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Trajectories of e-learning
Gráinne ConoleUniversity of Leicester
25th November 2013
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
About me…
• Irish but living in England• PhD in Chemistry• Two girls (15 and 18)• Professor of Learning
Innovation at the University of Leicester
Institute of Learning Innovation
• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice
http://www.le.ac.uk/ili
Areas of research• Openness (OER, MOOCs, digital scholarship)
– POERUP, OER in Rwanda • Learning Design
– SPEED and METIS • Mobile learning
– eBooks and PLACES, iPads for reading strategies, podcasts • Virtual worlds
– SWIFT • Social media
– use for research • Learner experience/teacher practice
– use with teachers • Digital literacies and creativity
– PELECON • Technology-Enhanced Pedagogies
– Overview and SCENE
Outline
• Disruptive technologies or pedagogies?
• Why e-learning?• E-learning timeline and back
to the future• Emergent technologies• Pedagogical approaches• Learning Design
Disruptive technologies or pedagogies?
Changing educational paradigms – Ken Robinson
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
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
A glimpse of the future…
• MOOCs• Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies
http://tinyurl.com/horizon2013
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/
Pedagogical approaches
Drill & practiselearning
Inquiry learning
Situated learning
Immersive learning
Drill and practise learning
Inquiry-based learning
• Promoting inquiry-based approaches for Science –nQuire tools
• Developing public understanding of Science - iSpot
Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
Mark Childs
Swift project
Paul Rudman and Suzanne Lavelle
Immersive learning
E-Assessment• Types: Diagnostic, Formative,
Summative• Examples
– Computer-marked tests to assess knowledge level
– Tutor feedback via email, comments on blogs, annotation of essays
– Audio feedback– E-portfolios to evidence learning
achieved– Peer feedback– Group presentations and marking http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx
http://www.e-assessment.com/
A
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
From E- to ‘M-pedagogy’ Mayes & De Freitas, 2004Conole 2010
E-trainingDrill & practice
Inquiry learningCollective intelligenceResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
Flashlets App Springpad App
Solve Outbreak App
Social media & MOOCs
AssociativeFocus on individualLearning through association and reinforcement
Flashlets app
Springpad curation
Outbreak App
OLDS MOOC
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
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
Engage with
students
ReflectionProfessional Development
Design and Plan
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Challenge
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
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
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional
Pedagogical approaches
Inquiry based Problem based Case based
Dialogic
Situative
Vicarious Didactic Authentic
Constructivist
Collaborative
Guidance & Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step
Content & Activities
Brainstorming Concept mapping Annotation
Assimilative
Jigsaw
Aggregating resources
Learner generatedcontent
Information handling
Pyramid
Modeling
Reflection & Demonstration
Diagnostic E-Assessment E-Portfolio
Formative
Summative
Peer feedback Vicarious Presentation
Reflective
Feed forward
Communication & Collaboration
Structured debate Flash debate Group project
Group aggregation
Grouppresentation
Pair debate For/Against debate Question & Answer
Group project
Peer critique
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
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
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
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
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
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.
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
Storyboard for a design workshop
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
METIS Integrated Learning Design Environment
• Conceptualize• Author• Implement
http://ilde.upf.edu/
A pedagogical meta-model
Two uses:1. To map different learning theories
2. Map use of a technology in a particular context
Conole, et al., 2004
Individual Social
Information
Experience
A pedagogical meta-model
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Pre-conscious learningJarvis, 1972
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Reflective learningDewey, 1916
Non Reflective
Reflective
Individual Social
Information
Experience
A pedagogical meta-model
Dialogic learningLaurillard, 2002
Non Reflective
Reflective
Mapping e-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube
Social
Individual
Informal Formal
Information
Experience
Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
Social
Individual
Informal Formal
Information
Experience
Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
Mapping m-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Tech/app/platform• ‘Solve Outbreak’• iTunesUCourse, Futurelearn• E-Books, iTunesU, TEDTalks• Springpad, Tumblr• Facebook group or page • Google doc• Google forms quiz in context• Scoop.it, Group blog, • Twitter (FB, Google+)• Youtube, SoundCloud,
Instagram, Vine
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
http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili
[email protected]://e4innovation.com
@gconole
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
effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-
literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop