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Learning innovations through social and participatory media
Gráinne Conole, University of LeicesterE-learning for a changing world conference
3rd November 2011, Vilniushttp://www2.le.ac.uk/departments/beyond-distance-research-
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New$technologies$
E/Pedagogies$
Learner$experience$
Teacher$prac8ce$
New$approaches$
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Today’s educational context• Rapidly changing
technological environment
• New digital literacy skills needed for learners and teachers
• New open practices are emerging
• New forms of online community and interactivity
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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?
Conole and Alevizou, 2010
Social & participatory media
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The machine is Us/ing usThursday, 3 November 11
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Peer critiquing
The machine is Us/ing usThursday, 3 November 11
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User generated content
Peer critiquing
The machine is Us/ing usThursday, 3 November 11
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User generated content
Peer critiquing
Networked
The machine is Us/ing usThursday, 3 November 11
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User generated content
Peer critiquing
Networked
Open
The machine is Us/ing usThursday, 3 November 11
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User generated content
Peer critiquing
Networked
Collective aggregation
Open
The machine is Us/ing usThursday, 3 November 11
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User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
The machine is Us/ing usThursday, 3 November 11
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6E-Pedagogies
A
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-trainingDrill & practiceMobile learning
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-trainingDrill & practiceMobile learning
Inquiry learningResource-based
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-trainingDrill & practiceMobile learning
Inquiry learningResource-based
Experiential, Problem-based, Role play
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6E-Pedagogies
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-trainingDrill & practiceMobile learning
Inquiry learningResource-based
Experiential, Problem-based, Role play
Reflective & dialogic learning, Personalised learning
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7Mobile learning
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7Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms
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7Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting
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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
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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
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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
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9Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
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Jenkins et al., 2006
Participatory culture shifts the focus of literacy from one
of individual expression to community involvement. The
new literacies almost all involve social skills developed through
collaboration and networking
New digital literacies
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Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia navigation
Networking
Negotiation
Jenkins et al., 2006
Participatory culture shifts the focus of literacy from one
of individual expression to community involvement. The
new literacies almost all involve social skills developed through
collaboration and networking
New digital literacies
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Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia navigation
Networking
Negotiation
Jenkins et al., 2006
Participatory culture shifts the focus of literacy from one
of individual expression to community involvement. The
new literacies almost all involve social skills developed through
collaboration and networking
Creativity
New digital literacies
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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
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Sharpe, Beetham and De Freitas, 2010
Learner experience
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• Technologies not extensively used (Molenda)
• Lack of uptake of OER (McAndrew et al.)
• Little use beyond early adopted (Rogers)
• Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
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Pandora’s box
Teacher practices: paradoxes
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• Technologies not extensively used (Molenda)
• Lack of uptake of OER (McAndrew et al.)
• Little use beyond early adopted (Rogers)
• Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
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Pandora’s box
What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation?
Teacher practices: paradoxes
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Pandora’s box
Pandora’s box
Open practices
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Pandora’s box
Pandora’s box
Open design
Open practices
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Pandora’s box
Pandora’s box
Open design Open delivery
Open practices
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Pandora’s box
Pandora’s box
Open design Open delivery
Open dialogue
Open practices
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Pandora’s box
Pandora’s box
Open design Open delivery
Open dialogue Open research
Open practices
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Open designShift from belief-based, implicit
approaches to design-based, explicit approaches
Encourages reflective, scholarly practicesPromotes sharing and discussion
Learning DesignA design-based approach to
creation and support of courses
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Representation 15
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Representation 15
The Open University, UK
KE312Working together
with children
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Representation 15
The Open University, UK
KE312Working together
with children
What’s the problem?Text-based/focus on contentDoesn’t show what the course is really like or what it consists
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16Course views
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16Course views
Course map
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16Course views
Course map
Learning outcomes
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16Course views
Course map
Learning outcomes
Pedagogy profile
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16Course views
Course map
Learning outcomes
Pedagogy profile
Course dimensions
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16Course views
Course map
Learning outcomes
Pedagogy profile
Task swimlane
Course dimensions
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Open resources
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Open resources
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Open resources
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Open resources
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Open courses: MOOC
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
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Open accreditation
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Open accreditation
http://www.p2pu.org/en/
Peer to Peer University
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Open accreditation
http://www.p2pu.org/en/
Peer to Peer University
http://wikieducator.org/OER_university/
OER University
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http://cloudworks.ac.uk
Open dialogue: Cloudworks
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• A space for sharing and discussing learning and teaching ideas and designs
• Application of the best of web 2.0 practice for teaching
• 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’
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http://cloudworks.ac.uk
Open dialogue: Cloudworks
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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
Quick language guide
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22Open scholarship
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22Open scholarshipDiscoveryIntegrationApplicationTeaching
Boyer
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22Open scholarship
Weller: http://nogoodreason.typepad.co.uk/
OpenDigital Networked
DiscoveryIntegrationApplicationTeaching
Boyer
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Open research
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Open research
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Open research
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Open research
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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
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Conole, G. (forthcoming), Designing for learning in an open world, New York: [email protected]
Chapters available on dropbox
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