The interconnectedness of design and e-pedagogy

Gráinne Conole,University of LeicesterCQUniversity, Sydney14th December 2011

Today’s educational context• Rapidly changing

technological environment

• New digital literacy skills needed for learners and teachers

• New open practices are emerging

• New forms of online community and interactivity

Horizon reports

• Mobile and e-books

• Gesture and augmented

• Learning analytics

http://wp.nmc.org/horizon2011/

Ed tech trends• Mobile learning

• Personalised learning

• Cloud computing

• Ubiquitous learning

• BYOD (Bring your own device)

• Digital content

• The flipped classroom

• Debt/drop outhttp://learn231.wordpress.com/2011/10/25/trend-

report-1/

6

Media sharing

Collaborative editing

Social networking

Virtual worlds and games

Syndication

Messaging

Social bookmarking

Recommender systems

Mash ups

Blogging

Conole and Alevizou, 2010

Social & participatory media

http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/

User generated

content

Peer critiquing

Networked

Collective aggregati

on

Personalised

Open

Social media revolutionThe machine is us/ing us

8E-Pedagogies

A

AssociativeFocus on individualLearning through association and reinforcement

ConstructivistBuilding on prior knowledgeTask-orientated

SituativeLearning through social interactionLearning in context

ConnectivistLearning in a networked environment

E-trainingDrill & practiceMobile learning

Inquiry learningResource-based

Experiential Problem-based Role play

Reflective & dialogic learning, Personalised learning

9Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

10

The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

My community

Inquiry-based learning

11Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

12

• Principles of learning space design• Comfort• Aesthetics• Flow• Equity• Blending• Affordances• Repurposing

Learning spaces

www.skgproject.com

Metaphors of learning

Camp fire

Cave

Watering hole

Mountain top

13

Spatial

Temporal

Functional

Connected

Formal/informal

Complex

Play

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia navigation

Networking

Negotiation

Jenkins et al., 2006

Participatory culture shifts the focus of literacy from

one of individual expression to community involvement. The new literacies almost all

involve social skills developed through collaboration and

networking

Creativity

New digital literacies

15

16

http://www.imv.au.dk/icreanet/

17

• Technology immersed

• Learning approaches: task-orientated, experiential, just in time, cumulative, social

• Personalised digital learning environment

• Mix of institutional systems and Cloud-based tools and services

• Use of course materials with free resources

• BUT! Learners are not homogeneous

Sharpe, Beetham and De Freitas, 2010

Learner experience

18EDUCAUSE study

Students drawn to new technologies but rely on more traditional ones

Consider technologies offer major educational benefits

Mixed views of VLEs

19

• Technologies not extensively used (Molenda)

• Lack of uptake of OER (McAndrew et al.)

• Little use beyond early adopted (Rogers)

• Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)

Pandora’s box

What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation?

Teacher practices: paradoxes

20

Pandora’s box

Pandora’s box

Open design Open delivery

Open scholarship

Open research

Open practices

Open designShift 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

Definition

A methodology for enabling teachers/designers to make more informed decisions in how they go

about designing learning activities and interventions, which is pedagogically informed

and makes effective use of appropriate resources and technologies. This includes the design of

resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and

shareable. Learning design as an area of research and development includes both gathering

empirical evidence to understand the design process, as well as the development of a range of

learning design resources, tools and activities.

Open Learning Design

Methodology

Openness

Communities and

interactions

Design representations

and tools

Mediating

Artefacts

Affordances

Social and participatory

media

Theory and methodolog

y

Related

fields

Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer

Facets of learning design

24Course views

Course map

Learning outcomes

Pedagogy profile

Task swimlaneTask swimlane

Course dimensions

25

26

I find the document quite thought-provoking, especially as a starting point in this journey for developing good understandings

I could understand the learning design process and would feel able to use this when designing some learning activities

It is iterative and so helps with ironing out any issues

But does it work? Evaluation data

http://elearningpapers.eu/en/node/111465

Open resources

Open courses: MOOC

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

Open accreditation

http://www.p2pu.org/en/

Peer to Peer Universityhttp://wikieducator.org/OER_university/

OER University

Open dialogue

32Open scholarship

Weller: http://nogoodreason.typepad.co.uk/

OpenDigital Networked

New forms of communication and collaborationHarnessing new mediaChanging academic practice

Open research

Citation indicators

My digital landscape

Email

Metrics and frameworks

How do we evaluate user behaviour?

How can research inform policy and practice?

ParticipationSustained over timeCommitment from core groupEmerging roles & hierarchy

IdentityGroup self-awarenessShared language & vocabSense of community

CohesionSupport & toleranceTurn taking & responseHumour and playfulness

Creative capabilityIgniting sense of purposeMultiple points of view expressed, contradicted or challengedCreation of knowledge links & patterns

Community Indicators Framework

38

Policy

Blackboard rollout

OER/iTunes

Learning spaces

Cloud computingLearner practice

Use of technologies Diversity/culture

Teacher practice

Design practice

Use of technologies

Research

OERLearning design

Web 2.0

Virtual worlds

Learner experience

Horizon scanning

Linking research with policy & practice

39The future of learning, teaching & research

Distributed

Personalised

Blurred

Collective

Creative

Responsive

Open

Just in time

Final thoughts

Open, participatory and social media enable new forms of communication and collaboration

Communities in these spaces are complex and distributed

Learners and teachers need to develop new digital literacy skills to harness their potential

We need to rethink how we design, support and assess learning

Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways

We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication

41

Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer

grainne.conole@le.ac.uk