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A holistic approach to design for learning: a student-centered approachGráinne Conole, Open University, UKAnnual International CODE Symposium, Chiba, Japan, 18th February 2010
Slides and links:http://cloudworks.ac.uk/cloud/view/2695
+My context…
My background:IrishPhD ChemistryProfessor of e-learning
Open University, UK:1st ‘Open University’More than 200, 000 students570 courses in 70 subjectsSupported Open Learning:(Materials+Tutor+Assessment)7,000 tutors20 partnerships in 30 countriesExpertise in e-learningLearning innovation
Learning environment: Moodle+YouTube channeliTunesOpenLearnSecondLife
+Towards student-centered learning
Teacher Student
Teaching Learning
Content Activities
New technologies:Opportunities and
challenges
New tools and resources:
To help teachers design
+Locating educational approaches
Teacher-centred
Student-centred
Activity-based
Content-based
Formal, ‘traditional’ courses
Problem-based learning
Contract-based learning
Informal web-based learning
A lecture
Why is a river polluted?
Amateur photography
Professional development
+Blurring boundaries
Teacher-centred
Student-centred
Activity-based
Content-based
Teaching
Learning
How do we deal with this new complexity?
Learning Design as a conceptual framework
+Outline Education in an
increasingly technology context Changing technologies The learner voice Examples of technology
innovation Converging practice Paradoxes The gap between
promise and reality
Work at the OUUK OU Learning Design
Initiative OLnet
The landscape of the web 2.0 world….
Exploring new digital territories
+ Technologies: changing, evolving…
Abundance of online resourcesUbiquitous, just-in-time, learningMobile technologiesIT services decentralised (Cloud computing)
+The learner voice Technologically immersed
Learning processes Task orientated, experiential,
cummulative
Attitudes and approaches group orientated, experiential,
able to multi-task, just in time mindset, comfortable with multiple representations
Disconnect between student & institutional approaches
Caution re: net gen claims, importance of taking account of student differences
Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, Sharpe and Beetham (forthcoming)
+Content defined…
Open University UK:
From broadcast TV to multi-channel
+Personalised and mobile
New learning opportunitiesIndividualised personal environmentsSynchronising across devicesLocation and context aware
The i-phone: a transformative technologyBut what next?
+Reflection: e-portfolios
+Virtual learning
+New learning spaces Combining the
affordances of new technologies with good pedagogy
Taking account of context, location and time
Blurring of real and virtual
New spaces, new metaphors, new ways of working
SKG: Learning Spaces project, AustraliaJISC Designing spaces for effective learning
+Converging practices
Modern technologies Modern pedagogy Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/immersive worlds
Google it!
“Expert badges”, World of warcraft
User-generated content
Blogging, peer critiquing
Cloud computing
From individual to social
Contextualised and situated learning
Personalised learning
Experiential learning
Inquiry learning
Peer learning
Open Educational Resources
Reflection
Distributed cognition
+
Expansive knowledge domain
Death of expertise/everyone an expert
Hierarchy & control less meaningful
Multiple pathways/lost in cyberspace
Increasingly complex digital landscape
Beyond ‘digital space’/New metaphors
Content distributed, everything is miscellaneous
Multiple (co-)locations/loss of content integrity
Collective intelligence
Social collective/digital individualism
Free content & tools, open APIs and mash ups
Issues re: ownership, value, business models
Paradoxes created by the digitalTechnology aspect Generic impact Educational impact
Challenges the role of the teacher
Need for new learner pathways
Widening skills gap from ‘tech savy’
Need to rethink the design process
Potential for new forms of learning
Lack of uptake
+Digital literacies Jenkins twelve skills for participatory culture
Play – experimentation/problem solving Performance – alternative identities Simulation – construct models of real-
world processes Appropriation – sample and remix of
media content Multitasking – scanning and then focusing
on salient details Distributed cognition – interaction to
expand mental capacities Collective intelligence - to pool knowledge
with others Judgment – evaluation reliability of
different information Transmedia navigation – follow the flow of
stories across modalities Networking – search for, synthesize and
dissemination information Negotiation – travel diverse communities,
multiple perspectives Visualisation – different data
representations for ideas, patterns, trends
+The gap between promise & reality Common reactions:
“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”
Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly
Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support
Free resources Little reuse
Array of technologies
Not fully exploited
+Designing for Learning
Representing pedagogy
Guiding design Sharing ideas
Empirical evidence base
OULDIOpen University Learning Design Initiative
OLnetSupporting researchers and users of Open Educational Resources
+OULDI….
Design methods:schema & patterns
Visualisation: CompendiumLD
Support and guidance:Events
Sharing and discussing:Cloudworks
+Visualisation
Helps articulate and share designs
Supports effective design
Highlights key requirements at different levels
Integrates design advice and support at key points in the process
+CompendiumLD
Tool for visualising designs
Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs
Advantages Makes design explicit Maps out design Sharable with others Good at activity level
+Course map &Pedagogy profile
Course map Gives an ‘at a glance’ view Based on the 5 key aspects of a
course
Pedagogy profile Maps to the types of student
activities Can look at different
timeframes
Advantages of these ‘views’ Provide pedagogical overviews Can compare with other
courses
+
Guidance and Support“Learning pathway”: Course
structure and timetablee.g. course calendar, study
guide, tutorials
Thinking and reflection“Meta-cognition”: Internalization and
reflection, e.g. in-text questions, blogs, e-portfolios
Evidence and demonstration
“Assessment”: Diagnostic, formative or summative, e.g.
multiple choice questions, assignments, exams
Information and experience
“Contents and activities”: Course materials, prior
experience, learner-generated content, e.g.
readings, DVDs, podcasts, labs
Communication and Interaction
“Dialogue”: Social dimensions of the course,
interaction between learners and tutors, e.g.
course forum, email
Course Map View: Course title
Course summaryLevel, credits, duration, key features
Key worksDescription words indicating pedagogical
approach, special features
+Pedagogy profile Map of student tasks to time
periods (weeks, semesters, etc)
Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment
Each cell indicates the amount of time spent in that period on each type of task
Web-based interactive version available
24
+
Teaching is a ‘craft’ practice: Developing Discussing Adapting Improving
Key aspects to support Sharing best practice Ideas, support and advice Enhancing professional
knowledge
Communication
+Cloudworks: sharing teaching practice A space for sharing and
discussing learning and teaching ideas and designs
Application of the best of web 2.0 practice to a teaching context
Iterative development and evaluation – based on use
Part of OU Learning Design Initiative Juliette Culver – developer Rebecca Galley – cloudworks
facilitators Growing international
‘cloudworks champions’
+Why was it developed?
Aim To bridge the gap between
technologies and use
Issues Lack of uptake of technologies
in education Teachers say they want
examples/want to share/discuss New skills needed for engaging
with new technologies
+Key concepts
Clouds: core objects in Cloudworks
Cloudscapes: collections of clouds
Activity streams: dynamic filters of new activity
Follow and be followed: Personal activity stream
and peer recognition
+Homepage
Active clouds
New Cloudscapes
Orientation Search Browse Login User panel
Cloudstream
+Clouds
Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems
+Active clouds
Current topics
Hot issues
Questions
Flash debates
Presentations
+Cloudscapes
“Learn about” Cloudscape: Presentations 24 Clouds Twitter stream Recent activities
Space to Discuss Add Follow Collate Archive
+Individuals, collectives, communities Views from 158 countries Users:
Teachers (from K-12, tertiary, independent) Researchers Educational technologists/support staff Policy makers Researchers Learners
Characteristics Boundary crossing Multi-purpose, different motivations Lurking through active participation
+Uses and benefits
Events: conferences and workshops ETUG workshop, 20th-21st October 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1903
Discussions: Flash debates The changing nature of conferences http://cloudworks.ac.uk/cloud/view/2577
Eliciting expertise and open reviews Literature review of Web 2.0 use in Higher Education http://cloudworks.ac.uk/index.php/cloudscape/view/1895
Aggregating resources Personalising formal learning with technology http://cloudworks.ac.uk/index.php/cloudscape/view/1871
+ LD Toolbox
A ‘pick and mix’ of learning design tools and resources
Supporting advice and guidance
Trialled across a range of teaching and learning environments
http://cloudworks.ac.uk/cloudscape/view/1882
+Using the toolbox
Activities graded: introductory Intermediate advanced
4 interventions offered: Independent, Community peer support Tailored events Side-by-side mentoring
Co-creative approach to ensure relevance
+
Olnet - Design, use, reuse
Designer
OER
Design
Creates
Deposits
Deposits
Learner A
OER
DesignLearner B
Tutor
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
+
A holistic approach to design for learning – a vision for the future
Gráinne Conole, Open University, UKAnnual International CODE Symposium, Chiba, Japan, 18th February 2010
More info, slides and references:http://cloudworks.ac.uk/cloud/view/2695
+Flickr images
Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/
Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/
Grand challenges http://www.kamaelia.org/GrandChallengesCover.png
Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/
Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0
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