designing for learning in an open world · designing for learning in an open world . gráinne...

Designing for learning in an open world

Gráinne Conole Learning and Teaching Day

University of Suffolk 14th December 2016

National Teaching

Fellow 2012 Ascilite fellow 2012 EDEN fellow 2013

Outline

• The broader context – Education 2020 – Innovating pedagogy – E-pedagogies

• Focus – Disruptive innovation – Open practices – New digital literacies – Digital identity – New approaches to design

• The argument for slowing down

What are the key technologies that have transformed education?

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5 transformative technologies

• The web/WiFi • Learning Management

Systems (LMSs) • Mobile devices • OER/MOOCs • Social media

Transformative characteristics

• Access to rich interactive resources

• Many ways to communicate and collaborate

• Instant access to knowledge • Enable open practices • Portable across devices and

locations

Challenges • Web/Wifi

– Lack of connectivity – Online 24/7

• LMS – Institutionally focused – Not transferable post

course • Mobile devices

– Battery life – Fragile – Web pages not rendered

properly

Challenges

• OER/MOOCs – Finding relevant resources – Evaluating quality and

relevance – Lack of support – High drop out rates – No formal recognition

• Social media – Confusing – Balance between white

noise/relevance

Peering into the future….

• Artificial intelligence • Cloud computing • Augmented and virtual

reality • Learning Analytics and

adaptive learning • Affective computing

https://storify.com/ProfKarim/new-culture-of-learning

Education 2020

Innovating pedagogy • Learning through social media • Productive failure • Teachback • Design thinking • Learning from the crowd • Learning through video games • Formative analytics • Learning for the future • Translanguaging • Blockchain for learning

http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf

Mobile

Across devices

Dynamic

Personalised

Connected

Free

Interactive

Intuitive

Global

Open

Robust Ubiquitous

Unreliable

Battery life

Cost

Training

Time consuming

Privacy

Quantity

Accessibility

Quality

Insecure

Intrusive Trivial Connectivity

Transitory

http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html

Focus

• Disruptive innovation • Open practices • New digital literacies • New approaches to design

1. Disruptive innovation

• Challenging the established – Practices – Business models – Pedagogies

• Resulting in new practices

Christensen

Disruptive innovation Replacing

Wikipedia Encyclopedias

Google Drive Office software

Word processing Typewriters

Mobile phones Land lines

OER/MOOCs Course resources and courses

2. Open Practices

• Digital technologies enable more open practices

• Increase of free resources and expertise - via Webinars, blogs, open repositories and journals, and social media

• Increasing importance of OER and MOOCs

OER and MOOCs • Hundreds of high quality OER

repositories • Education as a fundamental

human right • MOOCs are challenging formal

education • New business models emerging • New ways to accredit informal

and non-formal learning • Useful links

– OER research hub – IPTS report on open education – EFQUEL MOOC blogs – MOOC-IT

The OPAL metromap

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

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

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

Context

Open 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

Recognising non-formal learning

• Analysed practices for assessment and recognition of non-formal learning

• Barriers: – Online seen as lower value – Lack of guidance on

recognition options – Cost of recognition – Need to unbundle learning

provision

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf

3. Digital literacies

• Digital literacies are those capabilities needed for an individual to live, learn and work in a digital society

• From access and awareness to higher level capabilities and identities

Beetham and Sharpe

https://www.jisc.ac.uk/guides/developing-digital-literacies

Digital literacies

JISC

Digital literacies • Jenkins

– Play – Performance – Simulation – Appropriation – Multitasking – Distributed cognition – Collective intelligence – Judgment – Transmedia navigation – Networking – Negotiation – Visualisation

Critical thinking and creativity

• Ability to transcend traditional ideas, rules etc. to create meaningful new ideas: – Beyond knowledge recall – Thinking laterally – Using problem solving – Fostering collaboration – Utilising visualisation and

metaphors

Learning in a Digital Age (LiDA) MOOC • Drawing on existing courses from:

– Thomas Edison State University – University of Southern Queensland

• Aimed at first year undergraduates • Develop digital literacy skills for learning

Development process

• Kanban for brainstorming • Zoom for meetings • Wikieducator for content development • A forum and char for communication • Wordpress for publication

LiDA microcourses

• Principles – Help learners develop their digital

literacies – Open practices – Use of social media – Participant interaction encouraged

• 4 microcourses/40 learning hours each – Digital skills for online learning – Digital citizenship – Open education – Media literacy and digital practices

http://course.oeru.org/lida101/

4. New approaches to design

Promise • Technologies enable rich

interaction, communication and collaboration

• Plethora of free tools, resources and courses

Reality • Not fully exploited • Bad pedagogies • Teachers are daunted by

digital technologies • Teachers don’t have the

time or the skills

Learning Design

• A pedagogically informed approach to design that makes appropriate use of technologies

• Builds on concepts of: • affordances • mediating artefacts

Guidance Visualisation

Sharing

The 7Cs of Learning Design Conceptualise

Vision

Communicate Create Consider Collaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://e4innovation.com/?p=831

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

demonstration • Communication and

collaboration

The broader context

http://larnacadeclaration.org

Technologies – pros and cons

Impact • Access to limitless free tools,

resources, courses and expertise

• Instantaneous interaction and communication

• A global, distributed community of peers

• Multiple ways to learn • New forms of recognition of

learning • Enabling more open practices

Challenges • Balance of ‘noise’/relevance • Finding quality resources • Fragmented identities • New digital literacies • Professional development • Assessment practices

The argument for slowing down

Slow food movement • Reaction against the increase in

fast food • Defending regional traditions,

good food, gastronomic pleasure and a slow pace of life

• Reinvigorate people’s interest in the food they eat, where it comes from and how our food choices affect the world around us

Slow learning movement • Promoting deep learning in the

context of a broad curriculum that recognises the talents of all students

• Quality of the educational engagement between teacher and learner is more important than judging student ability by standardised tests

• Importance of quality, creative teaching which enables students to think independently and cope with the challenges of life today Slow learning

Future challenges • Disaggregation of education:

– Content – Support – Learning pathways – Accreditation

• New – Digital literacies – Business models – Pedagogies

• Blurring of boundaries – Teacher/Learner – Formal/Informal – Real/Virtual http://www.flickr.com/photos/mrsdkrebs/6400358699/

Email: g.conole@gmail.com Website: http://e4innovation.co.uk

Twitter: @gconole