Open practices, learning design and digital technologies

Gráinne Conole, University of Leicester 21st August 2014

15th Medical Library Conference Uppsala University, Sweden

National Teaching

Fellow 2012 Ascilite fellow 2012 EDEN fellow 2013

Outline

• The importance of e-learning • E-learning timeline and

emergent technologies • Disruptive education

– The flipped classroom – Opening up education – E-pedagogies – Learning Design and

Technology-Enhanced Learning spaces

Institute of Learning Innovation

• Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice

http://www.le.ac.uk/ili

The importance of e-learning

• For learning – Potential to support interaction, communication

and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course

• For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society

Disruptive education

Changing educational paradigms – Ken Robinson

A day made of glass

Via Alice Godwin-Davey

The future of ICT in education

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Emergent technologies

• Online, hybrid & collaborative learning • Social media use in learning • The creator society • Data driven learning & assessment • Agile approaches to change • Making online learning natural

http://www.nmc.org/pdf/2014-horizon-he-preview.pdf

Librarian focus • Research data management • Mobile content and delivery • Evolving nature of scholarship • Accessibility of research content • Progress on technology, standards

and infrastructure • Multidisciplinary research • Impeding adoption • Rethinking the role of librarians • Bibliometrics and citations • Open content • The Internet of things • Semantic web

http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf

Innovating pedagogy • MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo-learning • Learning from gaming • Maker Culture • Citizen inquiry

http://www.open.ac.uk/blogs/innovating/ http://www.menon.org/matel/

Disruptive elements

• The flipped classroom • Opening up education • E-pedagogies • Learning Design and

Technology-Enhanced Learning spaces

http://www.gartner.com/newsroom/id/281991

The flipped classroom

• Inverting the traditional approach: from lecture-centric to activity-centric

• Watch videos in advance • Use classroom to discuss

and do activities • More collaborative and

problem-based • Increasing importance of

mobile learning http://net.educause.edu/ir/library/pdf/eli7081.pdf

www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf

Pedagogical approaches

Learner centred

Opening up education • Over ten years of the Open Educational Resource

(OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice

POERUP outputs

• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives

• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries

• 7 in-depth case studies • 3 EU-wide policy papers

The emergence of MOOCs • CCK08

– Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402

• Emergence of large-scale xMOOCs • Recent developments

– UK-based FutureLearn – Launch of Massey on Open2Study

• List of MOOCs – http://www.mooc-list.com/

• EFQUEL series of blogs – http://mooc.efquel.org/

• ICDE list of MOOC reports – http://tinyurl.com/gconole-MOOC

• MOOC research reports – http://www.moocresearch.com/reports

• MOOCs for development – http://www.moocs4d.org/media.html

• Critiques the hype • History of MOOCs • More an interactive

textbook than a course • Issue re feedback and

assessment • Support models • Issue of support large-

scale learning • Degrees of openness

http://www.parlorpress.com/invasion_of_the_moocs

Massive Open Online Courses (MOOCs)

Free Distributed global community

Social inclusion

High dropout rates Learning income not learning outcome

Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html

JOLT, Vol. 9, No. 2, http://jolt.merlot.org

A

Constructivist Building on prior knowledge Task-orientated

Situative Learning through social interaction Learning in context

Connectivist Learning in a networked environment

E-pedagogies Mayes & De Freitas, 2004 Conole 2010

E-training Drill & practice

Inquiry learning Collective intelligence Resource-based

Experiential, Problem-based Role play

Reflective & dialogic learning, Personalised learning

Associative Focus on individual Learning through association and reinforcement

https://tinyurl.com/hotelproject

Pedagogical approaches

Drill & practise learning

Inquiry learning

Situated learning

Immersive learning

Drill and practise learning

Flashlets app

Inquiry-based learning

• Promoting inquiry-based approaches for Science – nQuire tools

• Developing public understanding of Science – iSpot

• Mobile data collection – Sense-It App

http://nquire.open.ac.uk

Situated learning

Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/

Mark Childs

Outbreak App

Immersive learning

Beyond cMOOCs or xMOOCs

cMOOCs • Weekly centred • Participant reflective spaces • Social and networked

participation • Hashtag: #etmooc • Use of a range of social

media

xMOOCs • Linear learning pathway • Mainly text and video • Formative feedback through

MCQs • Individually focused

Dimension Characteristics

Context

Open Degree to which the MOOC is open

Massive How large the MOOC is

Diversity The diversity of the learners

Learning

Use of multimedia Extent of use of rich multimedia

Degree of communication Amount of communication incorporated

Degree of collaboration Amount of collaboration incorporated

Amount of reflection Ways in which reflection is encouraged

Learning pathway Degree to which the learning pathway is supported

Quality assurance Degree of quality assurance

Certification Mechanisms for accreditation

Formal learning Feed into formal learning offerings

Autonomy Degree of learner autonomy

A taxonomy of MOOCs

http://e4innovation.com/?p=727

A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3

For each dimension, give the MOOC a score: Low=1, Medium=2 High=3

A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3

How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3

How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3

http://tinyurl.com/OEWBirdConole

Associative Associating a stimulus with a response – operant conditioning.

Create a new stimulus response.

Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang

Cognitive Learning by experiencing a stimuli. The way in which

a person is encouraged to contemplate. Coursera Songwriting

https://www.coursera.org/course/songwriting

Constructivist Adding meaning to, and building on what I

already know

Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk

Situative Learning that occurs in the same context in

which it will be used.

Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology

Connectivist About who or what learning resources we have

access to. People as resources.

George Siemens original Connectivist MOOC http://cck11.mooc.ca/

MOOCs by pedagogical approach Dimension Associative

Chinese Cognitive Songwriting

Constructivist OLDS

Situative Neuro

Connectivist Siemens

Context

Open 1 1 3 1 3

Massive 1 2 1 2 2

Diversity 1 2 2 2 3

Learning

Use of multimedia 3 2 2 2 2 Degree of communication 1 1 2 2 3

Degree of collaboration 1 1 2 2 2

Amt of reflection 1 1 2 1 3

Learning pathway 1 1 2 2 2

Quality assurance 2 2 2 2 1

Certification 1 2 2 2 1

Formal learning 1 1 2 1 1

Autonomy 3 3 3 2 3

http://wp.europeanmoocs.eu/

Related projects

http://wikieducator.org/Emundus

http://vmpass.eu/

Formal

Informal

Individual Social

Blended courses

DL+ social media

Trad. campus courses

DL courses

OER

xMOOCs

OER + Social media

cMOOCs

APEL ePortforlios OERu Badges

Formal/informal landscape

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

The 7Cs of Learning Design Conceptualise

Vision

Communicate Create Consider Collaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

Technology-Enhanced Learning Spaces

Aesthetics – pleasure (recognition of symmetry, harmony, simplicity and fitness for purpose) Affordances – the characteristics of the environment Blending – a mix of f-t-f and technologies Comfort - a space that creates a physical and mental sense of ease Equity – considering the needs of cultural and physical differences Flow – the state of mind of the leaner when totally engaged with the learning process Repurposing – the potential for multiple use of the space

http://www.skgproject.com/

Activity profile

• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment

Start End

Learning Outcomes LO1 LO2 LO3 LO4

Assessment LO1 LO2 LO3 LO4

Week 1 Topic 1

Week 2 Topic 2

Week 3 Topic 3

Week 4 Topic 4

METIS ILDE

• Integrated Learning Design Environment

• Create designs: – Conceptualise – Author – Implement

• Share and adapt designs

http://ilde.upf.edu/pg/lds/

Learning can be achieved by:

Interaction Communication & Collaboration

Through

OER & MOOCs Social Media

Facilitated by:

Learning Design

Leading to:

New support and accreditation models

Putting it all together…

Disruptive education • Disruptive technologies are

challenging traditional institutions

• New business models emerging • New approaches needed for

designing and delivering MOOCs • Blurring of boundaries:

– formal/informal, real/virtual, teacher/learner, cross cultural

• Need for new pedagogies • Disaggregation of education

– High quality resources – Learning pathways – Support – Accreditation

http://www.le.ac.uk/ili http://www.slideshare.net/GrainneConole

grainne.conole@le.ac.uk http://e4innovation.com

@gconole