E E ‐ ‐ Learning in Learning in Higher Education Higher Education Gráinne Conole University of Leicester 19 th October 2012 New technologies and education for multilingualism European Parliament, Brussels National Teaching Fellow 2012
EE‐‐Learning in Learning in Higher EducationHigher Education
Gráinne Conole
University of Leicester
19th October 2012
New technologies and education
for multilingualism
European Parliament, Brussels
National Teaching Fellow 2012
Outline
• E‐Learning timeline
• Technologies trends
• Learning Management Systems
• Teacher practice and paradoxes
• Learning Design
• E‐Pedagogies
• Conclusion
E‐learning – a definition
The development and research of the application of technologies in education
E‐Learning timelineMultim
edia resou
rces
80s
The Internet and
the Web
93
Learning
Managem
ent S
ystems
95
Ope
n Educational Resou
rces
01
Mob
ile devices
98
Gam
ing techno
logies
00Social and
participatory med
ia
04
Virtual w
orlds
05
E‐bo
oks and sm
art d
evices
Massive Ope
n Online Co
urses
07 08
Technological trends
• Mobiles and e‐books
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Learning analytics
Google glasses project
• Can ‘see’ the Internet on glasses
• Context sensitive information
• Context lenses planned
Learning Management Systems
Content Content Communication tools
Communication tools
Collaborationtools
Collaborationtools
Assessment tools
Assessment tools
Upload toolsUpload tools
Trackingtools
Trackingtools
LibraryLibrary
FinanceFinance
Student recordsStudent records
RegistrationRegistration
TimetablingTimetabling
Conole, forthcoming, UNESCO briefing paper
Forums
• Provides a space for structured asynchronous and moderated discussion
• Forum for question and answer sessions
• Can be used as an informal social space
http://edublogs.org/2010/07/07/using‐forums‐for‐learning/
Blogs
• An online, chronological collection of personal commentary and links
• Sequential posts of content and multimedia
• Facility to add comments
• Can be used to foster reflection
• Group blogs to aggregate resources
http://net.educause.edu/ir/library/pdf/eli7006.pdf
http://www.flickr.com/photos/acroamatic/310140834/
Wikis
• Web space that can be viewed and modified by a group
• Promotes asynchronous communication and collaboration
• A shared space for group activities
• A record of who has contributed
http://net.educause.edu/ir/library/pdf/eli7004.pdfhttp://shtmteacherswiki.pbworks.com/f/1158829114/wiki%20in%20classes‐1.jpg
Comparison
Discussion Forums Blogs Wikis
• Structured and moderated discussion
• Problem Solving• Brainstorming
Quick response to questionsFAQs at start of a module/coursePromotion of new ideas and concepts
• Reflective space• Aggregation of
resources• Portfolio of
learning achievements
• Share ideas with the wider communityRelating theory to practice in a work-based context
• Knowledge gathering and sharing Collaboration and group work
• Aggregation of resources
• Record of contributions
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
Learning Design
Shift 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
Learning Design of a Learning Activity
Learning Design of a Learning Activity
Institutional context
External context
Technology affordances
Pedagogies
Teacherpractice
Learner characteristics
http://openclipart.org/
Course MapCourse Map
Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Course/module summary: Key words:
http://tinyurl.com/ActivityProfileFlash
Activity Profile
• Assimilative (Read, view, listen)
• Information Handing
• Communicative
• Productive
• Experiential
• Adaptive
• Assessment
EvaluationEvaluationWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, an online course, and not just simply as a set of learning activities plus integrated resources.
The visual nature of the tools and the quick and easy way that one could use it without too much elaborative training. They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.
I wanted to have my thinking
challenged with regard to course
design and development and I
definitely left reflecting and
questioning our unit's current
approach and have some good
tools and approaches to pilot with
course design teams.
It’s a way of free
ing your mind and
putting all the
ideas of all the p
eople in the cou
rse team down
somewhere, not hav
ing to be so presc
riptive. It
was just a much free
r and [more] cre
ative
experience than
getting the learn
ing outcomes
and writing them
as active verbs,
and getting in a
t
a granular level.
It was quite sort
of a liberating
thing to just hav
e everybody move com
ponents
around and say, ‘
Do you know I re
ally like all these
features. I’d like
to do some proble
m‐based
learning. I’d like
to do peer‐revie
w.’
Ming Nie
AA
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask‐orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
Pedagogies of e‐learningE‐AssessmentDrill & practice
Inquiry learningCollective intelligenceResource‐based
Experiential, Problem‐based Role play
Reflective & dialogic learning, Personalised learning
Mobile learning
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Situated learning and role play
Archeological digsMedical wardsArt exhibitionsCyber‐lawVirtual language exchangeBeyond formal schooling
Resource‐based learning
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU Podcasts ‐iTunes U
The OPAL metromap
http://www.oer‐quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
Outputs• Inventory of more than 100 OER initiatives
• 11 country reports and 13 mini‐reports
• 7 in‐depth case studies
• 3 EU‐wide policy papers
• 7 options brief packs for EU nations/regions
Resources Learning pathways
Support Accreditation
Disaggregation of education
http://www.flickr.com/photos/emclibrary/2459359483/
Open accreditation
www.p2pu.org/en/
Peer to Peer University
wikieducator.org/OER_university/
OER University
Implications for institutions
• Disaggregation: resources, learning pathways, support and accreditation
• What is the role of traditional institutions?
• Tension of institutionally support systems and Cloud services
• More open approaches to learning, teaching and research
http://www.flickr.com/photos/ssoosay/6738302627/
http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond‐distance‐research‐alliance
[email protected]://e4innovation.com