4. Catwalk to ready to wear
Adams, A., FitzGerald, E., and Priestnall, G. (to appear) Of
Catwalk Technologies and Boundary Creatures. Transactions
on Computer-Human Interaction
CC-BY-NC
http://www.flickr.com/photos/thestylepa/6157909577/
CC-BY-NC-SA
http://www.flickr.com/photos/57340921@N03/7527822002/
7. “Walter Perry, told his new staff … to
design the teaching system to suit an
individual working in a lighthouse off
the coast of Scotland.”
Sir John Daniels
9. Everything in the box?
Wikipedia
Open Educational Resources
Open Access Journals
eBooks
YouTube
Google
Title : Deal Or No Deal
Source : http://www.flickr.com/photos/thunderchild5/533038405
license : http://creativecommons.org/licenses/by/2.0/deed.en_GB
Bridge 2 Success
…
10. Material-based learning
–Texts
• Talk to the learner
• Sets out tasks
• Gets the highest rating
–Media
• Impresses
• Motivates
• But may be skipped
Bridge 2 Success
11. Assessment tasks
• Can steer the learning
process
• Design for feedback and for
feedforward
• Formative assessment
makes interactivity
• Offer achievements along
the way
12. Retaining students (learners)
Bounce users
Volunteer students
Social learners
Get students past the first
assessment
Give less experienced
students goals linked to
life
Be flexible (but not too
flexible!)
Life gets in the way
Optional activities cannot be
expected to happen
13. Human element
• Human in the loop can
make it all work!
• Support and Feedback
• Some learners do not
need all we give them
14. Equivalency Theory
1. “Deep and meaningful formal learning is supported as long as one of the three
forms of interaction (student–teacher; student–student; student–content) is at a
high level. The other two may be offered at minimal levels, or even eliminated,
without degrading the educational experience.
2. “High levels of more than one of these three modes will likely provide a more
satisfying educational experience, although these experiences may not be as
cost- or time effective as less interactive learning sequences.”
Terry Anderson (2003)
http://equivalencytheorem.info
17. Designing for open
• Concept
– What will learners do?
– How does assessment work?
– What feedback do they get?
– What are the expected exit points?
• Practical
– How does the social and support side operate?
– Is it Accessible?
– Do you have the right content and media?
23. Weak signals
Innovating Pedagogy 2012
1. New pedagogy for e-books
Innovative ways of teaching and learning with next-generation e-books
1. Publisher-led short courses
Publishers producing commercial short courses for leisure and professional development
1. Assessment for learning
Assessment that supports the learning process through diagnostic feedback
1. Badges to accredit learning
Open framework for gaining recognition of skills and achievements
1. MOOCs
Massive open online courses
1. Rebirth of academic publishing
New forms of open scholarly publishing
1. Seamless learning
Connecting learning across settings, technologies, and activities
1. Learning analytics
Data-driven analysis of learning activities and environments
1. Personal Inquiry learning
“ the innovations
are not independent,
but fit together into a
new and disruptive
form of education that
transcends boundaries”
Learning through collaborative inquiry and active investigation
1. Rhizomatic learning
Knowledge constructed by self-aware communities adapting to environmental conditions
26. Weak signals
Innovating Pedagogy 2013
1. MOOCs
Massive Open Online Courses
1. Badges to accredit learning
Open framework for gaining recognition of skills and achievement
1. Learning analytics
Data-driven analysis of learning activities and environment
1. Seamless learning
Connecting learning across settings, technologies and activities
1. Crowd learning
Harnessing the local knowledge of many people
1. Digital scholarship
Scholarly practice through networked technologies
1. Geo-learning
Learning in an about locations
1. Learning from gaming
Exploiting the power of digital games for learning
1. Maker culture
Learning by making
1. Citizen inquiry
Fusing inquiry-based learning and citizen activism
“the innovations
described in this report
are not technologies
looking for an
application in formal
education. They are
new ways of teaching,
learning and
assessment. If they are
to succeed, they need to
complement formal
education, rather than
trying to replace it”
27.
28. Themes and groups
Seamless learning
MOOCs
Badges
Crowd learning
Citizen Inquiry
Analytics
Geo-learning
Maker culture
Gaming
Digital Scholarship
30. Weak signals
MOOCs
“… ways need to be found to support less experienced
students and those lacking confidence.
Pedagogies that could benefit such learners are missing
from much of the first wave of massive courses. These
pedagogies include materials designed to provide an
integrated learning experience, feedback that is
customised to meet learner needs, and direct mentoring of
learners in difficulties. Some of these are hard to supply in
a cost-free model. Social learning and peer support may
provide alternative ways of generating some of the
feedback that is needed.”
32. Koller, Daphne, Ng, Andrew, Do, Chuong and Chen, Zhenghao (2013) “Retention and Intention in Massive Open Online Courses: In
Depth,” Educause Review: http://www.educause.edu/ero/article/retention-and-intention-massive-open-online-courses-depth-0.
34. Weak signals
Learning analytics
“in the USA, the STEMscopes online
science curriculum is currently
producing visualisations that reflect the
activity of 50,000 teachers and over a
million students. Work on the project so
far has underlined the importance of
understanding context, and of involving
teachers in the process of developing
and deploying analytics.”
“The potential is emerging for a virtuous
circle, where inquiry into the learning
process feeds into learning design,
which motivates learning analytics,
which motivate future inquiry and thus
the refinement of the design and
analytics.”
Visualisation of student data from inBloom:
http://intentionalfutures.com/inBloomdemo
Sleep Time
Image Patrick McAndrew CC-BY
36. Weak signals
Seamless learning
“Seamless learning [is] connecting learning
experiences across locations, times, technologies or
social settings. Mobile technologies are enabling
learning to continue across contexts, so a piece of
work started in the classroom can be continued at
home; and ideas that occur on the move can be
shared with colleagues online, then followed up in
person.”
“How, then, do we create ‘teachable moments’ from this technologysupported flow of experience”
http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpg
Image CC-BY 2.0.
“There are ethical and social issues concerning which experiences
should be shared and whether we should move towards a world
where we record the entire flow of experience”
37. Weak signals
Crowd learning
“Crowd learning involves harnessing the
knowledge and expertise of many people
in order to answer questions or address
immediate problems … anybody can be a
teacher or source of knowledge, learning
occurs flexibly and sporadically, can be
driven by chance or specific goals, and
always has direct contextual relevance to
the learner. It places responsibility on
individual learners to find a path through
sources of knowledge and to manage the
objectives of their learning.”
https://play.google.com/store/apps/deta
ils?id=uk.ac.open.ispot
http://www.ispot.org.uk
39. Weak signals
Geo learning
“Location-based technology… can provide
‘touch points’ that link the physical to the
digital.…
Situated cognition suggests that
knowledge is situated within physical,
social and cultural contexts and cannot be
separated from these. … Learners may
also be overwhelmed by a wealth of digital
information that is not presented
appropriately, resulting in cognitive
overload. Social issues include intruding
on a person’s privacy by knowing their
location or tracking their movements.
… We expect blended spaces to become
more pervasive, especially given current
worldwide investment in ‘smart cities’.”
The Zapp application identifying a distant landmark. Photograph by Mike Sharples,
CC-BY 2.0.
40. Out There In Here
• Live collaboration
between students on
field trip and in
technology-enhanced
room
• Sharing and commenting
on field data at a
distance
Anne Adams, IET
41. Weak signals
Maker culture
“the emerging ‘maker culture’
emphasises informal, networked, peerled, and shared learning motivated by
fun and self-fulfilment. … Affordable 3D
printers and online sharing of designs
have encouraged the creation of
custom-made components, models and
jewellery; the latter hinting at more
recent interest not only from STEM
educators but also from the arts.
Maker culture offers an example of selforganised social learning that has been
widely taken up across the world, and
can offer principles that might be put into
practice not only in formal learning
contexts but also in informal learning
http://www.flickr.com/photos/creative_tools/8121256525
environments …”
CC-BY
Exploring how wavelength affects pitch with a home-made theremin at
Electromagnetic Field, a hacker camp/maker fayre in the UK.
Photograph by Mark Gaved, CC-BY 2.0.
42. Digital Scholarship
“… there are four inter-related areas that can be seen to
represent major aspects of digital scholarship. These are:
open access publishing, scholarly use of social networks
and digital media, open resources and MOOCs, and
network research and pedagogy.
… development can be seen largely in terms of increased
legitimacy. For institutions, this may include promotion
and tenure practices rewarding profiles of digital
scholarship or research agencies including digital
scholarship …. So far, uptake of digital scholarship has
been cautious, often held back by conservative practices
within institutions and reward structures. It is this area
that is likely to see the most significant changes over the
43. Weak signals
Innovating Pedagogy 2013
1. MOOCs
Massive Open Online Courses
1. Badges to accredit learning
Open framework for gaining recognition of skills and achievement
1. Learning analytics
Data-driven analysis of learning activities and environment
1. Seamless learning
Connecting learning across settings, technologies and activities
1. Crowd learning
Harnessing the local knowledge of many people
1. Digital scholarship
Scholarly practice through networked technologies
1. Geo-learning
Learning in an about locations
1. Learning from gaming
Exploiting the power of digital games for learning
1. Maker culture
Learning by making
1. Citizen inquiry
Fusing inquiry-based learning and citizen activism
“the innovations
described in this report
are not technologies
looking for an
application in formal
education. They are
new ways of teaching,
learning and
assessment. If they are
to succeed, they need to
complement formal
education, rather than
trying to replace it”
44. Incubating Innovation
• Harness passion: individual motivation
• Build on what others have done – way to join in but also
…
• Be prepared to create your own approach and system
• Innovate on existing objectives: reach, online,
international experience …
• Be a user of the innovations not just a producer
• Stay in touch – be involved
• Experiment at different scales
Brasher et al. (2013) http://www.medev.ac.uk/oer13/128/view/
olnet.org
http://www.flickr.com/photos/graibeard/4082255623
45. 2014: Year of the Crowd?
Crowd learning
0%
5.0%
10.0% 15.0% 20.0%
MOOCs
Seamless
Maker culture
Badges
Learning analytics
Digital scholarship
Citizen inquiry
Geo-learning
Gaming
Web analytics for first month of 2013 report
http://www.open.ac.uk/innovating
46. iSpot
•
•
•
•
•
•
Open citizen science
Web and mobile
25,000 registered users
250,000 observations
150 wildlife organisations
Re-discovered ‘extinct’
species
• Spotted UK firsts
• Identified invasive species
47. Crowd learning
• Allows for the individual
• Communities of learners
• Builds on massive
• Operates in the open
• Authentic experiment
48. Institute of Educational Technology
www.open.ac.uk/iet
patrick.mcandrew@open.ac.uk
@openpad
www.open.ac.uk/innovating
Notas do Editor
Summary of talk:
Thanks to Mike
Reports
Why us pedagogy v technology
I work in IET – research and support OU. Courses, labs
Proud of it
Acting Director
Materials
Texts
Talks to the learner
Sets out tasks
Gets the highest ratings
Resources
From everything in the box to power of search
Media
Motivates
Integrates
May be skipped
http://www.flickr.com/photos/75396048@N00/188730566
Whitefish Point lighthouse keeper
Can steer the learning process
Sets out the tasks
Do not assume read material first
Design for feedback/feedforward
What comes back is major part of OU teaching
Formative assessment makes interactivity
Asking the student to do things is key
Offer achievements along the way
Avoid failures and
Share design but avoid custom and practice
Summary of talk:
Thanks to Mike
Reports
Why us pedagogy v technology
Mentioned in Working document from EU “Analysis and mapping of innovative teaching and learning for all through new
Technologies and Open Educational Resources in Europe :
Fix to be IP13 data
Interactive graphic by Katy Jordan showing completion rates against enrolment rates for MOOCs.
http://www.katyjordan.com/MOOCproject.html
Visualisation of student data from inBloom:
http://intentionalfutures.com/inBloomdemo
Badges from the Open Learning Design Studio MOOC:
http://www.olds.ac.uk/blog/oldsmoocbadgedesign
Image CC-BY-NC-SA 2.0.
A developer, Loic Le Meur, selected for Google Glass explorer edition, shows off wearing Google Glass. http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpgImage CC-BY 2.0.
Cover of The Pub and the People by Mass Observation.Image at: http://georgeorwellnovels.com/reviews/the-pub-and-the-people-by-mass-observation/
iSpot mobile app. Image from:
https://play.google.com/store/apps/details?id=uk.ac.open.ispot
Just in time learning
Micro learning
Self-managed learning
Crowd sourced
The Zapp application identifying a distant landmark. Photograph by Mike Sharples, CC-BY 2.0.
Mediaeval town researched and built by children from three continents learning together informally in the Jokaydia Minecraft community.Image by Rebecca Ferguson and Jacob Weinbren, CC-BY 2.0.
Exploring how wavelength affects pitch with a home-made theremin at Electromagnetic Field, a hacker camp/maker fayre in the UK.Photograph by Mark Gaved, CC-BY 2.0.
Just in time learning
Micro learning
Self-managed learning
Crowd sourced
Fabbster
Underpins
Divide the learners
1:20 -> 1:200 -> ~5:5000
Build on massive
Authentic experiments: personal data, science in the field
Social science simulations
Operate in the open (iSpot)
IET has specialist role in Accessibility. Module H810: Accessible Online Learning.
Research – long history. Work on Standards, Personalisation.
Practical support to improve accessibility – including specialist testing facilities.