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A holistic approach to design for learning: a student-centered approachGráinne Conole, Open University, UKAnnual International CODE Symposium, Chiba, Japan, 18th February 2010

Slides and links:http://cloudworks.ac.uk/cloud/view/2695

+My context…

My background:IrishPhD ChemistryProfessor of e-learning

Open University, UK:1st ‘Open University’More than 200, 000 students570 courses in 70 subjectsSupported Open Learning:(Materials+Tutor+Assessment)7,000 tutors20 partnerships in 30 countriesExpertise in e-learningLearning innovation

Learning environment: Moodle+YouTube channeliTunesOpenLearnSecondLife

+Towards student-centered learning

Teacher Student

Teaching Learning

Content Activities

New technologies:Opportunities and

challenges

New tools and resources:

To help teachers design

+Locating educational approaches

Teacher-centred

Student-centred

Activity-based

Content-based

Formal, ‘traditional’ courses

Problem-based learning

Contract-based learning

Informal web-based learning

A lecture

Why is a river polluted?

Amateur photography

Professional development

+Blurring boundaries

Teacher-centred

Student-centred

Activity-based

Content-based

Teaching

Learning

How do we deal with this new complexity?

Learning Design as a conceptual framework

+Outline Education in an

increasingly technology context Changing technologies The learner voice Examples of technology

innovation Converging practice Paradoxes The gap between

promise and reality

Work at the OUUK OU Learning Design

Initiative OLnet

The landscape of the web 2.0 world….

Exploring new digital territories

+ Technologies: changing, evolving…

Abundance of online resourcesUbiquitous, just-in-time, learningMobile technologiesIT services decentralised (Cloud computing)

+The learner voice 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, Sharpe and Beetham (forthcoming)

+Content defined…

Open University UK:

From broadcast TV to multi-channel

+Personalised and mobile

New learning opportunitiesIndividualised personal environmentsSynchronising across devicesLocation and context aware

The i-phone: a transformative technologyBut what next?

+Reflection: e-portfolios

+Virtual learning

+New learning spaces Combining the

affordances of new technologies with good pedagogy

Taking account of context, location and time

Blurring of real and virtual

New spaces, new metaphors, new ways of working

SKG: Learning Spaces project, AustraliaJISC Designing spaces for effective learning

+Converging practices

Modern technologies Modern pedagogy Web 2.0 practices

Location aware technologies

Adaptation & customisation

Second life/immersive worlds

Google it!

“Expert badges”, World of warcraft

User-generated content

Blogging, peer critiquing

Cloud computing

From individual to social

Contextualised and situated learning

Personalised learning

Experiential learning

Inquiry learning

Peer learning

Open Educational Resources

Reflection

Distributed cognition

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Expansive knowledge domain

Death of expertise/everyone an expert

Hierarchy & control less meaningful

Multiple pathways/lost in cyberspace

Increasingly complex digital landscape

Beyond ‘digital space’/New metaphors

Content distributed, everything is miscellaneous

Multiple (co-)locations/loss of content integrity

Collective intelligence

Social collective/digital individualism

Free content & tools, open APIs and mash ups

Issues re: ownership, value, business models

Paradoxes created by the digitalTechnology aspect Generic impact Educational impact

Challenges the role of the teacher

Need for new learner pathways

Widening skills gap from ‘tech savy’

Need to rethink the design process

Potential for new forms of learning

Lack of uptake

+Digital literacies Jenkins twelve skills for participatory culture

Play – experimentation/problem solving Performance – alternative identities Simulation – construct models of real-

world processes Appropriation – sample and remix of

media content Multitasking – scanning and then focusing

on salient details Distributed cognition – interaction to

expand mental capacities Collective intelligence - to pool knowledge

with others Judgment – evaluation reliability of

different information Transmedia navigation – follow the flow of

stories across modalities Networking – search for, synthesize and

dissemination information Negotiation – travel diverse communities,

multiple perspectives Visualisation – different data

representations for ideas, patterns, trends

+The gap between promise & reality Common reactions:

“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”

Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly

Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support

Free resources Little reuse

Array of technologies

Not fully exploited

+Designing for Learning

Representing pedagogy

Guiding design Sharing ideas

Empirical evidence base

OULDIOpen University Learning Design Initiative

OLnetSupporting researchers and users of Open Educational Resources

+OULDI….

Design methods:schema & patterns

Visualisation: CompendiumLD

Support and guidance:Events

Sharing and discussing:Cloudworks

+Visualisation

Helps articulate and share designs

Supports effective design

Highlights key requirements at different levels

Integrates design advice and support at key points in the process

+CompendiumLD

Tool for visualising designs

Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs

Advantages Makes design explicit Maps out design Sharable with others Good at activity level

+Course map &Pedagogy profile

Course map Gives an ‘at a glance’ view Based on the 5 key aspects of a

course

Pedagogy profile Maps to the types of student

activities Can look at different

timeframes

Advantages of these ‘views’ Provide pedagogical overviews Can compare with other

courses

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Guidance and Support“Learning pathway”: Course

structure and timetablee.g. course calendar, study

guide, tutorials

Thinking and reflection“Meta-cognition”: Internalization and

reflection, e.g. in-text questions, blogs, e-portfolios

Evidence and demonstration

“Assessment”: Diagnostic, formative or summative, e.g.

multiple choice questions, assignments, exams

Information and experience

“Contents and activities”: Course materials, prior

experience, learner-generated content, e.g.

readings, DVDs, podcasts, labs

Communication and Interaction

“Dialogue”: Social dimensions of the course,

interaction between learners and tutors, e.g.

course forum, email

Course Map View: Course title

Course summaryLevel, credits, duration, key features

Key worksDescription words indicating pedagogical

approach, special features

+Pedagogy profile Map of student tasks to time

periods (weeks, semesters, etc)

Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment

Each cell indicates the amount of time spent in that period on each type of task

Web-based interactive version available

24

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Teaching is a ‘craft’ practice: Developing Discussing Adapting Improving

Key aspects to support Sharing best practice Ideas, support and advice Enhancing professional

knowledge

Communication

+Cloudworks: sharing teaching practice 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

Iterative development and evaluation – based on use

Part of OU Learning Design Initiative Juliette Culver – developer Rebecca Galley – cloudworks

facilitators Growing international

‘cloudworks champions’

+Why was it developed?

Aim To bridge the gap between

technologies and use

Issues Lack of uptake of technologies

in education Teachers say they want

examples/want to share/discuss New skills needed for engaging

with new technologies

+Key concepts

Clouds: core objects in Cloudworks

Cloudscapes: collections of clouds

Activity streams: dynamic filters of new activity

Follow and be followed: Personal activity stream

and peer recognition

+Homepage

Active clouds

New Cloudscapes

Orientation Search Browse Login User panel

Cloudstream

+Clouds

Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems

+Active clouds

Current topics

Hot issues

Questions

Flash debates

Presentations

+Cloudscapes

“Learn about” Cloudscape: Presentations 24 Clouds Twitter stream Recent activities

Space to Discuss Add Follow Collate Archive

+Individuals, collectives, communities Views from 158 countries Users:

Teachers (from K-12, tertiary, independent) Researchers Educational technologists/support staff Policy makers Researchers Learners

Characteristics Boundary crossing Multi-purpose, different motivations Lurking through active participation

+Uses and benefits

Events: conferences and workshops ETUG workshop, 20th-21st October 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1903

Discussions: Flash debates The changing nature of conferences http://cloudworks.ac.uk/cloud/view/2577

Eliciting expertise and open reviews Literature review of Web 2.0 use in Higher Education http://cloudworks.ac.uk/index.php/cloudscape/view/1895

Aggregating resources Personalising formal learning with technology http://cloudworks.ac.uk/index.php/cloudscape/view/1871

+ LD Toolbox

A ‘pick and mix’ of learning design tools and resources

Supporting advice and guidance

Trialled across a range of teaching and learning environments

http://cloudworks.ac.uk/cloudscape/view/1882

+Using the toolbox

Activities graded: introductory Intermediate advanced

4 interventions offered: Independent, Community peer support Tailored events Side-by-side mentoring

Co-creative approach to ensure relevance

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Olnet - Design, use, reuse

Designer

OER

Design

Creates

Deposits

Deposits

Learner A

OER

DesignLearner B

Tutor

Chooses

UsesQuiz + beginners route

UsesQuiz + advanced route

Repurposes & deposits

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A holistic approach to design for learning – a vision for the future

Gráinne Conole, Open University, UKAnnual International CODE Symposium, Chiba, Japan, 18th February 2010

More info, slides and references:http://cloudworks.ac.uk/cloud/view/2695

+Flickr images

Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/

Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/

Grand challenges http://www.kamaelia.org/GrandChallengesCover.png

Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/

Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0