Post on 24-Apr-2015
description
Digital media: tools for excellent teaching
Gráinne Conole, Leicester University12th September, 2012
Gesekkschaft fur Medien in der Wissenschaft e. V.Vienna, Austria
Outline
• Technologies trends• E-pedagogies• Open Educational Resources• Teacher practice and paradoxes• The 7Cs of Learning Design• Implications
Gutenberg to Zuckerberg
• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolutionThe machine is us/ing us
www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
Technological trends• Mobiles and e-books• Games-based learning• Learning analytics• Gesture-based learning• The Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
The Internet of things
• People, resources, things
• Semantic connectivity
Google glasses project
• Can ‘see’ the internet on glasses
• Context sensitive information
• Context lenses planned
http://www.youtube.com/watch?v=9c6W4CCU9M4
Technologies for learning
• Audio-graphics• Blogs• E-Books• E-Portfolios• Games• Instant Messaging• Mashups• Mobile learning• Photo sharing
• Podcasts• RSS feeds• Second life• Social bookmarking• Twitter• Video Mesaging• Wikis• Video clips and YouTube• Video chat
Rennie and Morrison, 2012
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-learning Mayes & De Freitas, 2004Conole 2010
E-trainingDrill & practice
Inquiry learningCollective intelligenceResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
E-training, drill and practiceMcNaught, 2010, Edmedia Keynote
Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting
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
Collective intelligence
Situated learning –exhibitions
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
Reflective and dialogic learningBlogs and E-portfolios for personal reflection Social bookmarking for resource aggregationWikis for project-based workCohort blogs for shared understandingE-portfolios for aggregation and evidenceTwitter for just-in-time learning
EDUCAUSE:7 things you should know about….
Resource-based learning
• Over ten years of the OER movement
• Hundreds of OER repositories worldwide
• Evaluation shows lack of uptake by teachers and learners
• Shift from development to community building and articulation of OER practice
Podcasts - iTunes U
Open Educational Resources
The OPAL metromap
Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
Country reports: key themes• Diversity of educational contexts and maturity
of internet provision and use of e-learning• Differences in policy support and funding for
OER initiatives• Diversity from basic OER awareness to OER
maturity and embedding• Few national OER initiatives
Emergent themes• Shift from development to OER practices• Broader notion of open practices – open
learning, teaching and research• Use of social and participatory media to foster
OER communities
UK Country Report• Significant funding from JISC/HEA – three
phase OER programme with around 100 OER initiatives
• Individual fellowships through SCORE and Olnet funding
• Institutionally supported initiatives• Main activity in England, little in other
countries Ming Nie
UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little
on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository• Related work: iTunesU and MOOCs
Teacher practices: paradoxes
•Technologies not extensively used (Molenda)
•Lack of uptake of OER (McAndrew et al.)
•Little use beyond early adopters (Rogers)
•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
23
Pandora’s box
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
Learning Design
Shift 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
http://www.open.ac.uk/blogs/OULDI/
OULDI + Carpe Diem
Open University Learning Design Initiative (OULDI) Carpe Diem at Leicester
The 7Cs of design and delivery framework
Cascading institutions: Leicester, SAIDE, SPEED
Wider dissemination: conferences, events
Course map
Learning outcomes
Pedagogy profile Course dimensions
Task swimlane
OULDIhttp://www.open.ac.uk/blogs/OULDI
Carpe Diem
Content (under the appropriate licences)
Format
Text & graphics Audio Video Slides (e.g.
PowerPoint)
Other (e.g. Adobe
Presenter)
What I find and reuse as is
What I find, tweak and use
What I find, repurpose and use
What I create for this module
Storyboard Resource audit
http://www.le.ac.uk/carpediem
ConceptualiseWhat do we want to design, who for and why?
ConsolidateEvaluate and embed your design
The 7Cs Framework
Course Featureshttp://linoit.com
Orange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration
Course Map
Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Course/module summary: Key words:
A completed course map
Activity Profile
http://tinyurl.com/ActivityProfileFlash
http://tinyurl.com/ActivityProfileExcel
Storyboardhttp://linoit.com
Content (under the appropriate licences)
Format
Text & graphics Audio Video Slides (e.g.
PowerPoint)
Other (e.g. Adobe
Presenter)
What I find and reuse as is
What I find, tweak and use
What I find, repurpose and use
What I create for this module
Resource Audit
Session 1•Overview of learning design•Mini-pres: background to workshop •Intro to e-tivity 1
Session 2•Review of Course Features•Intro to e-tivity 2
E-tivity: Course Features
E-tivity: Course Map
E-tivity: A Learning Design Resource Audit
Plenary work Course team work (e-tivities)
Session 3• Review completed course maps • Intro to e-tivity 3
E-tivity: How to ruin a course
SAIDE workshop
Gabi Witthaus
Session 5•Review of Activity Profiles •Intro to e-tivity 5
Session 6•Review of Storyboards •Intro to e-tivity 6•Stock-taking and target-setting for next day
E-tivity: Storyboard
E-tivity: E-tivities
Session 4• Review of completed resource audit• Intro to e-tivity 4
E-tivity: Activity Profile
Plenary workCourse team work
(e-tivities)
SAIDE workshop
Evaluation of 7CsWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, an online course, and not just simply as a set of learning activities plus integrated resources.
The visual nature of the tools and the quick and easy way that one could use it without too much elaborative training. They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.
I wanted to have my thinking
challenged with regard to course
design and development and I
definitely left reflecting and
questioning our unit's current
approach and have some good
tools and approaches to pilot with
course design teams.
It’s a way of freeing your mind and putting all the
ideas of all the people in the course team down
somewhere, not having to be so prescriptive. It
was just a much freer and [more] creative
experience than getting the learning outcomes and
writing them as active verbs, and getting in at a
granular level. It was quite sort of a liberating
thing to just have everybody move components
around and say, ‘Do you know I really like all these
features. I’d like to do some problem-based
learning. I’d like to do peer-review.’
Ming Nie
SPEEDhttp://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
Free image courtesy of FreeDigitalPhotos.net
• JISC-funded, Transformation• Embed benefits from DUCKLING and
7Cs to:– Liverpool John Moores– London South Bank– Northampton– Derby
• Repackage resources into 3 categories:– Course Design– Activity Design– Moderating Online
• Resources available as OERs
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
Learning Design MOOC
http://cloudworks.ac.uk/cloudscape/view/2417
• OULDI website http://www.open.ac.uk/blogs/OULDI/• Carpe Diem website http://www.le.ac.uk/carpediem• 7Cs OER page
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources
• Cloudworks http://cloudworks.ac.uk/cloudscape/view/2406
• Slideshare http://tinyurl.com/7cs-bdra-11april
Useful sites and resources
Implications
• Blurring of boundaries and changing roles
• New pedagogies emerging
• New business models• More open practices• Disruptive, complex,
co-evolving
http://www.flickr.com/photos/ssoosay/6738302627/