Conole vilnius 3_nov
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The document discusses how social and participatory media are enabling new forms of open practices in education. It notes that today's educational context features a rapidly changing technological environment where new digital literacy skills are needed for both learners and teachers. Social and participatory media like social networking, blogging, and collaborative editing are being used to enable more open practices in areas like peer critiquing, user-generated content, and open dialogue. The document advocates for more adoption of open practices in areas like open design, open delivery, open research, and open evaluation to transform teaching practices.
Conole vilnius 3_nov
- 1. Learning innovations through social and participatory media Gráinne Conole, University of Leicester E-learning for a changing world conference 3rd November 2011, Vilnius http://www2.le.ac.uk/departments/beyond-distance-research- Thursday, 3 November 11
- 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$ Thursday, 3 November 11
- 3. Today’s educational context • Rapidly changing technological environment • New digital literacy skills needed for learners and teachers • New open practices are emerging • New forms of online community and interactivity Thursday, 3 November 11
- 4. Social & participatory media 4 Media sharing Blogging Mash ups Messaging How are social and Recommender Collaborative participatory media being editing systems used to enable open practices? Social Virtual worlds an networking games Social Syndication bookmarking Conole and Alevizou, 2010 Thursday, 3 November 11
- 5. The machine is Us/ing us Thursday, 3 November 11
- 6. Peer critiquing The machine is Us/ing us Thursday, 3 November 11
- 7. Peer critiquing User generated content The machine is Us/ing us Thursday, 3 November 11
- 8. Peer critiquing User generated content Networked The machine is Us/ing us Thursday, 3 November 11
- 9. Peer Open critiquing User generated content Networked The machine is Us/ing us Thursday, 3 November 11
- 10. Peer Open critiquing User Collective generated aggregation content Networked The machine is Us/ing us Thursday, 3 November 11
- 11. Peer Open critiquing User Collective generated aggregation content Networked Personalised The machine is Us/ing us Thursday, 3 November 11
- 12. E-Pedagogies 6 A Thursday, 3 November 11
- 13. E-Pedagogies 6 Associative Focus on individual Learning through association and reinforcement A Thursday, 3 November 11
- 14. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Thursday, 3 November 11
- 15. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context Thursday, 3 November 11
- 16. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in context Thursday, 3 November 11
- 17. E-Pedagogies 6 E-training Drill & practice Mobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in context Thursday, 3 November 11
- 18. E-Pedagogies 6 E-training Inquiry learning Drill & practice Resource-based Mobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in context Thursday, 3 November 11
- 19. E-Pedagogies 6 E-training Inquiry learning Drill & practice Resource-based Mobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in context Experiential, Problem-based, Role play Thursday, 3 November 11
- 20. E-Pedagogies 6 E-training Inquiry learning Drill & practice Resource-based Mobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in context Experiential, Reflective & dialogic Problem-based, learning, Role play Personalised learning Thursday, 3 November 11
- 21. Mobile learning 7 Thursday, 3 November 11
- 22. Mobile learning 7 E-books Study calendars Learning resources Online modules Communication mechanisms Thursday, 3 November 11
- 23. Mobile learning 7 E-books Study calendars Learning resources Online modules Communication mechanisms Podcasting Thursday, 3 November 11
- 24. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ Thursday, 3 November 11
- 25. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ Thursday, 3 November 11
- 26. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ Thursday, 3 November 11
- 27. Virtual genetics lab 9 http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project Thursday, 3 November 11
- 28. New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006 Thursday, 3 November 11
- 29. New digital literacies Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006 Thursday, 3 November 11
- 30. New digital literacies Creativity Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006 Thursday, 3 November 11
- 31. Learner experience 11 • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010 Thursday, 3 November 11
- 32. Teacher practices: paradoxes 12 • Technologies not extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopted (Rogers) • Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers) Pandora’s box Thursday, 3 November 11
- 33. Teacher practices: paradoxes 12 • Technologies not extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopted (Rogers) • Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers) Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation? Thursday, 3 November 11
- 34. x Open practices 13 Pandora’s box Thursday, 3 November 11
- 35. x Open practices 13 Open design Pandora’s box Thursday, 3 November 11
- 36. x Open practices 13 Open design Open delivery Pandora’s box Thursday, 3 November 11
- 37. x Open practices 13 Open design Open delivery Pandora’s box Open dialogue Thursday, 3 November 11
- 38. x Open practices 13 Open design Open delivery Pandora’s box Open dialogue Open research Thursday, 3 November 11
- 39. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Thursday, 3 November 11
- 40. Representation 15 Thursday, 3 November 11
- 41. Representation 15 The Open University, UK KE312 Working together with children Thursday, 3 November 11
- 42. Representation 15 The Open University, UK KE312 What’s the problem? Text-based/focus on content Working together Doesn’t show what the course is really like or what it consists with children Thursday, 3 November 11
- 43. Course views 16 Thursday, 3 November 11
- 44. Course views 16 Course map Thursday, 3 November 11
- 45. Course views 16 Learning outcomes Course map Thursday, 3 November 11
- 46. Course views 16 Learning outcomes Course map Pedagogy profile Thursday, 3 November 11
- 47. Course views 16 Learning outcomes Course map Pedagogy profile Course dimensions Thursday, 3 November 11
- 48. Course views 16 Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane Thursday, 3 November 11
- 49. Open resources Thursday, 3 November 11
- 50. Open resources Thursday, 3 November 11
- 51. Open resources Thursday, 3 November 11
- 52. Open resources Thursday, 3 November 11
- 53. Open courses: MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/ Thursday, 3 November 11
- 54. Open accreditation Thursday, 3 November 11
- 55. Open accreditation Peer to Peer University http://www.p2pu.org/en/ Thursday, 3 November 11
- 56. Open accreditation Peer to Peer University OER University http://www.p2pu.org/en/ http://wikieducator.org/OER_university Thursday, 3 November 11
- 57. Open dialogue: Cloudworks 20 http://cloudworks.ac.uk Thursday, 3 November 11
- 58. Open dialogue: Cloudworks 20 • A space for sharing and discussing learning and teaching ideas and designs • Application of the best of web 2.0 practice for teaching • 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’ http://cloudworks.ac.uk Thursday, 3 November 11
- 59. Quick language guide 21 Cloud: 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 Follow: RSS feeds: Attend: Cloudscapes, Clouds For Cloudscapes, Clouds Conferences & or people & people workshops Thursday, 3 November 11
- 60. Open scholarship 22 Thursday, 3 November 11
- 61. Open scholarship 22 Discovery Integration Application Teaching Boyer Thursday, 3 November 11
- 62. Open scholarship 22 Discovery Integration Application Teaching Open Boyer Digital Networked Weller: http://nogoodreason.typepad.co.uk/ Thursday, 3 November 11
- 63. Open research Thursday, 3 November 11
- 64. Open research Thursday, 3 November 11
- 65. Open research Thursday, 3 November 11
- 66. Open research Thursday, 3 November 11
- 67. Thursday, 3 November 11
- 68. Final thoughts • Open, participatory and social media enable new forms of communication and collaboration • Communities in these spaces are complex and distributed • Learners and teachers need to develop new digital literacy skills to harness their potential • We need to rethink how we design, support and assess learning • Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways • We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication Thursday, 3 November 11
- 69. 26 Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer [email protected] Chapters available on dropbox Thursday, 3 November 11