Conole mooc

Transformation through new e-pedagogies – the future of learning

Gráinne Conole, University of LeicesterMOOC 2012

6th – 9th 2012

Outline• The evolving landscape of e-learning• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience• New pedagogies and implications• Open practices• Teacher practice and paradoxes• Strategies for change

– Intervention framework: linking research to policy and practice

– The LMS as a Trojan horse– New approaches to design

Research questions• What:

– Is the learner experience and teacher practice?– Are the emergent technologies and their affordances?– Resources, OER and Pedagogical Patterns are there and

how are they been used?– E-Pedagogies are there and how do they facilitate

different forms of learning?– New learning design approaches can be used to promote

and support e-learning?– Strategies are in place to promote and support e-learning?– Theories and methodologies are been used?

Emergent technologies and affordances

Resources, OER and Pedagogical Patterns

Evolving e-learning landscape

E-pe

dago

gies

, str

ateg

ies

and

lear

ning

des

ign

Interventions

Theo

ry a

nd m

etho

dolo

gy

Evaluations

Technological trends• Mobiles and e-books• Gesture and augmented

learning• Learning analytics• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom

http://learn231.wordpress.com/2011/10/25/trend-report-1/

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Media sharing

Collaborative editing

Social networking

Virtual worlds and games

Syndication

Messaging

Social bookmarking

Recommender systems

Mash ups

Blogging

Conole and Alevizou, 2010

Social & participatory media

http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/

User generated content

Peer critiquing

Networked

Collective aggregation

Personalised

Open

Social media revolutionThe machine is us/ing us

Gutenberg to Zuckerberg

• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)

http://www.flickr.com/photos/wallyg/2617472088/

http://memex.naughtons.org/

Disruptive technologies

• The web has transformed practice

• No central ownership• Ecology of abundance• Examples

– Napster– Malware

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• Technology immersed• Learning approaches: task-

orientated, experiential, just in time, cumulative, social

• Personalised digital learning environment

• Mix of institutional systems and cloud-based tools and services

• Use of course materials with free resources

Sharpe, Beetham and De Freitas, 2010

Learner experience

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EDUCAUSE study• Students drawn to

new technologies but rely on more traditional ones

• Consider technologies offer major educational benefits

• Mixed views of VLEs

Reflection Dialogue

Collaboration Application

The essence of learning

Social

Individual

Informal Formal

Information

Experience

A pedagogy framework

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

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Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

My community

Inquiry-based learning

Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

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Pandora’s box

Open resources Open courses

Open scholarship Open research

Open practices

Open resources

Open courses: MOOC

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

• Exploiting the digital network• New forms of dissemination

and communication• Promoting reflective practice• Embracing the affordances of

new technologies

Open scholarship

Weller: http://nogoodreason.typepad.co.uk/

Open research

Citation indicators

Open accreditation

www.p2pu.org/en/

Peer to Peer Universitywikieducator.org/OER_university/

OER University

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•Technologies not extensively used (Molenda)

•Lack of uptake of OER (McAndrew et al.)

•Little use beyond early adopters (Rogers)

•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)

Pandora’s box

Teacher practices: paradoxes

Policy

Blackboard rollout

OER/iTunes

Learning spaces

Cloud computingLearner practice

Use of technologies Diversity/culture

Teacher practice

Design practice

Use of technologies

Research

OERLearning design

Web 2.0

Virtual worlds

Learner experience

Horizon scanning

Intervention framework: linking research to policy and practice

The LMS as a Trojan horse

• LMS as a safe nursery slope• Shift from content to

activities• Promote reflection and

collaboration• Mobile LMS• Integration with cloud

computing

Blackboard audit• Data

– Online survey (260 returns)– Departmental visits

• Key findings– Used as content repository and

administration– Pockets of innovation– More support needed on effective

design strategies– Tension between teaching and

research– Usability issue

Blackboard+ at Leicester

BB plus Google+Maths video-lets

Prof-casts

History conundrum Voicethread

Learning DesignShift from belief-based,

implicit approaches to design-based, explicit approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to creation and support of

courses

ConsolidateEvaluate and embed your design

ConceptualiseWhat do we want to design, who for

and why?

http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

Carpe Diem:7Cs of learning Design

Course views

Course map

Learning outcomes

Pedagogy profile

Task swimlane

Course dimensions

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Collaboration

MSc in Learning Innovation

Technology-Enhanced Learning

Learning Design

Research Design and Methods

Case Studies of Innovation

Dissertation

Continuing emerging technologies and pedagogies

New business models

Co-evolution of tools & users

Maturing theory & methodology

More sophisticated mechanisms re: uptake

The future of e-learning

New metaphors

EcologiesSpaces

Memes Rhizomeshttp://e4innovation.com/?p=489

Final thoughts• 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

Events

28 – 30th March 2012

Open Education Week Webinars

6 – 9th March 2012

Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox

[email protected]