirical evidence Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 40. Bridge between Capture & pedagogy & represent designs technology Tool development Empirical evidence Cloudworks CompendiumLD Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 41. Bridge between Resources and events Capture & pedagogy & represent designs technology Tool development Empirical evidence Cloudworks CompendiumLD Workshops Schema Scaffold the Cloudfests Summits Promote design process Design challenges sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  • 42. Schema Rethinking design through events and schema to meet a range of needs Events
  • 44. Schema Course Design Challenge Events
  • 45. Schema Course Design Challenge Design summits Events
  • 46. Schema Course Design Challenge Design summits Events Cloudfests
  • 47. Schema Course Design Challenge Design summits Events Cloudfests
  • 48. Schema Course Design Challenge Design summits Events Cloudfests
  • 49. 18th September2008 Design challenge: design a short course in a day are you up to it???
  • 56. Stalls really useful Amazed at how much we achieved
  • 60. CompendiumLD Core icon set
  • 61. CompendiumLD Core icon set Design icon set
  • 62. Guiding and visualising designs The CompendiumLD tool
  • 63. Guiding and visualising designs The CompendiumLD tool
  • 64. Guiding and visualising designs Activity Assignment Outcome Resource Role Stop Task Tool The CompendiumLD tool
  • 65. Guiding and visualising designs Activity Assignment Outcome Resource Time Role Stop Task Tool The CompendiumLD tool
  • 66. Guiding and visualising designs Student Tasks Activity Each student selects three countries Assignment Find and retrieve data about these three countries Outcome Post research to group wiki Resource Time Role Group nominate person to eliminate multiple entries Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool
  • 67. Guiding and visualising designs Student Tasks Student Resources Activity Each student selects three countries List of countries Assignment Find and retrieve data Internet about these three countries Outcome Post research to group wiki Resource Time Role Group nominate person to eliminate multiple entries Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool
  • 68. Guiding and visualising designs Student Tasks Student Resources Activity Each student selects three countries List of countries Assignment Find and retrieve data Internet about these three countries Outcome Post research to group wiki Resource Wiki Time Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool
  • 69. Guiding and visualising designs Student Tasks Student Resources Activity Each student selects three countries List of countries Assignment Find & critically assess Find and retrieve data Internet relevant resources about these three countries Outcome Post research to group wiki Resource Wiki Time Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool
  • 70. Guiding and visualising designs Student Tasks Student Resources Activity Each student selects three countries List of countries Assignment Find & critically assess Find and retrieve data Internet relevant resources about these three countries Outcome Post research to group wiki Resource DONE: What if they need more help? Wiki Time Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool
  • 78. Cloudworks Many repositories of good practice, but how do you develop the community???
  • 79. RSS feeds Cloudworks Playlists Follow and be followed Friends APIs Many repositories of good practice, but how do you develop the community??? Share Embed Comment Aggregate
  • 80. Vision & principles • Enable people to find, share & • Low barrier to entry discuss learning & teaching ideas • People-orientated • Connect people with similar • Open site, open content interests • Target particular communities • Showcase work • The site acting as a conduit • Provide a place for different communities • Encourage sharing
  • 82. ‘Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström
  • 83. ‘Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström Design framework for sociality Enabling practice Mimicking reality Building identity Actualising self Bouman et al.
  • 84. Cloudworks v0.2 Social networking site for finding, sharing & discussing learning and teaching ideas and designs
  • 87. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite
  • 88. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite
  • 89. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day
  • 90. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife
  • 91. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning
  • 92. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning OULDI site
  • 93. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria
  • 94. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD
  • 95. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD LAMS
  • 96. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing Clouds Workshop on New clouds Secondlife added by delegates Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD LAMS
  • 97. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing Clouds Workshop on New clouds New clouds Secondlife added by delegates Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD LAMS
  • 98. Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing Clouds Workshop on New clouds New clouds Secondlife added by delegates Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD LAMS Web Peer Assessment webparesearch.blogspot.com/ Information literacy webparesearch.blogspot.com/
  • 100. Who and what I am following, who’s following me
  • 101. Who and what I am following, who’s following me
  • 102. Who and what I am following, who’s following me My cloudstream dynamically updates
  • 104. Cloudscapes Workshop Course Research topic Conference Design team Topic Tool Project
  • 108. It’s not a repository it’s a conversation
  • 109. It’s not a repository it’s a conversation Success stories Visual designs Concrete vs. abstract Quality control Transferable designs Barriers to contribution Changing practice Ownership Comments make it come alive Openness
  • 110. A pedagogy schema Dyke, Conole et al., (2007)
  • 111. Thinking & reflection A pedagogy schema Dyke, Conole et al., (2007)
  • 112. Thinking & reflection A pedagogy schema Communication & interaction Dyke, Conole et al., (2007)
  • 113. Thinking & reflection A pedagogy schema Communication Experience & interaction & activity Dyke, Conole et al., (2007)
  • 114. Thinking & reflection A pedagogy schema Communication Experience & interaction & activity Dyke, Conole et al., (2007)
  • 115. Thinking & reflection A pedagogy schema Communication Experience & interaction & activity Evidence & Dyke, Conole et al., (2007) demonstration
  • 116. Thinking & reflection A pedagogy schema ... to provide guidance on mapping pedagogy principles to aspects of learning Communication Experience & interaction & activity Evidence & Dyke, Conole et al., (2007) demonstration
  • 117. Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 118. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 119. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 120. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 121. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 122. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning experience and activities show against goals understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 123. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning experience and activities show against goals understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 124. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 125. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 126. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 127. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 128. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 129. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 130. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 131. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 132. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Reflect on Mapping learning Aggregation of experience and activities learning show against goals achievements understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  • 133. Challenges Representation: forms and purpose Visualisation: what and why Schema: format and use Support: real and virtual Guidance: type and form Evidence: what and value Development: research vs. practice Practice: current and changing Sharing: how and why
  • 135. OL-NET A vision for a participatory network of producers, users and researchers of OERs...
  • 137. OER cycle Select
  • 138. OER cycle Design Select
  • 139. OER cycle Design Select Use
  • 140. OER cycle Design Select Use Evaluate
  • 141. Generic tool Specialised tool Resource OER cycle Schema Design Select Use Evaluate
  • 142. Generic tool Specialised tool Resource OER cycle Schema Design Openlearn Select Use Google Cloudworks Evaluate
  • 143. Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design Openlearn Select Use Google Cloudworks Evaluate
  • 144. Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design VLE Openlearn Select Use Google Class aggregated resources Cloudworks Evaluate
  • 145. Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design VLE Openlearn Select Use Google Class aggregated resources Cloudworks Evaluate Analysis tools Student survey
  • 147. Generic tool Specialised tool Resource Schema OER cycle
  • 148. Generic tool Specialised tool Resource Schema OER cycle
  • 154. OER network People/networks Meta-analysis/ synthesis Tools, methods, approaches Designs, evaluations, case studies
  • 155. OL-NET
  • 156. Key questions • Students and teachers - personalised environment of tools vs. institutional tools? • Implications of immersive 3D-worlds such as SecondLife? • Students increasingly digital – demands on institutions? • Digital divide smaller, but deeper for those who can’t or won’t use technologies? • What is the evidence that the students can use these technologies for academic purposes? • Many argue that to ‘get’ web 2.0 you need to do it - is there a widening chasm within our institutional of those who ‘get’ it and those who don’t?
  • 157. Further info • OU Learning design initiative - http://ouldi.open.ac.uk • Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to- design-a-learning-activity-435001/ • Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A. (2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov – 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf • CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International,Volume 54, Issue 3, 177-194 . • Design schema: Conole, G. (2008), New schema for mapping pedagogies and technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/ • Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning: applying social informatics for tertiary teaching, Hersey, PA: ICI Global • OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research Report 2006-2008, Open University: Milton Keynes