Innovation and creativity
    through new media
Gráinne Conole, Leicester University
         14thSeptember, 2012
       University of Huddersfield
Outline

•   Technologies trends
•   E-pedagogies
•   Open Educational Resources
•   Teacher practice and paradoxes
•   The 7Cs of Learning Design
•   Conclusion
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
       http://www.flickr.com/photos/wallyg/2617472088/
       http://memex.naughtons.org/
Peer                                         Open
critiquing


User
                                             Collective
generated
                                             aggregation
content



Networked                                    Personalised

             Social media revolution   www.heacademy.ac.uk/asse
                                       s/EvidenceNet/Conole_Alev
                                       ou_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
Technologies for learning
•   Audio-graphics      •   Podcasts
•   Blogs               •   RSS feeds
•   E-Books             •   Second life
•   E-Portfolios        •   Social bookmarking
•   Games               •   Twitter
•   Instant Messaging   •   Video Mesaging
•   Mashups             •   Wikis
•   Mobile learning     •   Video clips and YouTube
•   Photo sharing       •   Video chat

                                    Rennie and Morrison, 2012
Mayes & De Freitas, 2004
Pedagogies of e-learning                          Conole 2010
 E-training                                                   Inquiry learning
 Drill & practice                                             Collective intelligence
                                                              Resource-based
                    Associative           Constructivist
                    Focus on individual   Building on prior
                    Learning through      knowledge
                    association and       Task-orientated
                    reinforcement

                     A



                    Situative             Connectivist
                    Learning through      Learning in a
                    social interaction    networked
                    Learning in context   environment           Reflective &
Experiential,
Problem-based                                                   dialogic learning,
Role play                                                       Personalised
                                                                learning
E-training, drill and practice
           McNaught, 2010, Edmedia Keynote
Mobile learning




   E-books
   Study calendars
   Learning resources
   Online modules
   Annotation tools
                              Podcasting
   Communication mechanisms
Inquiry-based learning



                          My community




The Personal Inquiry project
Inquiry-based learning across formal and
informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
Collective intelligence
Situated learning –exhibitions
               Archeological digs
               Medical wards
               Art exhibitions
               Cyber-law
               Virtual language exchange
               Beyond formal schooling
Reflective and dialogic learning
                   Blogs and E-portfolios for personal reflection
                   Social bookmarking forresource aggregation
                   Wikis for project-based work
                   Cohort blogs for shared understanding
                   E-portfolios for aggregation and evidence
                   Twitter 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

                             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
Disaggregation of education




                       OERu
                     Rory McGreal
Teacher practices: paradoxes

• Technologiesnot
  extensively used
  (Molenda)
• Lack of uptake of OER
  (McAndrew et al.)
• Little use beyond early
  adopters (Rogers)            Pandora’s box
• Despite rhetoric and
  funding little evidence of
  transformation (Cuban,
        24
Promise and reality

Social and
participatory media
offer new ways to
communicate and
collaborate           Not fully exploited

Wealth of free        Replicating bad pedagogy
resources and tools
                      Lack of time and skills
Learning Design
  Shift frombelief-based, implicit
       approaches todesign-
   based,explicit approaches

          Learning Design
       A design-based approach to
         creation and support of
                 courses


 Encouragesreflective,scholarly
          practices
Promotessharing and discussion
                    http://www.open.ac.uk/blogs/OULDI/
OULDI + Carpe Diem

Open University Learning
                                 Carpe Diem at Leicester
Design Initiative (OULDI)




                 The 7Cs of design and
                  delivery framework




   Cascading institutions:       Wider dissemination:
   Leicester, SAIDE, SPEED       conferences, events
OULDI                             Learning outcomes
http://www.open.ac.uk/blogs/OULDI




                             Course map



Pedagogy profile                                          Course dimensions




                                          Task swimlane
Carpe Diem
             http://www.le.ac.uk/carpediem




                          Content (under
                                                                 Format
                        the appropriate                                                   Other (e.g.
                        licences)             Text &                       Slides (e.g.
                                                         Audio    Video                     Adobe
                                             graphics                     PowerPoint)
                                                                                          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
Conceptualise
What do we want to design, who for and why?




                   The 7Cs
                 Framework




               Consolidate
         Evaluate and embed your design
Course Features
            http://linoit.com




Orange = Guidance and support
Blue = Content and activities
Purple = Reflection and demonstration
Green = Communication and collaboration
Course Map
Course/module summary:
Key words:
                    Guidance and support                                             Content and experience
Tools & resources             Responsibilities & relationships   Tools & resources              Responsibilities & relationships
1.                                                               1.
2.                                                               2.
3.                                                               3.
4.                                                               4.
5.                                                               5.
6.                                                               6.
7.                                                               7.




               Reflection and demonstration                                   Communication and collaboration
Tools & resources             Responsibilities & relationships   Tools & resources              Responsibilities & relationships
1.                                                               1.
2.                                                               2.
3.                                                               3.
4.                                                               4.
5.                                                               5.
6.                                                               6.
7.                                                               7.
A completed course map
Activity
Profile


           http://tinyurl.com/ActivityProfileFlash

           http://tinyurl.com/ActivityProfileExcel
Storyboard
 http://linoit.com
Resource Audit
                                          Format
  Content (under
the appropriate                                                    Other (e.g.
                      Text &                        Slides (e.g.
licences)                         Audio    Video                     Adobe
                     graphics                      PowerPoint)
                                                                   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
Learning Design workshop
      Plenary work                Course team work
                                     (e-tivities)
Session 1
•Overview of learning design
•Mini-pres: background to        E-tivity: How to ruin a course
workshop
•Intro to e-tivity 1
                                   E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
                                     E-tivity: Course Map


Session 3
                                  E-tivity: A Learning Design
• Review completed course maps
                                         Resource Audit
• Intro to e-tivity 3

                                              Gabi Witthaus
Learning Design workshop
                                   Course team work
       Plenary work
                                      (e-tivities)

Session 4
• Review of completed resource
audit
• Intro to e-tivity 4


Session 5                           E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5

                                      E-tivity: Storyboard
Session 6
•Review of Storyboards
•Intro to e-tivity 6
•Stock-taking and target-setting
for next day
                                       E-tivity: E-tivities
Evaluation of 7Cs




                    Ming Nie
SPEED
        http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed


• 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
                                                                   Free image courtesy of
   – Activity Design                                               FreeDigitalPhotos.net
   – Moderating Online
• Resources available as OERs
Learning Design MOOC


Massive
Open
Online
Course



  http://www.youtube.com/watch?v=eW3gMGqcZQc
          http://cloudworks.ac.uk/cloudscape/view/2417
                                             http://mooc.ca/
Useful sites and resources
• OULDI website
  http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website
  http://www.le.ac.uk/carpediem
• 7CsOER page
  http://www2.le.ac.uk/projects/oer/oers/beyond-
  distance-research-alliance/7cs-workshop-resources
• Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie
  w/2406
• Slideshare
http://tinyurl.com/7cs-bdra-11april
Conclusion
• 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/
http://www.slideshare.net/GrainneConole
http://www2.le.ac.uk/departments/beyond-distance-research-alliance
                    grainne.conole@le.ac.uk
                    http://e4innovation.com

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Conole huddersfield keynote_final

  • 1. Innovation and creativity through new media Gráinne Conole, Leicester University 14thSeptember, 2012 University of Huddersfield
  • 2. Outline • Technologies trends • E-pedagogies • Open Educational Resources • Teacher practice and paradoxes • The 7Cs of Learning Design • Conclusion
  • 3. 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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
  • 4. Peer Open critiquing User Collective generated aggregation content Networked Personalised Social media revolution www.heacademy.ac.uk/asse s/EvidenceNet/Conole_Alev ou_2010.pdf
  • 5. 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
  • 6. The Internet of things • People, resources, things • Semantic connectivity
  • 7. Google glasses project • Can ‘see’ the Internet on glasses • Context sensitive information • Context lenses planned
  • 8. Technologies for learning • Audio-graphics • Podcasts • Blogs • RSS feeds • E-Books • Second life • E-Portfolios • Social bookmarking • Games • Twitter • Instant Messaging • Video Mesaging • Mashups • Wikis • Mobile learning • Video clips and YouTube • Photo sharing • Video chat Rennie and Morrison, 2012
  • 9. Mayes & De Freitas, 2004 Pedagogies of e-learning Conole 2010 E-training Inquiry learning Drill & practice Collective intelligence Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective & Experiential, Problem-based dialogic learning, Role play Personalised learning
  • 10. E-training, drill and practice McNaught, 2010, Edmedia Keynote
  • 11. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms
  • 12. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
  • 14. Situated learning –exhibitions Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
  • 15. Reflective and dialogic learning Blogs and E-portfolios for personal reflection Social bookmarking forresource aggregation Wikis for project-based work Cohort blogs for shared understanding E-portfolios for aggregation and evidence Twitter for just-in-time learning EDUCAUSE: 7 things you should know about….
  • 16. 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 Open Educational Resources
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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
  • 23. Disaggregation of education OERu Rory McGreal
  • 24. Teacher practices: paradoxes • Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopters (Rogers) Pandora’s box • Despite rhetoric and funding little evidence of transformation (Cuban, 24
  • 25. Promise and reality Social and participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free Replicating bad pedagogy resources and tools Lack of time and skills
  • 26. Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussion http://www.open.ac.uk/blogs/OULDI/
  • 27. OULDI + Carpe Diem Open University Learning Carpe Diem at Leicester Design Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Wider dissemination: Leicester, SAIDE, SPEED conferences, events
  • 28. OULDI Learning outcomes http://www.open.ac.uk/blogs/OULDI Course map Pedagogy profile Course dimensions Task swimlane
  • 29. Carpe Diem http://www.le.ac.uk/carpediem Content (under Format the appropriate Other (e.g. licences) Text & Slides (e.g. Audio Video Adobe graphics PowerPoint) 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
  • 30. Conceptualise What do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
  • 31. Course Features http://linoit.com Orange = Guidance and support Blue = Content and activities Purple = Reflection and demonstration Green = Communication and collaboration
  • 32. Course Map Course/module summary: Key words: Guidance and support Content and experience Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. Reflection and demonstration Communication and collaboration Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7.
  • 34. Activity Profile http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel
  • 36. Resource Audit Format Content (under the appropriate Other (e.g. Text & Slides (e.g. licences) Audio Video Adobe graphics PowerPoint) 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
  • 37. Learning Design workshop Plenary work Course team work (e-tivities) Session 1 •Overview of learning design •Mini-pres: background to E-tivity: How to ruin a course workshop •Intro to e-tivity 1 E-tivity: Course Features Session 2 •Review of Course Features •Intro to e-tivity 2 E-tivity: Course Map Session 3 E-tivity: A Learning Design • Review completed course maps Resource Audit • Intro to e-tivity 3 Gabi Witthaus
  • 38. Learning Design workshop Course team work Plenary work (e-tivities) Session 4 • Review of completed resource audit • Intro to e-tivity 4 Session 5 E-tivity: Activity Profile •Review of Activity Profiles •Intro to e-tivity 5 E-tivity: Storyboard Session 6 •Review of Storyboards •Intro to e-tivity 6 •Stock-taking and target-setting for next day E-tivity: E-tivities
  • 39. Evaluation of 7Cs Ming Nie
  • 40. SPEED http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed • 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 Free image courtesy of – Activity Design FreeDigitalPhotos.net – Moderating Online • Resources available as OERs
  • 41. Learning Design MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://cloudworks.ac.uk/cloudscape/view/2417 http://mooc.ca/
  • 42. Useful sites and resources • OULDI website http://www.open.ac.uk/blogs/OULDI/ • Carpe Diem website http://www.le.ac.uk/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie w/2406 • Slideshare http://tinyurl.com/7cs-bdra-11april
  • 43. Conclusion • 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/

Editor's Notes

  • #24: Free-tuition institutions are growing. These non-profit institutions are using OER. However, credible solutions for providing assessment and credentialisation services are neededhttp://www.onlineschools.org/inside-online-schools/wp-content/uploads/2012/07/Free.jpg