Download presentation
Presentation is loading. Please wait.
1
Learning in an open world
Gráinne Conole, The Open University, UK Edmedia Conference Toronto, 1st July 2010
2
My background: The Open University, UK Arts and Science
PhD Chemistry/Lecturer Professor of e-learning Learners’ and teachers’ experiences of using technologies Learning in an open world (Open design/delivery/research & evaluation Learning theories E-learning strategy and policy The Open University, UK Over 220, 000 students Distance education institution
3
Redefining openness… Design Courses design & shared openly Delivery
Use of free tools & resources What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching? Open practices Peer critiquing Sharing Repurposing Collective intelligence Networking Inquiry-based Research Sharing of research data Evaluation Critical reflection Also see Alex Couros, Edmedia, 2010
4
A typology of new technologies
Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReader (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
5
Mapping to pedagogy Personalised learning
Personal, aggregation, RSS feeds and mash ups Situated, experiential, problem-based learning, role play Location aware devices, Virtual worlds, online games Inquiry or resource-based learning Google, media sharing repositories, user-generated content Reflective and dialogic learning Blogs and e-portfolios, wikis, social networks
6
Personalised learning
Connectivism and Connective knowledge Critical literacies online Personalised learning
7
Role play - virtual operating rooms
8
Inquiry-based learning
9
Reflective and dialogic learning
Blogs E-Portfolios
10
A redefining of what ICT means
Virtual worlds, online games & immersive environments Communication+ Forums Instant messaging Audio & video conferencing Social networking Google wave Wikis Blogs Twitter Media sharing Mash ups Web pages Interactivity
11
Co-evolution of tools and practice
Affordances of technologies Reflection Dialogue Aggregation Interactivity Characteristics of users Preferences Skills Interests Context Affordances (Gibson) ‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Evolving practices Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)
12
A Tweet is simply 140 characters…
Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?
13
I haven’t got enough time in my first life!
Examples of use Archeological dig Cyber-law Virtual exhibitions Language schools Medical wards Gifted kids workshops De-schooling spaces Virtual conferences Issues Technical barriers Cultural Time Aimless/empty Replicating real-life Identity Misuse Commercial use
14
The reality gap Paradoxes Reasons “Open” approaches
Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Virtual worlds & online games Social networking “Open” approaches Design: Learning Design Delivery: OER, free courses Research: iSpot, Olnet Evaluation: Cloudworks, X-Delia World of warcraft
15
Exploring/applying “openness”
Design Courses design & shared openly Delivery Use of free tools & resources Open Research Sharing of research data Evaluation Critical reflection
16
Open Delivery Open Design Open Research X-Delia Open Evaluation
17
Open design: Design in education
Teacher interviews Five aspects: design process, ideas, support, sharing, evaluation Findings Difficult to represent designs Not systematic Predominately content focused Wish list Examples of good practice Others to talk to
18
Other design practices
Music Music notation relatively recent Captures key factors to enable reproduction Works across multiple instruments Chemistry ‘Atoms’ = alphabet, ‘Molecules’ = words Range of representations – 2D & 3D Drawing and modeling tools
19
Open Design: Learning design
Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
20
The learning design concept wheel
Cloudworks ’Design Challenge’ Tools Resources Activities Learning Design taxonomy Mediating artefacts Affordances Foundations Representation Collaboration DialogPlus toolkit Phoebe planner Pedagogic planner Excel template CompendiumLD Course views
21
Tailored guided pathways of different levels of intensity and length
Translates into… Tailored guided pathways of different levels of intensity and length Awareness sessions ‘LD-lite’ workshops Design challenges Master’s level OER Free format
22
Representation The Open University, UK What’s the problem? KE312
Working together with children How are courses typically represented? How explicit is the inherent design? What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of
23
Course views: conceptual and data-driven
Learning Outcomes Pedagogy Profile Course Map Course Dimensions Task Swimlane Course Performance Cost effectiveness
24
KE312 - Course map Guidance & Support Content & Activities
Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Tutor support: 1:20, 21 hours Content & Activities 3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books Own experience and practice PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities Communication & Collaboration F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Reflection & Demonstration Journal space in the Mystuff e-portfolio, 6 assignments online (50% of overall score) Course summary KE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 guides Whole weeks devoted to assignments Consolidation week (week 22) Key words Practice-related, aligned to latest professional framework for multi-agency working, rich cases Read-Relate to practice – Reflect - Write
25
Pedagogy profile Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Activity Taxonomy - Conole, 2008
27
Course dimensions Guidance & Support Content & Activities Reflection &
demonstration Communication & Collaboration
28
Learning outcomes Mapping learning outcomes to: Activities Assessment
Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
29
Task swimlane Focus on the tasks learners do Base on:
Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
30
Visualisation tools Mind mapping tools Pen, paper and stickers
Excel templates
32
Tutor costs
33
Working between the views
Learning outcomes Pedagogy profile Course map Course dimensions Task swimlane
34
Modeling with data-derived views
What happens to course performance, if… Include more collaboration Decrease the amount of tutor support Increase use of Web 2.0 tools? What are the cost implications of… Including more online assessment More student-generated content Introducing use of SecondLife? 5 conceptual views Course Business Models project Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
35
Workshop, 28th May 2010 Benefits Need Facilitates new conversations
Important to have good and bad examples Shared language between teachers, learners, support staff, developers, etc. Need to build into institutional systems and processes Use: for brainstorming, new ideas, planning, comparing courses, reviewing and reflecting Shift thinking from content- focus to activity Buy-in from all stakeholders Clear communication and demonstration of benefit Don’t underestimate the difficulty of changing practices Next steps Build repository of views across faculties Faculty roadshows to raise awareness Co-negotiation with Association Deans Evaluation and impact Cloudworks as a pedagogical wrapper
36
Cloudworks A space for sharing and discussing learning and teaching ideas and designs Application of the best of web 2.0 practice to a teaching context To bridge the gap between technologies and use Teachers say they want examples/want to share/discuss Helps develop skills needed for engaging with new technologies’
37
Quick language guide Cloud: Cloudscape: Activity stream: Favourites:
Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: Cloudscapes, Clouds or people RSS feeds: For Cloudscapes, Clouds & people Attend: Conferences & workshops
38
Title Author Core Tags Location Discussions Improvements
39
Embedded content
40
Embedded videos
41
Open Educational Practices
42
Vision and approach Open Educational Practices (OEP) Approach
Practices around the creation, use and management of Open Educational Resources Approach 60+ case studies of OER collected Dimensions of OEP derived Online consultation process
43
Open Educational Practice Dimensions
Strategies and policies Quality Assurance models Partnership models Business models/sustainability strategies Barriers and success factors Tools and tool practices Skills development and support Innovations Strategies and policies Quality Assurance models Partnership models Business models/sustainability strategies Barriers and success factors Tools and tool practices Skills development and support Innovations Strategies and polices Barriers and success factors Tools and tool practices Skills development and support
44
Maturity model 1AX 1BX 1AY 1BY 2AX 2BX 3CX 3DX 2AY 2BY 3AX 3BX 2CX 2DX
Macro-level: Societal Meso-level: Organisation Micro-level: Individual Levels OER embedded in strategy Institutional OER repository Level of maturity Barriers & success factors Strategies & policies Tools & tool practices Skills Dev & Support Dimensions Adapted from diagram by T. Koskinen
45
Weighing it all up Pros Cons Design is a complex process!
Makes design explicit Foregrounds specific aspects of the design Acts as a scaffold/guide to the design process Views act as a shared dialogic mediating artefact Comparative analysis Check points and reflection The power of sharing and discussing Design is a complex process! Understanding the views Recognising their limitations The dangers of a formulaic approach Time to master/appropriate The difficulty of shifting entrenched practice Still to be empirically validated
46
Acknowledgements Mash ups Molecule Periodic table Music sheet One world World of warcraft Questionmark Yin-Yang image Imperial collage second life island Personal Inquiry project E-Portfolios
Similar presentations
