conole ntu 29_sept
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Sociability, open practices and Learning Design
Gráinne Conole, University of Leicester29th September 2014
Nanyang Technological UniversitySingapore
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
Outline
• The importance of e-learning
• E-learning timeline and emergent technologies
• Disruptive education– The flipped classroom– Opening up education– Learning Design and
Technology-Enhanced Learning spaces
The importance of 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
• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society
Disruptive education
Changing educational paradigms – Ken Robinson
Disruptive innovation
Change
Something new
Unexpected
Christensen
Changing mindsets
E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucati
onal
Res
ourc
es
01
Mob
ile d
evic
es
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
n O
nlin
e Co
urse
s
07 08
Lear
ning
Des
ign
99
Lear
ning
obj
ects
94
Lear
ning
Ana
lytic
s
10
Emergent technologies
• Online, hybrid & collaborative learning• Social media use in learning• The creator society• Data driven learning & assessment• Agile approaches to change• Making online learning natural
http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
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/
Digital landscapes
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed
Networked
Complex Dynamic
The Internet of things
• Objects, animals or people given a unique identifier
• Data transferred over the Internet
• Examples:– Sensor which tells you
when your tyres are flat or that your plants need watering
– Remotely alter a thermostat
Most connected man
• Uses ca. 700 tracking and life logging systems
• Lights and music can be altered to change or reflect his mood
• Can monitor habits to improve the quality of his life
http://mashable.com/2014/08/21/most-connected-man/
Discussion point
• What (if anything) is innovative and/or disruptive about these?
• How might they be used in a learning context?
Discussion
Innovative or disruptive Use in a learning context
http://www.gartner.com/newsroom/id/2819918
Disruptive learning
• The flipped classroom• Opening up education• Learning Design and
Technology-Enhanced Learning spaces
The flipped classroom
• Inverting the traditional approach: from lecture-centric to activity-centric
• Watch videos in advance• Use classroom to discuss
and do activities• More collaborative and
problem-based • Increasing importance of
mobile learninghttp://net.educause.edu/ir/library/pdf/eli7081.pdf
www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Opening up education• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
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 Achievements
• Inventory of more than 500 OER initiatives worldwide (120 notable)
• 33 country reports - most being updated
• 7 case studies including Wikiwijs, ALISON (Ireland), OER U (global) and FutureLearn (UK mostly)
• 3 EU-level policy documents for universities, VET and schools
• 8 policy documents for UK (x3), Ireland, France, Netherlands, Poland – and Canada
KA3 ICT
Country reports – conclusions
• Many countries seem to be doing little OER– But a lot under the radar (eg Open Access, teacher
repositories, schools ICT initiatives)– And some formerly inactive countries rushing ahead
• Even fewer have policies about or even directly relevant to OER
24
Themes for policy recommendations• Communication and awareness raising• Funding• Copyright / licensing • Reducing regulatory barriers• Quality • Teacher training and continuous professional development• Certification and accreditation• Infrastructure • Further research
25
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• Recent developments
– UK-based FutureLearn– Launch of Massey on Open2Study
• List of MOOCs– http://www.mooc-list.com/
• EFQUEL series of blogs– http://mooc.efquel.org/
• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC
• MOOC research reports– http://www.moocresearch.com/reports
• MOOCs for development– http://www.moocs4d.org/media.html
• Critiques the hype• History of MOOCs• More an interactive
textbook than a course• Issue re feedback and
assessment• Support models• Issue of support large-
scale learning• Degrees of openness
http://www.parlorpress.com/invasion_of_the_moocs
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
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
Beyond cMOOCs or xMOOCs
cMOOCs• Weekly centred• Participant reflective spaces• Social and networked
participation• Hashtag: #etmooc• Use of a range of social
media
xMOOCs• Linear learning pathway• Mainly text and video• Formative feedback through
MCQs• Individually focused
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
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes Uhttp://tinyurl.com/chineselang
Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate.
Coursera Songwritinghttps://www.coursera.org/course/songwriting
Constructivist Adding meaning to, and building on what I already know
Open University Course Design MOOC ‘OLDS’http://www.olds.ac.uk
SituativeLearning that occurs in the same context in which it will be used.
Coursera Introduction to Clinical Neurologyhttps://www.coursera.org/course/clinicalneurology
ConnectivistAbout who or what learning resources we have access to. People as resources.
George Siemens original Connectivist MOOC http://cck11.mooc.ca/
MOOCs by pedagogical approachDimension Associative
ChineseCognitive Songwriting
Constructivist OLDS
Situative Neuro
Connectivist Siemens
Context
Open 1 1 3 1 3
Massive 1 2 1 2 2
Diversity 1 2 2 2 3
Learning
Use of multimedia 3 2 2 2 2
Degree of communication 1 1 2 2 3
Degree of collaboration 1 1 2 2 2
Amt of reflection 1 1 2 1 3
Learning pathway 1 1 2 2 2
Quality assurance 2 2 2 2 1
Certification 1 2 2 2 1
Formal learning 1 1 2 1 1
Autonomy 3 3 3 2 3
MOOCs by pedagogical approachDimension Associative
ChineseCognitive Songwriting
Constructivist OLDS
Situative Neuro
Connectivist Siemens
Context
Open 1 1 3 1 3
Massive 1 2 1 2 2
Diversity 1 2 2 2 3
Learning
Use of multimedia 3 2 2 2 2
Degree of communication 1 1 2 2 3
Degree of collaboration 1 1 2 2 2
Amt of reflection 1 1 2 1 3
Learning pathway 1 1 2 2 2
Quality assurance 2 2 2 2 1
Certification 1 2 2 2 1
Formal learning 1 1 2 1 1
Autonomy 3 3 3 2 3
UoL MOOCs
• Courses– England in the time of King
Richard III– Forensic Science and
Criminal Justice
• Key features– 6 weeks, 3 hours a week– Bite-size chunks of learning– Text, audio, videos, forums
and activities– Certificate of participation
Methodology
• Focus: – Interviews
• developers, tutors, learners, UoL lead
– Survey (participants)– Analysis of courses– Learning analytics– Number registered– Drop out rates
Aims
• Rationale for joining• Patterns of interactions• Perceptions• Development time• Time on different
components• Reasons for participating• Reasons for drop out• Recommendations
Activities
Survey findings
• Cost £28, 500 – 130 days of staff time
• 52% had prior MOOC experience
• Richard III (10, 066)• Most visited a few times a
week• Average No. posts 8• 87% no contact with tutors• 47% still active in final week
Survey findings• 97% structure clear• 91.5% Engaging• About right
– 67% level– 85% time– 69% length
• Participating– Learn new things (85%)– Try a MOOC (53%)– Online learning (46%)
• 91% a positive experience • Interesting, enjoyable,
informative
Interview themes• Marketing • Use of video and chunks• Learner analytics• Need for Learning Technologists• Unknown audience• Platform
– Good for learners– Not good for developers
• Expectation management• Not much discussion• Good profile• Learner discussions and content generation• Public good• Pedagogical innovation • Expert learners
Meta research themes
• Size, scale, free• HE marketplace• Transformation• Business models• Pedagogy
http://www.moocresearch.com/reports Neil Selwyn, Scott Bulfin
• Content• Students and teachers• Assessment• Technology• Learning
http://wp.europeanmoocs.eu/
Related projects
http://wikieducator.org/Emundus
http://vmpass.eu/
Formal
Informal
Individual Social
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APELePortforliosOERuBadges
Formal/informal landscape
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
Learning Design
• To provide guidance and support to enable practitioners make design decisions that are pedagogically informed and make appropriate use of technologies
• Can also by learners to create their own Personalised Learning Environment
http://larnacadeclaration.org
The 7Cs of Learning DesignConceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Technology-Enhanced Learning Spaces
Aesthetics – pleasure (recognition of symmetry, harmony, simplicity and fitness for purpose)Affordances – the characteristics of the environmentBlending – a mix of f-t-f and technologiesComfort - a space that creates a physical and mental sense of easeEquity – considering the needs of cultural and physical differences Flow – the state of mind of the leaner when totally engaged with the learning processRepurposing – the potential for multiple use of the space
http://www.skgproject.com/
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
METIS ILDE
• Integrated Learning Design Environment
• Create designs:– Conceptualise– Author– Implement
• Share and adapt designs
http://ilde.upf.edu/pg/lds/
Facilitating learning
• Guidance and support• Content and activities• Communication and
collaboration• Reflection and
demonstration
Problem Based
Active
Cooperative Collaborative
Reflective
Peer assisted
Learner centred
Learning can be achieved by:
Interaction Communication & Collaboration
Through
OER & MOOCs Social Media
Facilitated by:
Learning Design
Leading to:
New support and accreditation models
Putting it all together…
Disruptive education• Disruptive technologies are
challenging traditional institutions
• New business models emerging• New approaches needed for
designing and delivering MOOCs• Blurring of boundaries:
– formal/informal, real/virtual, teacher/learner, cross cultural
• Need for new pedagogies• Disaggregation of education
– High quality resources– Learning pathways– Support– Accreditation
http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole
grainne.conole@le.ac.ukhttp://e4innovation.com
@gconole
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