1. Learning in an open world Gráinne Conole, University of Leicester OSTRICH online seminar 26th October 2011

2. Open practices What are the implications of adopting more open approaches?

3. User generated content Peer critiquing Networked Collective aggregation Personalised Open The machine is Us/ing us

4. 4 Social and participatory media Media sharing Collaborative editing Social networking Virtual worlds and games Syndication Messaging Social bookmarking Recommender systems Mash ups Blogging How are social and participatory media being used to enable open practices?

5. A Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Pedagogies of e-learning E-training Drill & practice Inquiry learning Resource-based Experiential, problem- based, role play Reflective & dialogic learning, Personalised learning

6. Open Design Open Research X-Delia Open Evaluation Open Delivery

7. Open resources

8. Vision and approach Open Educational Practices (OEP) 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

9. Initial Dimensions Strategies and policies Quality Assurance models Partnership models Tools and tool practices Innovations: Skills development and support Business models/sustainability strategies Barriers and success factors

10. Open courses

11. The reality gap Paradoxes 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….” Approaches Open Design: Learning Design, Open Delivery: OER, free courses Open Research: iSpot, Olnet Open Evaluation: Cloudworks, X-Delia Virtual worlds & online games Social networking World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/

12. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses

13. Representation The Open University, UK KE312 Working together with children The Open University, UK KE312 Working together with children What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of How are courses typically represented? How explicit is the inherent design?

14. Course views Course map Learning outcomes Pedagogy profile Task swimlane Course dimensions

15. Open dialogue 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’

16. Quick language guide Cloud: 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 RSS feeds: For Cloudscapes, Clouds & people Follow: Cloudscapes, Clouds or people Attend: Conferences & workshops

17. Open research

19. 19 Discovery Integration Application Teaching Weller: http://nogoodreason.typepad.co.uk/http://nogoodreason.typepad.co.uk Open Digital Networked Open scholarship

20. Cloudworks Cloudworks audio presentation

21. Participation Sustained over time Commitment from core group Emerging roles & hierarchy Identity Group self-awareness Shared language & vocab Sense of community Cohesion Support & tolerance Turn taking & response Humour and playfulness Creative capability Igniting sense of purpose Multiple points of view expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010 Community indicators

22. Final thoughts Open, participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Learners and teachers need to develop new digital literacy skills to harness their potential We need to rethink how we design, support and assess learning Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication

23. 23 Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk