Keynote at the Edducation in a changing environment conference,14th September, University of Salford, Manchester.

1. Students learning in a
modern context
Gráinne Conole
The Open University, g.c.conole@open.ac.uk
14th September 2007
Education in a changing environment conference: meeting the challenges
University of Salford

2. Hungarian National Gallery

3. Course
design
Hungarian National Gallery

4. Course
design
Student
experience
Hungarian National Gallery

5. Course
design “Art”
Student
experience
Hungarian National Gallery

6. Course
design “Art”
Student
experience
“Science”
Hungarian National Gallery

7. Making the link

8. Making the link
Student
experience

9. Making the link
Course Student
design experience

10. Making the link
Learning
Outcomes
Tasks Assessment
Course Student
design ...through activity experience

12. Geocaching
Gill Glough

13. Geocaching
Gill Glough
Remote observation
Anesa Hosein

14. “PhD Supervision”
Geocaching Karen Littleton & Rebecca Ferguson
Gill Glough
Remote observation
Anesa Hosein

16. Giddens, Castells
Globalisation, the Networked society
Unpredictable, changing world, culturally
rich, complex society, changing values

17. Giddens, Castells
Globalisation, the Networked society
Unpredictable, changing world, culturally
rich, complex society, changing values
Sharples, Duval, Dillenbourg, Salomon
Information rich, social networking, new
learning spaces, distributed cognition

18. Giddens, Castells
Globalisation, the Networked society
Unpredictable, changing world, culturally
rich, complex society, changing values
Sharples, Duval, Dillenbourg, Salomon
Information rich, social networking, new
learning spaces, distributed cognition
Becks, Land, Virioli
Technology dependent
Unintended consequences & risks
Increasing impact of technology

19. An inter-connected world

20. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world

21. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world
Technology
Pervasive
Social tools
Personalised
Mobile/Smart

22. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world
Technology Education
Pervasive Lifelong
Social tools Individual
Personalised Social
Mobile/Smart Purposeful

23. JISC Learner experience
programme

24. JISC Learner experience
programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.)

25. JISC Learner experience
programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.)

26. JISC Learner experience
programme
Phase One
Review (Sharpe et al.)
LEX (Creanor et al.)
LXP (Conole et al.) Phase Two
Longitudinal study -
STROLL (Hertfordshire)
Institutional studies -
discipline differences,
accessibility, practice-
based learning, transition
between sectors

27. LXP project
Conole, De Laat, Darby, Dillon

28. LXP project
Experience and perceptions
Subject
E-learning
discipline
strategies
differences
Conole, De Laat, Darby, Dillon

29. LXP project
Experience and perceptions
Online survey
Subject
E-learning
discipline
strategies
differences
Audio logs Interviews
Conole, De Laat, Darby, Dillon

30. LXP: Data Collection

31. LXP: Data Collection

32. LXP: Data Collection
Context In-depth case studies
Survey Audio logs Interviews
Economics: 128 Economics: 3 Economics: 2
Languages: 92 Languages: 47 Languages: 3
Medicine: 31 Medicine: 16 Medicine: 5
Computing: 158 Computing: 19 Computing: 4
Other:
18
Total: 427 Total: 85 Total: 14

33. Learner voices
JISC In their own words

34. Learner voices
Learning in
the digital age
JISC In their own words

35. Learner voices
Learning in
the digital age
Communication
& networking
JISC In their own words

36. Learner voices
Learning in
the digital age
Communication
& networking
JISC In their own words

37. Learner voices
Learning in
the digital age
Concerns
Expectations
Benefits
Communication
& networking
JISC In their own words

38. Audio logs

39. Audio logs
In situ,
emotive responses

40. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
In situ,
emotive responses

41. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
Online dictionary for words, Word and
Powerpoint for assignment, Phone query
In situ,
emotive responses

42. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
Online dictionary for words, Word and
Powerpoint for assignment, Phone query
Blackboard forum to add comments,
likes it but feels it is not used enough
In situ,
emotive responses

43. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
Online dictionary for words, Word and
Powerpoint for assignment, Phone query
Blackboard forum to add comments,
likes it but feels it is not used enough
USB stick to transfer data, Concordance
for course work, Email, MSN for help
In situ,
emotive responses

44. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
Online dictionary for words, Word and
Powerpoint for assignment, Phone query
Blackboard forum to add comments,
likes it but feels it is not used enough
USB stick to transfer data, Concordance
for course work, Email, MSN for help
Email, Skype - Discussing work with
In situ, other students; PDA - planning, diary
emotive responses

45. Audio logs
Email, Blackboard, Teachers’ TV - Video
clips, Blog, search engines, Word, mobile
Online dictionary for words, Word and
Powerpoint for assignment, Phone query
Blackboard forum to add comments,
likes it but feels it is not used enough
USB stick to transfer data, Concordance
for course work, Email, MSN for help
Email, Skype - Discussing work with
In situ, other students; PDA - planning, diary
emotive responses Search engine for material,
online research journals

46. LEX Video clips

47. LEX Video clips
Reflective
summaries

48. LEX Video clips
Reflective
summaries Highlight range
of learners and their
appropriation

49. LEX Video clips
Reflective
summaries Highlight range
of learners and their
appropriation
Laura:
Technology immersed

50. LEX Video clips
Reflective
summaries Highlight range
of learners and their
appropriation
Laura:
Technology immersed
Emma and Jenny:
Application to practice

51. LEX Video clips
Reflective
summaries Highlight range
of learners and their
appropriation
Laura:
Technology immersed
Emma and Jenny:
Application to practice
Paul, Simon and Beth:
Work-based learning

52. Emma and Jenny:
Using blogs for reflection

54. Tools for learning

55. Tools for learning
Word, Powerpoint,
Core toolset Email, the Internet

56. Tools for learning
Word, Powerpoint,
Core toolset Email, the Internet
Information Mix of Google, Wikipedia,
seeking and subject-specific sites
Peer approval
handling

57. Tools for learning
Word, Powerpoint,
Core toolset Email, the Internet
Information Mix of Google, Wikipedia,
seeking and subject-specific sites
Peer approval
handling
Communication Mix-mode,
personal preferences

58. Tomorrow’s students...

59. Tomorrow’s students...
Personalised Niche, adaptive
Digitally Transferable
organised skills

60. Tomorrow’s students...
Personalised Niche, adaptive
Digitally Transferable
organised skills

61. Tomorrow’s students...
Pervasive
Personalised Niche, adaptive
Time/space
Integrated
boundaries
Digitally Transferable
organised skills
Changing work/
learning patterns

62. changing patterns

63. changing patterns
Individual Social

64. changing patterns
Individual Social
Information Communication

65. changing patterns
Individual Social
Information Communication
Passive Interactive

66. changing patterns
Individual Social
Information Communication
Passive Interactive
Institutional tools Personalised tools

67. changing patterns
Information Communication
Passive Interactive
Institutional tools Personalised tools

68. changing patterns
Passive Interactive
Institutional tools Personalised tools

69. changing patterns
Institutional tools Personalised tools

70. changing patterns

71. The modern learner?
Oblinger et al., Kennedy et al.
Educause ECAR study of U/G and IT 2007

72. The modern learner?
Technology-
enhanced
environment
Oblinger et al., Kennedy et al.
Educause ECAR study of U/G and IT 2007

73. The modern learner?
Multi-tasking
Learning
process Quick and surface
Technology- Multi-representational
enhanced
environment
Oblinger et al., Kennedy et al.
Educause ECAR study of U/G and IT 2007

74. The modern learner?
Multi-tasking
Learning
process Quick and surface
Technology- Multi-representational
enhanced
environment
Task orientated
Learning
Group based
approach
Experiential
Oblinger et al., Kennedy et al.
Educause ECAR study of U/G and IT 2007

75. Complementary studies

76. Complementary studies
PB-LXP project
Work-based
learning
Thorpe, Conole,
Edmunds, DeLaat

77. Complementary studies
PB-LXP project
Work-based
learning
Learning across
Thorpe, Conole,
formal and
Edmunds, DeLaat informal settings
Sharples and Scanlon,
Ainsworth, Benfield, Conole, Crook,
Jones, Littleton, Mulholland, O’Malley

78. Design and experience

79. Design and experience
Design
ICT
Expectation Experience
Binhui Shao

80. Design and experience
Design
Audience
ICT
Expectation Experience
Binhui Shao Blogs
Community Comments
Presentation
Cindy Kerawalla

81. Innovations in design

82. Innovations in design
How can we design
learning activities
which make
effective use of tools
and pedagogy?

83. Innovations in design
How can we design
learning activities
which make
effective use of tools
and pedagogy?
How can we
capture practice?
scaffold design?

85. Behaviourism
Connectivism Cognitivism
The pedagogy
“isms”
Interactionism Constructivism
Socio-constructivism

86. Behaviourism
Connectivism Cognitivism
The pedagogy
“isms”
Interactionism Constructivism
Conole, Dyke et al. (2004), Socio-constructivism
Computers and Education

87. Behaviourism
Thinking
Connectivism & reflection Cognitivism
The pedagogy
“isms”
Interactionism Constructivism
Conole, Dyke et al. (2004), Socio-constructivism
Computers and Education

88. Behaviourism
Thinking
Connectivism & reflection Cognitivism
The pedagogy
“isms”
Conversation
& interaction
Interactionism Constructivism
Conole, Dyke et al. (2004), Socio-constructivism
Computers and Education

89. Behaviourism
Thinking
Connectivism & reflection Cognitivism
The pedagogy
“isms”
Experience Conversation
& activity & interaction
Interactionism Constructivism
Conole, Dyke et al. (2004), Socio-constructivism
Computers and Education

90. Design strategies

91. Design strategies
Learning outcomes:
What do you want the
students to achieve?

92. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?

93. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
the students to do?

94. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?

95. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
you want to use?

96. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
you want to use?

97. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
Problem: you want to use?
What specific problem
do you want to address?

98. THE OU Learning Design project
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

99. THE OU Learning Design project
Adopting a learning
design methodology
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

100. THE OU Learning Design project
Formal means of
describing activities
Adopting a learning
design methodology
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

101. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

102. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

103. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
Enables a shared language
& representation
A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

105. Approaches to
learning design

106. From existing practice
(case studies)
Approaches to
learning design

107. From existing practice
(case studies)
Approaches to
learning design
By scaffolding
(templates & contextual help)

109. Workspace

110. Standard
Compendium
icon set
Workspace

111. Standard
Compendium
icon set
Tailored icon
set for learning
design
Workspace

114. Examples

115. Examples
Templates

116. Examples
Help
Templates

117. Examples
Help
Templates

118. Examples
Help
Choices
Templates

119. Examples
Help
Learning activity
Choices
Templates

120. Activity versus course

121. Activity versus course
Individual learning activities

122. Activity versus course
Individual learning activities

123. Activity versus course
Individual learning activities Course level information

125. Collaborative wiki activity -
analysis of a pop song
Bernd Rüshchoff
Eurocall 2007

126. Collaborative wiki activity -
analysis of a pop song
Bernd Rüshchoff
Eurocall 2007

127. Collaborative wiki activity -
analysis of a pop song
Bernd Rüshchoff
Eurocall 2007

128. Collaborative wiki activity -
analysis of a pop song
Bernd Rüshchoff
Eurocall 2007

129. Collaborative wiki activity -
analysis of a pop song
Bernd Rüshchoff
Eurocall 2007

130. Why is it useful?

131. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities

132. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs

133. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities

134. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
of design decisions

135. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
Highlights policy of design decisions
implications

136. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
Highlights policy of design decisions
implications
Could also guide learners
through activities

137. Challenges for the future
Pompeii
Lessons
from the
past for
the future

138. Challenges for the future
How can we support
innovative design? Pompeii
How do we predict
the unpredictable?
How can we understand
the learner voice?
How can we deal
with constant change? Lessons
from the
What are the implications
past for
for policy and practice? the future

139. Student experience
Conole, G. and Oliver, M. (2007) (Eds), Contemporary
perspectives in e-learning research, London: RoutledgeFalmer
Conole, G., De Laat, M., Dillon, T. and Darby, J. (submitted),
‘Disruptive technologies’, ‘pedagogical innovation’: What’s
new? Findings from an in-depth study of students’ use and
perception of technology’, Computers & Education
JISC learner experiences programme
www.jisc.ac.uk/elp_learneroutcomes.html (phase 1)
www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/
elp_learnerexperience.aspx (phase 2)
www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/

140. Learning Design
Beetham, H. and Sharpe, R. (2007) (Eds) Rethinking
pedagogy for a digital age, Oxford: Routledge
Conole, G. forthcoming), ‘Using Compendium as a tool to
support the design of learning activities’, in A. Okada, S.
Buckingham Shum and T. Sherborne (Eds) Knowledge
cartography – software tools and mapping techniques
Conole, G. (forthcoming), ‘Capturing practice: the role of
mediating artefacts in learning design’ in L. Lockyer, S.
Bennett, S. Agostinho and B. Harper (Eds) Handbook of
Research on Learning Design and Learning Objects: Issues,
Applications and Technologies