Post on 02-Nov-2014
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Connecting research with policy and practice
Gráinne Conole, Open University, UKEDEN research workshopBudapest, 25th October 2010
More info, slides and references:http://cloudworks.ac.uk/
Outline A framework for linking research
with policy & practice
Scrutinising the e-learning history line lessons from the past a glimpse into the future
Learners’ experience
Teacher practice
Bridging the gap between rhetoric and reality Leaning Design Open Educational Resources
Emergent themes and challenges
Policy
Teacher practiceResearch
Learner experience
Framework for research, policy and practice
Conole, 2010 http://oro.open.ac.uk/21618/
Scrutinising the e-learning timeline Context
Globalisation, networked society, changing societal norms, ICT advances
UK: Dearing review of ICT Range of funded initiatives & support bodies
US: Fragmented policy, driven by individuals and commercial imperative
Education/Industry partnerships, spin offs, Open Educational Movement
Impact
Local culture vs global hegemony, changing roles & structures, commercial vs. government supported, dissemination and impact evaluation
Policy Practice
DriversWidening participation, personalization, lifelong learning, quality assurance, developing the work force, commercial imperative
Conole, (2007) in Andrews & Haythornwaite
A typology of new technologies
Technology Examples
Media sharing Flckr, YouTube, Slideshare, Sketchfu
Media manipulation and mash ups
Geotagged photos on maps, Voicethread
Instant messaging, chat, web 2.0 forums
MSN, Paltalk, Arguementum
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg, Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools
Wikipedia, GoogleDocs, Bubbl.us
Syndication/RSS feeds Bloglines, Podcast, GoogleReader
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://heacademy.ac.uk/assets/EvidenceNet/ConoleAlevizou2010.pdf
A
AssociativeFocus on individualLearning through association and reinforcement
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
Pedagogies of e-learningMayes & De Freitas, 2004Conole 2010cloudworks.ac.uk/cloud/view/2982
E-trainingDrill & practice
Inquiry learningResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
Some case study examples
E-training, drill and practice
Experiential, problem-based, role
play
Inquiry learning, resource-based
learning
Reflective and dialogic learning,
Personalised learning
Interactive materials, E-assessment
Virtual worlds, Location aware devices, Online
games
Google, Media sharing repositories,
User-generated content
Blogs, RSS feeds, E-portfolios, Wikis,
Social networks
Inquiry-based learning
The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
My community
Situated learning – virtual exhibitions
Aims to develop proficient technical writing and design skillsCohort of 82 students created a movie poster of the film, AvatarVirtual exhibition in SecondLife
What can avatars do? Virtual realities in collaborative learningLi et al., 2010, Edmedia conference
Other examples:Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
Reflective and dialogic learningUsesBlogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregationWikis for project-based workCohort blogs for shared understandingWeb 2.0 tool to connect beyond the courseE-portfolios for aggregation and evidenceTwitter for just-in-time learning
Joyes, 2009, Ascilite conference
Web pages
Communication+
Interactivity
A redefining of what ICT means
Blogs
Wikis
Virtual worlds, online games & immersive environments
Social networking
Google wave
Media sharing Mash ups
Forums
Instant messaging
Audio & video conferencing
Co-evolution of tools and practice
Evolving practices
Characteristics of users
Preferences
Skills
Interests
Context
Affordances of technologies
Reflection
Dialogue
Aggregation
Interactivity
Affordances (Gibson)‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Basic communications & gestures
Symbolic representations (words, numbers)
1st wave technologies (phone, radio, fax, TV, CD/DVDs)
2nd wave technologies networks, mobiles, the Internet)
Learners’ use of technologies
Immersed in technologies
Increasing use of Web 2.0 tools
Multiple channels for communication
Rich multiple representations of information
Just in time and peer learning
Outcomes focussed
Multiple career paths
Teacher practiceParadoxes
Technologies not fully exploitedLittle evidence of use of OER
Predominance of ‘old practices’Media sharing
Blogs & wikis
ReasonsTechnical, pedagogical,
organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”
Solution…New approaches to
designing for learningVirtual worlds &online games
Social networking
World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
Learning Design
Shift from belief-based, implicit approaches to design-based, explicit
approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
A design-based approach to creation and support of
courses
Andrew Brasher, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
The learning design concept wheel
Tools
Resources
Act
ivit
ies
Tools
Resources
Activities
Tools
Res
ourc
es
Activities
Foundations
Representation
Dialogue & collaboration
Learning Design taxonomyMediating artefactsAffordances
Excel template
CompendiumLD
Course views
Cloudworks
’DesignChallenge’DialogPlus toolkit
Phoebe plannerPedagogic planner
Course views: conceptual and data-driven
Course Map
Learning Outcomes
Task Swimlane
Pedagogy Profile Course Dimensions
Course Performance Cost effectiveness
Guidance & SupportCourse guide, study
calendar, study planner, 20 learning guides, General
assessment guidelines and assignments
Tutor support: 1:20, 21 hours
Reflection & Demonstration
Journal space in the Mystuff e-portfolio,
6 assignments online (50% of overall score)
Content & Activities3 co-published books, DVDs of 3 practice settings, core
questions, thinking points in course books
Own experience and practicePDFs, e-journal articles &
websites, activities in learning guides, 5 website
interactivities
Communication & Collaboration
F-t-F tutorials near beginning, middle and end,
Course-wide café forum, Tutor-group forums with sub-
groups for each block
Course summaryKE312 - Working together with
Children, 60 pt course over 32 weeks, 3 blocks/20
guidesWhole weeks devoted to assignments
Consolidation week (week 22)
Key wordsPractice-related, aligned to latest
professional framework for multi-agency working, rich cases
Read-Relate to practice – Reflect - Write
KE312 - Course map
Pedagogy profile
Learning Activity Taxonomy - Conole, 2008
Map of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessment
AssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessment
Each cell indicates the amount of time spent on each type of task
Course dimensions
Guidance &Support
Content &Activities
Reflection &demonstration
Communication & Collaboration
Learning outcomes
Mapping learning outcomes to:
ActivitiesAssessment
Based on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps
Task swimlane
Focus on the tasks learners doBase on:
Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputs
AdvantagesMakes design explicitMaps out designSharable with othersGood at activity level
UseMind mapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers
Dialogue and collaboration
Design challengeCreate a course in a day!
CloudworksSpace to share and discuss
Cloudworks A space for sharing and
discussing learning and teaching ideas and designs
Application of the best of web 2.0 practice to a teaching context
To bridge the gap between technologies and use
Teachers say they want examples/want to share/discuss
Helps develop skills needed for engaging with new technologies’
Quick language guideCloud: Anything to do with learning and teaching
Cloudscape:A collection of clouds
Activity stream:Latest activities on a Cloudscape or people Favourites:
Vote for things your like
RSS feeds:For Cloudscapes, Clouds & people
Follow:Cloudscapes, Clouds or people
Attend: Conferences & workshops
Policy
Teacher practiceResearch
Learner experience
Framework for research, policy and practice
Conole, 2010 http://oro.open.ac.uk/21618/
Institutional & national fundingEmbedding in strategyAligning to technology trends
Horizon scanning new technologies
Scrutinising teachers’ practice
How are learners using technologies?
Final thoughts
There will be an ongoing co-evolution of tools and use
New digital literacies are needed for both teachers and learners
There is a narrower but deeper digital divide
We need to devise pathways for navigating an increasingly complex digital landscape
We need new language and metaphors to make sense of this
Roles and structures are changing: learners, teachers, institutions
We need a better link between research and policy and practice
We need to develop a better theoretical basis for the field
We don’t know the future, but we can say this…