Conole Prie Conference
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Transcript of Conole Prie Conference
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Technology-enhanced research: musing the potential
Gráinne Conole, The Open University, UKPRiE conferenceLiverpool John Moores University, 27/06/09
Blog:www.e4innovation.com
+Technology-mediated research
Reflections on what a "technology-enhanced" research context might mean
Snapshot of the changing nature of: technology, data/content/knowledge and researchers
Some case study examples
Questions on future perspectives
+Changing technologies...
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Mobile technologies
Blogs and Wikis
Integrated, multi-facetedSocial networking – Web 2.0
Harnessing the massesand Grid technologies
Google, e-Journals
Podcasts
+Changing technologies
Ubiquitous & networkedContext and location awareMobile technologiesCloud computing
+Learning in the Cloud
Sclater, N. (2009)
Clouds are a large pool of easily usable and accessible virtualized resources (such as hardware, development platforms and/or services). These resources can be dynamically re-configured to adjust to a variable load (scale), allowing also for an optimum resource utilization. This pool of resources is typically exploited by a pay-per-use model in which guarantees are offered by the Infrastructure Provider by means of customized SLAs.Coming soon Google wave
+Second life
+Changing content
Trend towards free content, tools & servicesRise of Open Educational Resource MovementNeed for new tools to find &useStill fundamental barriers to sharing & reuse
+Changing learners Technologically immersed
Learning processes Task orientated, experiential,
cummulative
Attitudes and approaches group orientated, experiential,
able to multi-task, just in time mindset, comfortable with multiple representations
Disconnect between student & institutional approaches
Caution re: net gen claims, importance of taking account of student differences
Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
+Personalised and mobile Individualised
Personal Learning Environment
Synchronised information across devices
Location and context aware
+New learning and research spaces
Combining the affordances of new technologies with good pedagogy
Taking account of context, location and time
SKG: Learning Spaces project, Australia
+Personal shift
Communicating: face-to-face, formal timed meetings, local seminars
Publishing: academic journals and book chapters
Finding information: Chem index, library loans
Community: Local
Communicating: face-to-face (+recording), audio + video conferencing, email...
Publishing: e-journals, blog, slideshare
Finding information: Google, online database, research network
Community: truly global and multi-faceted
Inorganic chemistry lecturer Professor of e-learning
+Case studies
Scaffolded: VEOU - Virtual CPD and scaffolded support for publication
Open: E-Bank - towards truly "Open research”
Cumulative: CCK08 and Course-to-discourse - Education for free!
Social: Cloudworks - social networking for an educational context
+ VEOU project
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Scholarly knowledge lifecycle model: research – teaching – practice
Harnessing technologies to make the cycle more transparent andconnected
Data Publication
Research
Teaching
E-Bank
Liz Lyons et al.
+CCK08 & the discourse conference
ltc.umanitoba.ca/blogs/futurecourse/
Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their preferred spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course.
George Siemens
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Changing practices through use of social networking
Many repositories of good practice, but little impact
Blogging
Twitter Slideshare
Flckr
Youtube
Commenting
Live commentary
Tagging
RSS feeds
Embedding
Following
Cloudworks: Education 2.0
+Core concepts
Clouds: Learning and teaching ideasDesign or case studiesTools or resourcesQuestions or problems
Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
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+Researcher 2.0
Modern technologies Researcher 2.0 Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/immersive worlds
Google it!
Badges, World of warcraft
User generated content
Blogging, peer critique
Cloud computing
From individual to social
Contextualised and situated
Personalised research
Experiential research
Inquiry learning and research
Peer learning and support
Open Research
More open and visible Reflection
Distributed cognition
+What's your context?
What does your Personal Digital Environment consist of?
What does it say about you?
What do you do (types of activity)?How do you do it (what tools do you use)?Where do you do it (locations and contexts)?
+Final thoughts Users increasingly digital – demands on institutions?
Students and teachers - personalised environment of tools vs. institutional tools?
What new forms of blended work spaces are needed?
How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience?
How do we take account of a digital divide that is ever narrower but deeper?
What new digital literacy skills will learners and teachers need ?
What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies?
How do we account for blurring boundaries (real/virtual, formal/informal, etc)?