conole lund final
TRANSCRIPT
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Navigating digital landscapes to foster creativity and innovation
Gráinne Conole, University of Leicester15th August 2013
Creating Knowledge ConferenceLund, Sweden
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
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About me…
• Irish but living in England• PhD in Chemistry• Two girls (14 and 18)• Professor of Learning
Innovation at the University of Leicester
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Institute of Learning Innovation
• Mission– To research and apply
learning innovations to inform policy and shape practice
• Vision– To enable creativity, quality
and innovation in learning and teaching to enhance the learner experience
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Areas of activity
• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice
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Brochure: http://tinyurl.com/pewrek4
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Outline
• Why e-learning?• E-learning timeline and digital
landscapes• Emergent technologies• A pedagogical meta-model• Pedagogical approaches• Learning design and digital
literacies• Future challenges
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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
• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society
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E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Inte
rnet
and
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
http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
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Digital landscapes
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed
Networked
Complex Dynamic
Conole and Alevizou, 2010
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Technological trends
• MOOCs • Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies
http://www.nmc.org/horizon-project
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The MATEL study
• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
http://www.menon.org/matel/
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Co-evolution of tools and practice
Evolving practices
Characteristics of tools
Reflection
Dialogue
Aggregation
Interactivity
Characteristics of people
Preferences
Skills
Interests
Context
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Individual Social
Information
Experience
A pedagogical meta-model
Conole, et al., 2004Conole, 2010
Non Reflective
Reflective
Mapping different types of learning to three dimensions of learning
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Individual Social
Information
Experience
A pedagogical meta-model
Jarvis, 2004
Non Reflective
Reflective
Pre-conscious learning
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Individual Social
Information
Experience
A pedagogical meta-model
Dewey, 1916
Non Reflective
Reflective
Reflective learning
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Individual Social
Information
Experience
A pedagogical meta-model
Laurillard, 2002
Non Reflective
Reflective
Dialogic learning
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Pedagogical approaches
Drill & practicelearning
Mobilelearning
Situated learning
Immersive learning
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Drill and practice learning
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Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning
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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
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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
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Natalie Auer, PhD student
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Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
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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
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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
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Immersive learning
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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
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Digital literacy skills
http://edudemic.com/2013/04/important-21st-century-skills/
Creativity
Multi-tasking
Performance
Simulation
Appropriation
Play
Distributed cognition
Judgment
Collective Intelligence
Transmedia Navigation
Networking
Negotiation
Jenkins et al., 2006Lisa Marie Blaschke on fb
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Academic literacies
Newliteracies
Medialiteracies
Digitalliteracies
Information literacies
Jane Secker(2011)Future work skills report
http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/future_work_skills_2020.pdf
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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
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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
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Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
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Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional
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Pedagogical approaches
Inquiry based Problem based Case based
Dialogic
Situative
Vicarious Didactic Authentic
Constructivist
Collaborative
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Guidance & Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step
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Content & Activities
Brainstorming Concept mapping Annotation
Assimilative
Jigsaw
Aggregating resources
Learner generatedcontent
Information handling
Pyramid
Modeling
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Reflection & Demonstration
Diagnostic E-Assessment E-Portfolio
Formative
Summative
Peer feedback Vicarious Presentation
Reflective
Feed forward
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Communication & Collaboration
Structured debate Flash debate Group project
Group aggregation
Grouppresentation
Pair debate For/Against debate Question & Answer
Group project
Peer critique
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6 frames of informed design
• Content• Competency• Learning to learn• Personal relevance• Social impact• Relational
Christine Bruce, http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/sixframes_final%20_1_.pdf
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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
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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
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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
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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
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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
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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.
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Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
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Start End
Learning OutcomesLO1LO2LO3LO4
Assessment LO1LO2 LO3 LO4
Week 1Topic 1
Week 2Topic 2
Week 3Topic 3
Week 4Topic 4
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Storyboard for a design workshop
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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
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http://www.larnacadeclaration.org/
• Definition of Learning Design• Teachers need guidance to make informed
design decisions that are pedagogically effective and make appropriate use of technologies
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The METISIntegrated Learning Design Environment
• Conceptualize• Author• Implement
http://ilde.upf.edu/
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Future challenges
• Disaggregation of Education
• Digital skills and jobs gap
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/
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Resources Learning pathways
Support Accreditation
Disaggregation of education
http://openclipart.org/
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Resources
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU Podcasts - iTunes U
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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
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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
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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
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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/
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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
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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
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Learning pathways
• Guided pathways through materials
• Can promote different pedagogical approaches– Associative– Constructivist– Situative– Connectivist
Collaborative Pedagogical Patterns
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Support
• Computer assisted• Peer support• Tutor support• Community support• Mentoring
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Accreditation
www.p2pu.org/en/Peer to Peer University
wikieducator.org/OER_university/OER University
http://openbadges.org/Mozilla badges
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Digital skills and jobs gap
http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
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Future of work
• 24/7 culture• Working across multiple
spaces• Aging workforce• Millennials and Gen Y• Mobile working• Innovation, collaboration
and new organisational structures
http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it
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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
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http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance
[email protected]://e4innovation.com
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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
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