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

A day made of glass

Via Alice Godwin-Davey

The future of ICT in education

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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