1. Addressing the digital
learning challenge
Gráinne Conole
The Open University, UK
Design and Learning Conference
Brussels, 26th November 2010
2. New media
Key characteristics
• Peer critiquing
• Aggregation of resources
• Collaboration
• Personalisation
• Networking
• Open practices
3. 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, GoogleReaderConole and Alevizou, 2010
8. 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-assessment
Drill & practice
Inquiry learning
Resource-based
Experiential,
Problem-based
Role play
Reflective
Dialogic
Personalised
Conole, 2010a
10. The OU Learning Design Initiative
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
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundi
13. Cloudworks
• A space for sharing and
discussing learning and
teaching ideas
• Application of web 2.0
practice
• Examples for teachers &
learners to share/discuss
• A space for collaboration
& communication
• Helps develop skills
needed for engaging with
new technologies’
14. Key questions
• How has the context of learning changed as a result of the ongoing
co-evolution of tools and use?
• What new assessment practices do we need?
• How can we harness increasingly sophisticated e-assessment tools?
• What new digital literacies are needed for both teachers & learners?
• How do we assess beyond the individual (others plus tools)?
• How do we devise pathways for navigating an increasingly complex
digital landscape?
• Does Learning Design offer a new approach to guide practitioners to
make effective use of new technologies?
15. Approaches
• Fund projects which focus
on the key issues
• Ensure a better connect
between research, theory and
practice
• Facilitate networks of
researchers and
practitioners to share
practice
• Harness outputs and
disseminate to policy
makers, researchers and
practitioners
16. References
• Conole, G. (2010a), Review of pedagogical models and frameworks,
report for the HEFCE e-learning task force, available online
http://cloudworks.ac.uk/index.php/cloud/view/2982
• Conole, G., (2010b), Learning Design – making practice explicit,
ConnectEd Conference, Sydney, 30th June 2010,
http://oro.open.ac.uk/21864/
• Conole, G. and Alevizou, P., (2010), A literature review of Web 2.0 tools
in Higher Education, HE Academy, http://oro.open.ac.uk/23154/
• De Freitas, S. and Conole, G., (2010), The influence of pervasive and
integrative tools on learners’ experiences and expectations of study, in
R. Sharpe, H. Beetham and S. De Freitas (Eds), Rethinking learning
for a digital age, London: Routledge, 15-30,
http://oro.open.ac.uk/21620/
• Jenkins, H., Clinton, K., Purushtma, R.., Robison, A., and Weigel, M.,
(2006), Confronting the challenges of participatory culture: media
education for the 21st Century, available online at
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-
AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
