1. The potential & paradoxes of new technologies & implications for education & its implications for web citizenship Gráinne Conole, The Open University, UK Aprenred, University of Guadalajara, Mexico, 7th October 2010
2. Orientation Web citizenship Focus Social inclusion Open, social and participatory media Mapping pedagogies to e-learning A vision of openness – Open Practices Open Design Open Delivery OpenResearch Open Evaluation Implications for learning and teaching Innovation Quality
3. Open, social and participatory media New tools/practices are leading to new forms of learning and teaching Sharing Media sharing Web 2.0 Communicating Blogs & wikis Networking Social networking Interacting Virtual worlds Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
4. A typology of new technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895 and http://bit.ly/b08uY2#HEA
5. So what is learning? Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated’ (Laurillard, 1993)
6. Pedagogies of e-learning Mayes & De Freitas, 2004 Dyke et. al, 2007 Conole, 2010 A E-training Drill & practice Inquiry learning Resource-based 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 Experiential, problem-based, role play Reflective & dialogic learning, Personalised learning
7. Some case study examples Interactive materials, e-assessment E-training, drill and practice Location aware devices, Virtual worlds, online games Inquiry learning, resource-based learning Google, media sharing repositories, user-generated content Experiential, problem-based, role play Blogs, RSS feeds, e-portfolios, wikis, social networks Reflective and dialogic learning, Personalised learning
10. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
12. Situated learning – virtual exhibitions What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
14. Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning Joyes, 2009, Ascilite conference
16. Communication+ A redefining of what ICT means Audio & video conferencing Media sharing Forums Google wave Email Wikis Blogs Instant messaging Twitter Interactivity Virtual worlds, online games & immersive environments Web pages Social networking Mash ups
17. Co-evolution of tools and practice Characteristics of users Affordances of technologies Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Preferences Reflection Interests Dialogue Evolving practices Aggregation Skills Context Interactivity Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)
18. Digital skills (Jenkins, et al., 2008) Play Performance Visualisation Appropriation Negotiation Multi-tasking Simulation Networking Distributed cognition Collective intelligence Transmedia navigation Judgment
19. 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….” Solutions? Models and frameworks Learning design Pedagogical patterns Open Educational Resources Virtual worlds & online games Social networking
20. Redefining openness… Design Courses design & shared openly Delivery Use of free tools & resources What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching? Peer critiquing Sharing Repurposing Open practices Networking Inquiry Collective intelligence Evaluation Critical reflection Research Sharing of research data Also see Alex Couros, Edmedia, 2010
22. Open Design: Learning design Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
24. Translates into… Tailored guided pathways of different levels of intensity and length Awareness sessions Using technologies Design challenges Master’s level OER Free format
25. Representation The Open University, UK KE312 Working together with children How are courses typically represented? How explicit is the inherent design? What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of
27. Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Tutor support: 1:20, 21 hours Content & Activities 3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books Own experience and practice PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities Communication & Collaboration F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Reflection & Demonstration Journal space in the Mystuffe-portfolio, 6 assignments online (50% of overall score) Course summary KE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 guides Whole weeks devoted to assignments Consolidation week (week 22) Key words Practice-related, aligned to latest professional framework for multi-agency working, rich cases Read-Relate to practice – Reflect - Write KE312 - Course map
28. Pedagogy profile Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Activity Taxonomy - Conole, 2008
29. Course dimensions Guidance & Support Content & Activities Reflection & demonstration Communication & Collaboration
30. Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
31. Task swimlane Focus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
34. Working between the views Course map Pedagogy profile Learning outcomes Course dimensions Task swimlane
35. Modeling with data-derived views What happens to course performance, if… Include more collaboration Decrease the amount of tutor support Increase use of Web 2.0 tools? 5 conceptual views What are the cost implications of… Including more online assessment More student-generated content Introducing use of SecondLife? Course Business Models project Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
36. Weighing it all up Pros Cons Makes design explicit Foregrounds specific aspects of the design Acts as a scaffold/guide to the design process Views act as a shared dialogic mediating artefact Comparative analysis Check points and reflection The power of sharing and discussing Design is a complex process! Understanding the views Recognising their limitations The dangers of a formulaic approach Time to master/appropriate The difficulty of shifting entrenched practice Still to be empirically validated
37. Dialogue and collaboration 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’
38. 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
40. Flash debates Virtual desk research Virtual reading circles Evolving patterns of user behaviour Expert elicitation
41. Cloudworks leaflet Cloudworks the movie! http://cloudworks.ac.uk/cloud/view/2457 Using Cloudworks Cloudscape http://cloudworks.ac.uk/cloudscape/view/1911 Help
42. Take a digital walking tour Using cloudworks Cloudscapes The Cloudworks Cloudquest Browse Clouds and Cloudscapes Free search Explore user profiles Look at current events Contribute to the Flash debates Push the boat out – create a Cloud
43. Open Delivery – Use of OER Basic definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002) Broader definition Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004)
51. Design, use, reuse Design Design Uses Deposits Repurposes & deposits Uses OER OER Teacher A Learner A Learner B Teacher B Creates Chooses Deposits Quiz + beginners route Quiz + advanced route
52. A vision of transformation Beyond content – focus on activity and use Learners as self-directed and autonomous More of a focus on sharing, refinement, iteration, critical reflection OER as a potential catalyst to transforming educational practice Improvements in social inclusion, quality and innovation
54. The OPAL vision 52 Focus on the practice around OER rather than the resources Better understanding will lead to improvements in the quality of OER and more innovation Open Educational Resource Practice OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.
55. Abstracting dimensions of Practice Approach 60+ case studies of OER collected Dimensions of OEP derived Derivation of the OEP cube model Validation Spotlight on OER on Cloudworks EDEN workshop OER activity on Cloudworks Ongoing online consultation process http://cloudworks.ac.uk/cloudscape/view/2105
56. Validation: OER activity on Cloudworks 27 Cloudscapes and 13 Clouds evaluated Kinds of activities Reviews, events, debates, other Intentional, practical, social Types of Clouds Instructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviews Alevizou et al. 2010
57. Emergent issues from OER research Motivations for sharing and incentives for participation Financial sustainability and licensing jurisdictions OER tracking, usage patterns and users motivations Quality and credentials Effectiveness metrics Types of research and dissemination of empirical results Linking research with policy and practice
58. The OEP cube model THE DIMENSION: What? Strategies and Policies Barriers and Success Factors Tools and Tool Practices Skills Development and Support THE CONTEXT: Where? Macro level (society) Meso level (organisation) Micro level (individuals) MATURITY: How well is it established? Initial (not yet started) Managed Defined Optimizing (embedded / advanced) CONTEXT MATURITY DIMENSION 56
59. The cube model 57 1AX 1BX 1AX 1BX 1BX 1BX 1AY 1BX Levels 1BY 1BX 1BY 3AX Macro-level: Societal Meso-level: Organisation Micro-level: Individual 2AX 1BY 3BX 2BX 3CX 2AX 2BX 3DX 2BX 2BX 2AY 2BX 2BY 2BX 2BY 2AX 3AX 2BY 2BX 3BX 2CX 3AX 3BX 2DX 3BX 3BX 3AY 3BX 3BY 3BX 3BY 1AX 3BY 1BX Strategies & policies Barriers & successfactors Tools & toolpractices SkillsDev &Support 1CX 1DX Level of maturity Optimizing Defined Managed Initial Dimensions OER embedded in strategy Institutional OER repository Adapted from diagram by T. Koskinen
60. Uses and benefits Three uses Benchmarking Guidance Reflection and comparison Benefits Guides users in understanding how to think about the key issues. Flexible enough to cover the multiple stakeholders Sub-cubes provide practical illustrative examples Useful as a mechanism for institutions to self-benchmark 58
61. Final thoughts A vision for the future, harnessing the power of openness Learning and the context of learning have changed We need new approaches to learning and teaching How can we harness increasingly sophisticated tools and OERs? How can we support innovation in the use and reuse of OER? Will openness enable or restrict social inclusion? What are the quality implications in an increasingly open context? How can we ensure research better informs policy and practice?
62. Sources Mash ups http://www.flickr.com/photos/richardellard/4524139966/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/ Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios
63. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/ http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/ http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg OpenLearningInitiative http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ Crystal ball http://mashable.com/2009/08/20/ted-future/
What is Olnet? – open learning network – is a 3 year initiative backed by The William and Flora Hewlett Foundation. With $3m of funding it is a partnership between the OU and Carnegie Mellon University building on the experience that they have gained in developing and researching Open Educational Resources (OER). The Hewlett foundation that has invested more than $90m in establishing OER wants to find out more about benefits – what is the evidence? How should people learn with them? What issues does the community still need to solve? OLnet will develop a networked community of researchers and practitioners – offering them support, events and a chance to contribute evidence and questions. OER acts as a unifying theme that will generate sub-issues that need to be considered. Projects will carry out different streams of research looking at such things as design, collaborative learning and the developing world. Funded fellowships will bring in external expertise and offer a programme of exchanges and support for research ideas.
