Predicting the future – fact or fantasy?http://cloudworks.ac.uk/cloud/view/4111Gráinne Conole,The Open University, UKFuture learninglandscapes conference, Greenwich, 7th July 2010
Techno-sixth senseMind control What might a technology-driven world look like in 5, 10 or 100 years?Ultimate robotAdvanced futures
OrientationConference themesFocusReview of the technology landscape Current landmarks Future trajectoriesFocus on learningPedagogies of e-learningCase study examplesThe gap between promise and realityFive approaches to bridging the gapWhat transformational practices, technologies and environments for learning are there?Individuality vs. connectivity?Tension between openness & privacy?What skills will learners (& teachers) need?Co-creation of knowledge: reality or dream?
Changing context of educationChanging technologiesAbundance of free online content and toolsUbiquitous, networked accessIncrease in mobile and smart devicesNeed new approaches to understanding, designing and supporting learningChanging learnersGrown up ‘digital’ Technologically immersedTask-orientated, group-based, ‘just in time’Comfortable with multiple representations
A typology of new technologies(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895
Predicting the futureCan’t compare with the past and extrapolateCan’t keep up - rapid growth of knowledgeOur knowledge grows in steps, it’s not linearWe’re in for more surprises than we thinkTechnology use/acceptance can’t be predictedAcceptance linked to external circumstancesA jump in quantity brings new qualitiesDevelopments will continue rapidlyHermann Maurer, Edmedia Keynote 2010
… but then again…
So what is learning?Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated (Laurillard, 1993)
Pedagogies of e-learningMayes & De Freitas, 2004Dyke et. al, 2007AE-trainingDrill & practiceInquiry learningResource-basedAssociativeFocus on individualLearning through association and reinforcementConstructivistBuilding on prior knowledgeTask-orientatedSituativeLearning through social interactionLearning in contextConnectivistLearning in a networked environmentExperiential, Problem-based Role playReflective & dialogic learning, Personalised learning
Some case study examplesInteractive materials, E-assessmentE-training, drill and practice Virtual worlds, Location aware devices, Online games Inquiry learning, resource-based learningGoogle, Media sharing repositories, User-generated contentExperiential, problem-based, role playBlogs, RSS feeds, E-portfolios, Wikis,Social networksReflective and dialogic learning, Personalised learning
E-training, drill and practiceMcNaught, 2010, Edmedia Keynote
Going mobilehttp://sclater.com/blog/?p=453
Inquiry-based learningMy communityThe Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
Resource-based learningGLO MakerLearning ObjectsPodcasts - iTunes UOpen Educational Resources
Situated learning – virtual exhibitionsWhat can avatars do? Virtual realities in collaborative learningLi et al., 2010, Edmedia conferenceAims to develop proficient technical writing and design skillsCohort of 82 students created a movie poster of the film, AvatarVirtual exhibition in SecondLifeOther examples:Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
Role-based learningWills et al., 2010Pheny and Shun, 2009, Ascilite conference
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
Connectivism and Connective knowledge Personalised learningCritical literacies online
Communication+A redefining of what ICT meansAudio & video conferencingMedia sharingForumsGoogle waveEmailWikisBlogsInstant messagingTwitterInteractivityVirtual worlds, online games & immersive environments Web pagesSocial networkingMash ups
Co-evolution of tools and practiceCharacteristics of usersAffordances of technologiesAffordances (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.PreferencesReflectionInterestsDialogueEvolvingpracticesAggregationSkillsContextInteractivityBasic communications & gesturesSymbolic representations (words, numbers)1st wave technologies (phone, radio, fax,  TV, CD/DVDs)2nd wave technologies networks, mobiles, the Internet)
A Tweet is simply 140 characters…Examples of usePosting queriesCommentingBackchannelCrowdsourcingGathering opinionsSharing ideasBrainstormingSocial presenceIssuesYour ‘a-ha’ momentThe right networkYour digital voiceInappropriateness Personal/privateToo much!Use with other toolsA passing fad?
Conole keynote greenwich_2010_07_07
The reality gapParadoxesTechnologies not fully exploitedLittle evidence of use of OERPredominance of ‘old practices’Media sharingBlogs & wikisReasonsTechnical, pedagogical, organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”Solutions?Models and frameworksLearning designPedagogical patternsOpen Educational ResourcesPedagogical plannersVirtual worlds &online gamesSocial networkingWorld of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
Approaches to addressing the problemPedagogical patternsModels and frameworksOpen Educational ResourcesLearning designPedagogical planners
1. Models and frameworksMerrill’s instructional principles
Model of direction instruction
Kolb’s learning cycle
Conversational framework
Community of inquiry framework
Constructivist model
N-Quire model
Activity theory
Community of practice
5-stage e-moderating model
Connectivism
Preece’s framework for online community
Gibb and Boud assessment models
REAP assessment framework
OU Supported Open Learning model
OU Course Business Models
3D pedagogy framework
Bigg’s constructive alignment
8LEM hybrid learning model
Gee’s affinity modelReview of e-learning models and frameworks, HEFCE E-learning task force, March 2010http://cloudworks.ac.uk/cloudscape/view/2009
8LEM hybrid model
2. Learning Design/Designing for learningShift from belief-based, implicit approaches to design-based, explicit approachesA design-based approach to creation and support of coursesEncourages reflective, scholarly practicesPromotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
The learning design concept wheelToolsActivitiesCloudworksResourcesResources’DesignChallenge’TheoryDialogueRepresentationActivitiesToolsToolsActivitiesResources
New forms of dialogue & collaboration
Dialogue and collaborationDesign challengeCreate a course in a day!CloudworksSpace to share and discuss

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Conole keynote greenwich_2010_07_07

  • 1. Predicting the future – fact or fantasy?http://cloudworks.ac.uk/cloud/view/4111Gráinne Conole,The Open University, UKFuture learninglandscapes conference, Greenwich, 7th July 2010
  • 2. Techno-sixth senseMind control What might a technology-driven world look like in 5, 10 or 100 years?Ultimate robotAdvanced futures
  • 3. OrientationConference themesFocusReview of the technology landscape Current landmarks Future trajectoriesFocus on learningPedagogies of e-learningCase study examplesThe gap between promise and realityFive approaches to bridging the gapWhat transformational practices, technologies and environments for learning are there?Individuality vs. connectivity?Tension between openness & privacy?What skills will learners (& teachers) need?Co-creation of knowledge: reality or dream?
  • 4. Changing context of educationChanging technologiesAbundance of free online content and toolsUbiquitous, networked accessIncrease in mobile and smart devicesNeed new approaches to understanding, designing and supporting learningChanging learnersGrown up ‘digital’ Technologically immersedTask-orientated, group-based, ‘just in time’Comfortable with multiple representations
  • 5. A typology of new technologies(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895
  • 6. Predicting the futureCan’t compare with the past and extrapolateCan’t keep up - rapid growth of knowledgeOur knowledge grows in steps, it’s not linearWe’re in for more surprises than we thinkTechnology use/acceptance can’t be predictedAcceptance linked to external circumstancesA jump in quantity brings new qualitiesDevelopments will continue rapidlyHermann Maurer, Edmedia Keynote 2010
  • 7. … but then again…
  • 8. So what is learning?Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated (Laurillard, 1993)
  • 9. Pedagogies of e-learningMayes & De Freitas, 2004Dyke et. al, 2007AE-trainingDrill & practiceInquiry learningResource-basedAssociativeFocus on individualLearning through association and reinforcementConstructivistBuilding on prior knowledgeTask-orientatedSituativeLearning through social interactionLearning in contextConnectivistLearning in a networked environmentExperiential, Problem-based Role playReflective & dialogic learning, Personalised learning
  • 10. Some case study examplesInteractive materials, E-assessmentE-training, drill and practice Virtual worlds, Location aware devices, Online games Inquiry learning, resource-based learningGoogle, Media sharing repositories, User-generated contentExperiential, problem-based, role playBlogs, RSS feeds, E-portfolios, Wikis,Social networksReflective and dialogic learning, Personalised learning
  • 11. E-training, drill and practiceMcNaught, 2010, Edmedia Keynote
  • 13. Inquiry-based learningMy communityThe Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
  • 14. Resource-based learningGLO MakerLearning ObjectsPodcasts - iTunes UOpen Educational Resources
  • 15. Situated learning – virtual exhibitionsWhat can avatars do? Virtual realities in collaborative learningLi et al., 2010, Edmedia conferenceAims to develop proficient technical writing and design skillsCohort of 82 students created a movie poster of the film, AvatarVirtual exhibition in SecondLifeOther examples:Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
  • 16. Role-based learningWills et al., 2010Pheny and Shun, 2009, Ascilite conference
  • 17. 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
  • 18. Connectivism and Connective knowledge Personalised learningCritical literacies online
  • 19. Communication+A redefining of what ICT meansAudio & video conferencingMedia sharingForumsGoogle waveEmailWikisBlogsInstant messagingTwitterInteractivityVirtual worlds, online games & immersive environments Web pagesSocial networkingMash ups
  • 20. Co-evolution of tools and practiceCharacteristics of usersAffordances of technologiesAffordances (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.PreferencesReflectionInterestsDialogueEvolvingpracticesAggregationSkillsContextInteractivityBasic communications & gesturesSymbolic representations (words, numbers)1st wave technologies (phone, radio, fax, TV, CD/DVDs)2nd wave technologies networks, mobiles, the Internet)
  • 21. A Tweet is simply 140 characters…Examples of usePosting queriesCommentingBackchannelCrowdsourcingGathering opinionsSharing ideasBrainstormingSocial presenceIssuesYour ‘a-ha’ momentThe right networkYour digital voiceInappropriateness Personal/privateToo much!Use with other toolsA passing fad?
  • 23. The reality gapParadoxesTechnologies not fully exploitedLittle evidence of use of OERPredominance of ‘old practices’Media sharingBlogs & wikisReasonsTechnical, pedagogical, organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”Solutions?Models and frameworksLearning designPedagogical patternsOpen Educational ResourcesPedagogical plannersVirtual worlds &online gamesSocial networkingWorld of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
  • 24. Approaches to addressing the problemPedagogical patternsModels and frameworksOpen Educational ResourcesLearning designPedagogical planners
  • 25. 1. Models and frameworksMerrill’s instructional principles
  • 26. Model of direction instruction
  • 36. Preece’s framework for online community
  • 37. Gibb and Boud assessment models
  • 39. OU Supported Open Learning model
  • 44. Gee’s affinity modelReview of e-learning models and frameworks, HEFCE E-learning task force, March 2010http://cloudworks.ac.uk/cloudscape/view/2009
  • 46. 2. Learning Design/Designing for learningShift from belief-based, implicit approaches to design-based, explicit approachesA design-based approach to creation and support of coursesEncourages reflective, scholarly practicesPromotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
  • 47. The learning design concept wheelToolsActivitiesCloudworksResourcesResources’DesignChallenge’TheoryDialogueRepresentationActivitiesToolsToolsActivitiesResources
  • 48. New forms of dialogue & collaboration
  • 49. Dialogue and collaborationDesign challengeCreate a course in a day!CloudworksSpace to share and discuss
  • 50. CloudworksA space for sharing and discussing learning and teaching ideas and designsApplication of the best of web 2.0 practice to a teaching contextTo bridge the gap between technologies and useTeachers say they want examples/want to share/discussHelps develop skills needed for engaging with new technologies’
  • 51. Quick language guideCloud:Anything to do with learning and teachingCloudscape:A collection of cloudsActivity stream:Latest activities on a Cloudscape or peopleFavourites:Vote for things your likeRSS feeds:For Cloudscapes, Clouds & peopleFollow:Cloudscapes, Clouds or peopleAttend: Conferences & workshops
  • 54. Flash debatesVirtual desk researchVirtual reading circlesEvolving patterns of user behaviourExpert elicitation
  • 55. Cloudworks leafletCloudworks the movie!http://cloudworks.ac.uk/cloud/view/2457Using Cloudworks Cloudscapehttp://cloudworks.ac.uk/cloudscape/view/1911Help
  • 56. Take a digital walking tourUsing cloudworks CloudscapesThe Cloudworks CloudquestBrowse Clouds and CloudscapesFree searchExplore user profilesLook at current eventsContribute to the Flash debatesPush the boat out – create a Cloud 
  • 57. SolutionProblemContext3. Pedagogical patternsDerived from Alexander’s work in ArchitectureRetalis, 2010Goodyear & Retalis, 2010Practical design patterns for teaching & learning with technologyWinters, Warburton & Mor, ForthcomingSource: http://gsic.tel.uva.es/collageDemitriadis et al, 2010
  • 58. 4. Open Educational Resource movementOpen Learning Initiative
  • 59. Pedagogically diverse… but usually focused on the individualConole, McAndrew & Dimitriadis, forthcoming
  • 60. From resources to practices
  • 61. Abstracting dimensions of PracticeOpen Educational Practices (OEP)Practices around the creation, use and management of Open Educational ResourcesApproach60+ case studies of OER collectedDimensions of OEP derivedOnline consultation processhttp://cloudworks.ac.uk/cloudscape/view/2105
  • 62. Open Educational Practice DimensionsStrategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategiesBarriers and success factorsTools and tool practicesSkills development and supportInnovationsStrategies and policiesQuality Assurance modelsPartnership modelsBusiness models/sustainability strategiesBarriers and success factorsTools and tool practicesSkills development and supportInnovationsStrategies and policesBarriers and success factorsTools and tool practicesSkills development and support
  • 63. Maturity model441AX1BX1AX1BX1BX1BX1AY1BXLevels1BY1BX1BY3AXMacro-level: SocietalMeso-level: OrganisationMicro-level: Individual2AX1BY3BX2BX3CX2AX2BX3DX2BX2BX2AY2BX2BY2BX2BY2AX3AX2BY2BX3BX2CX3AX3BX2DX3BX3BX3AY3BX3BY3BX3BY1AX3BY1BXStrategies & policiesBarriers & successfactorsTools & toolpracticesSkillsDev &Support1CX1DXLevel of maturityDimensionsOER embedded in strategyInstitutional OER repositoryAdapted from diagram by T. Koskinen
  • 65. Final thoughtsThere will be an ongoing co-evolution of tools and useNew digital literacies are needed for both teachers and learnersThere is a narrower but deeper digital divideWe need to devise pathways for navigating an increasingly complex digital landscapeWe need new language and metaphors to make sense of thisRoles and structures are changing: learners, teachers, institutionsWe need a better link between theory and practiceWe need to develop a better theoretical basis for the fieldWe don’t know the future, but we can say this…
  • 66. SourcesMash ups http://www.flickr.com/photos/richardellard/4524139966/Molecule http://www.flickr.com/photos/8272941@N07/498827420/Periodic table http://www.flickr.com/photos/chemheritage/3984920162/Music sheet http://www.flickr.com/photos/anyaka/21848267/One world http://www.flickr.com/photos/psd/2731067095/World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpgYin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gifImperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/Personal Inquiry project http://www.pi-project.ac.uk/resources/E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios  
  • 67. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpgOpenLearningInitiativehttp://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/Molecule http://www.flickr.com/photos/8272941@N07/498827420/Periodic table http://www.flickr.com/photos/chemheritage/3984920162/Music sheet http://www.flickr.com/photos/anyaka/21848267/One world http://www.flickr.com/photos/psd/2731067095/World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/Crystal ball http://mashable.com/2009/08/20/ted-future/