conole athens sep

Harnessing technologies to prevent early school leaving

Gráinne Conole, University of Leicester20th September 2013

ETUCE Workshop – ICT and early school leavingAthens, Greece

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

About me…

• Irish but living in England• PhD in Chemistry• Two girls (14 and 18)• Professor of Learning

Innovation at the University of Leicester

Institute of Learning Innovation

• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice

Outline

• Why e-learning?• E-learning timeline and

digital landscapes• Emergent technologies• Pedagogical approaches• Learning design and digital

literacies• Challenges for education

Why e-learning?

• For learning– Potential to support interaction, communication and

collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course– Helping to prevent early school drop out

• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society

E-Learning timelineM

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Inte

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the

Web

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Lear

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onal

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ourc

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Mob

ile d

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98

Gam

ing

tech

nolo

gies

00So

cial

and

par

ticip

ator

y m

edia

04

Virt

ual w

orld

s

05

E-bo

oks

and

smar

t dev

ices

Mas

sive

Ope

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07 08

Lear

ning

Des

ign

99

Lear

ning

obj

ects

94

http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

Digital landscapes

http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/

Open

Social

Distributed

Participatory Distributed

Networked

Complex Dynamic

Conole and Alevizou, 2010

Technological trends

• MOOCs • Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies

http://www.nmc.org/horizon-project

Innovating pedagogy

• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry

http://www.open.ac.uk/blogs/innovating/http://www.menon.org/matel/

Pedagogical approaches

Drill & practicelearning

Mobilelearning

Situated learning

Immersive learning

Drill and practice learning

Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms

Mobile learning

Mobile is important

• In mid-2012, 51% of UK citizens owned a smartphone (The Paypers, 2012)

• 14% of adults in Europe owned tablet in 2012 (Lomas, 2013)

• 35% of UoL Medical School 3rd years own an iPad

Terese Bird

Flexibility and mobility

Small, compact size

Readability

Easy on the eyes

Access from a single device without internet

Portability Capacity

Long battery life

Continue reading, Bookmark

Photo by Kzeng on Flickr

Photo by Yummy Pancake on Flickr Terese Bird

Situated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/

SWIFT – Learning in virtual worldsFeatures:• Harnesses imagination• Experiential learning• Creates learning context• Computer as personal tutor

Example applications:• Practical subjects• Language practice• Abstract concepts• Artistic creation

Paul Rudman

SCENE – Problem-Based Learning (PBL)

Aims:• Promote the use of PBL

as a teaching method in the EU

• Train teachers, trainers and head teachers on PBL pedagogy

Online coursevideo, discussion

forums, virtual classrooms

PBL repositoryTo share PBL

scenarios

Virtual Facilitator

To assist learners

Paul Rudman and Pal Edirisingha

Immersive learning

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

The 7Cs of Learning DesignConceptualise

Vision

CommunicateCapture ConsiderCollaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Conceptualise

• Vision for the course, including:– Why, who and what you want to

design– The key principles and

pedagogical approaches– The nature of the learners

Conceptualise

Course Features

6 design frames

Personas

Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

Principles

Theory based Practice based Cultural

Aesthetics

Political

International Serendipitous Community based

Sustainable

Professional

Pedagogical approaches

Inquiry based Problem based Case based

Dialogic

Situative

Vicarious Didactic Authentic

Constructivist

Collaborative

Guidance & Support

Learning pathway Mentoring Peer support

Scaffolded

Study skills

Tutor directed Help desk Remedial support

Library support

Step by step

Content & Activities

Brainstorming Concept mapping Annotation

Assimilative

Jigsaw

Aggregating resources

Learner generatedcontent

Information handling

Pyramid

Modeling

Reflection & Demonstration

Diagnostic E-Assessment E-Portfolio

Formative

Summative

Peer feedback Vicarious Presentation

Reflective

Feed forward

Communication & Collaboration

Structured debate Flash debate Group project

Group aggregation

Grouppresentation

Pair debate For/Against debate Question & Answer

Group project

Peer critique

Capture

• Finding and creating interactive materials– Undertaking a resource audit of

existing OER– Planning for creation of

additional multimedia such as interactive materials, podcasts and videos

– Mechanism for enabling learners to create their own content

Capture

Resource Audit

Learner Generate Content

Communicate

• Designing activities that foster communication, such as:– Looking at the affordances of

the use of different tools to promote communication

– Designing for effective online moderating

Communicate

Affordances

E-moderating

Collaborate

• Designing activities that foster collaboration, such as:– Looking at the affordances of

the use of different tools to promote collaboration

– Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.

Collaborate

Affordances

CSCL Ped. Patterns

Consider

• Designing activities that foster reflection

• Mapping Learning Outcomes (LOs) to assessment

• Designing assessment activities, including– Diagnostic, formative,

summative assessment and peer assessment

Collaborate

LOs/Assessment

Assessment Ped. Patterns

Combine

• Combining the learning activities into the following:– Course View which provides a

holistic overview of the nature of the course

– Activity profile showing the amount of time learners are spending on different types of activities

– Storyboard: a temporal sequence of activities mapped to resources and tools

– Learning pathway: a temporal sequence of the learning designs

Combine

Course View

Activity Profile

Storyboard

Learning Pathway

Course View

E-tivity Rubric: http://tinyurl.com/SPEED-e5

Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

Activity profile

• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment

Start End

Learning OutcomesLO1LO2LO3LO4

Assessment LO1LO2 LO3 LO4

Week 1Topic 1

Week 2Topic 2

Week 3Topic 3

Week 4Topic 4

Consolidate

• Putting the completed design into practice– Implementation: in the classroom,

through a VLE or using a specialised Learning Design tool

– Evaluation of the effectiveness of the design

– Refinement based on the evaluation findings

– Sharing with peers through social media and specialised sites like Cloudworks

Combine

Implementation

evaluation

Refinement

Sharing

The METISIntegrated Learning Design Environment

• Conceptualize• Author• Implement

http://ilde.upf.edu/

Challenges facing edcuation

• Disaggregation of Education

• The new for new digital literacy skills

• Supporting learning from enrolment to completion http://www.flickr.com/photos/mrsdkrebs/6400358699/

Resources Learning pathways

Support Accreditation

Disaggregation of education

http://openclipart.org/

Resources

• Over ten years of the Open Educational Resource (OER) movement

• Hundreds of OER repositories worldwide

• Presence on iTunesU Podcasts - iTunes U

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice

POERUP outputs

• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives

• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries

• 7 in-depth case studies• 3 EU-wide policy papers

OER community case studies

• 7 case studies– Futurelearn– OER University– MOOC UVA– BC Campus– Wikiwijs– HwB– Book in progress

• Data collection– Survey– Interviews

• Methodology– Social Network Analysis

to identify the nature of the interactions and key players

POERUP outputs

The emergence of MOOCs

• CCK08 – Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)

– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• What are MOOCs?

– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs

– http://www.mooc-list.com/ • EFQUEL series of blogs

– http://mooc.efquel.org/

Massive Open Online Courses (MOOCs)

FreeDistributed global community

Social inclusion

High dropout ratesLearning income not learning outcome

Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html

Dimension Characteristics

ContextOpen Degree to which the MOOC is open

Massive How large the MOOC is

Diversity The diversity of the learners

Learning

Use of multimedia Extent of use of rich multimedia

Degree of communication Amount of communication incorporated

Degree of collaboration Amount of collaboration incorporated

Amount of reflection Ways in which reflection is encouraged

Learning pathway Degree to which the learning pathway is supported

Quality assurance Degree of quality assurance

Certification Mechanisms for accreditation

Formal learning Feed into formal learning offerings

Autonomy Degree of learner autonomy

A taxonomy of MOOCs

http://e4innovation.com/?p=727

Learning pathways

• Guided pathways through materials

• Can promote different pedagogical approaches– Associative– Constructivist– Situative– Connectivist

Collaborative Pedagogical Patterns

Support

• Computer assisted• Peer support• Tutor support• Community support• Mentoring

Accreditation

www.p2pu.org/en/Peer to Peer University

wikieducator.org/OER_university/OER University

http://openbadges.org/Mozilla badges

Tackling early school leaving

• Technologies can assist by providing virtual support on:– Advice on effective study skills– Listening to students’

concerns– Creating a virtual community

of peers– Providing rich multimedia

resources– Offering ideas on post-school

opportunities

Conclusion

• Nature of learning, teaching and research is changing

• Changing roles• Technology Enhanced

Learning spaces• It’s about

– Harnessing new media– Adopting open practices

• New business models are emerging

http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance

grainne.conole@le.ac.ukhttp://e4innovation.com

References• Conole, G. (2010) Review of pedagogical frameworks and models and

their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in

Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for

effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,

RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@

0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-

literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop