Conole victoria
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Transformation through new e-pedagogies – the future of learning
Gráinne Conole, University of LeicesterUniversity of Victoria
1st March 2012
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Outline• The evolving landscape of e-learning• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience• New pedagogies and implications• Open practices• Teacher practice and paradoxes• Strategies for change
– Intervention framework: linking research to policy and practice
– The LMSas a Trojan horse– New approaches to design
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Research questions• What:
– Is the learner experience and teacher practice?– Are the emergent technologies and their affordances?– Resources, OER and Pedagogical Patterns are there and
how are they been used?– E-Pedagogies are there and how do they facilitate different
forms of learning?– New learning design approaches can be used to promote
and support e-learning?– Strategies are in place to promote and support e-learning?– Theories and methodologies are been used?
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Emergent technologies and affordances
Resources, OER and Pedagogical Patterns
Evolving e-learning landscape
E-pe
dago
gies
, str
ateg
ies
and
lear
ning
des
ign
Interventions
Theo
ry a
nd m
etho
dolo
gy
Evaluations
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Technological trends• Mobiles and e-books• Gesture and augmented
learning• Learning analytics• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
http://learn231.wordpress.com/2011/10/25/trend-report-1/
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Media sharing
Collaborative editing
Social networking
Virtual worlds and games
Syndication
Messaging
Social bookmarking
Recommender systems
Mash ups
Blogging
Conole and Alevizou, 2010
Social & participatory media
http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/
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User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolutionThe machine is us/ing us
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Gutenberg to Zuckerberg
• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
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Disruptive technologies
• The web has transformed practice
• No central ownership• Ecology of abundance• Examples
– Napster– Malware
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• Technology immersed• Learning approaches: task-
orientated, experiential, just in time, cumulative, social
• Personalised digital learning environment
• Mix of institutional systems and cloud-based tools and services
• Use of course materials with free resources
Sharpe, Beetham and De Freitas, 2010
Learner experience
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EDUCAUSE study• Students drawn
to new technologies but rely on more traditional ones
• Consider technologies offer major educational benefits
• Mixed views of VLEs
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Reflection Dialogue
Collaboration Application
8-Learning Events ModelThe essence of learning
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Social
Individual
Informal Formal
Information
Experience
A pedagogy framework
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Mapping e-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube
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Social
Individual
Informal Formal
Information
Experience
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Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
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Social
Individual
Informal Formal
Information
Experience
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Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
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Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting
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The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
My community
Inquiry-based learning
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Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
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Pandora’s box
Open resources Open courses
Open scholarship Open research
Open practices
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Open resources
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Open courses: MOOC
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
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• Exploiting the digital network• New forms of dissemination
and communication• Promoting reflective practice• Embracing the affordances of
new technologies
Open scholarship
Weller: http://nogoodreason.typepad.co.uk/
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Open research
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Citation indicators
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Open accreditation
www.p2pu.org/en/
Peer to Peer University
wikieducator.org/OER_university/
OER University
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•Technologies not extensively used (Molenda)
•Lack of uptake of OER (McAndrew et al.)
•Little use beyond early adopters (Rogers)
•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
Pandora’s box
Teacher practices: paradoxes
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Policy
Blackboard rollout
OER/iTunes
Learning spaces
Cloud computingLearner practice
Use of technologies Diversity/culture
Teacher practice
Design practice
Use of technologies
Research
OERLearning design
Web 2.0
Virtual worlds
Learner experience
Horizon scanning
Intervention framework: linking research to policy and practice
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The LMS as a Trojan horse
• LMS as a safe nursery slope• Shift from content to
activities• Promote reflection and
collaboration• Mobile LMS• Integration with cloud
computing
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Blackboard audit
• Data– Online survey (260 returns)– Departmental visits
• Key findings– Used as content repository and
administration– Pockets of innovation– More support needed on
effective design strategies– Tension between teaching and
research– Usability issue
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Blackboard+ at Leicester
BB plus Google+Maths video-lets
Prof-casts
History conundrum Voicethread
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Learning Design
Shift from belief-based, implicit approaches to design-
based, explicit approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning DesignA design-based approach to creation and support of
courses
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ConsolidateEvaluate and embed your design
ConceptualiseWhat do we want to design, who for
and why?
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
Carpe Diem:7Cs of learning Design
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Course views
Course map
Learning outcomes
Pedagogy profile
Task swimlane
Course dimensions
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Collaboration
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MSc in Learning Innovation
Technology-Enhanced Learning
Learning Design
Research Design and Methods
Case Studies of Innovation
Dissertation
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Continuing emerging technologies and pedagogies
New business models
Co-evolution of tools & users
Maturing theory & methodology
More sophisticated mechanisms re: uptake
The future of e-learning
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New metaphors
EcologiesSpaces
Memes Rhizomeshttp://e4innovation.com/?p=489
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Final thoughts• Participatory and social media enable new forms of
communication and collaboration• Communities in these spaces are complex and
distributed• Learners and teachers need to develop new digital
literacy skills to harness their potential• We need to rethink how we design, support and assess
learning• Open, participatory and social media can provide
mechanisms for us to share and discuss teaching and research ideas in new ways
• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication
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Events
28 – 30th March 2012
Open Education Week Webinars
6 – 9th March 2012
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Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox