Conole icem plenary

Disruptive what? Shifting to ‘we-learning’

Gráinne Conole, University of Leicester2nd October 2013

63rd ICEM ConferenceSingapore

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

About me…

• Irish but living in England• PhD in Chemistry• Two girls (15 and 18)• Professor of Learning

Innovation at the University of Leicester

Institute of Learning Innovation

• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice

http://www.le.ac.uk/ili

Outline• Disruptive technologies or

pedagogies?• Why e-learning?• E-learning timeline and back to the

future• Emergent technologies• Pick and mix

– Digital literacies and identity– Pedagogical approaches– OER and MOOCs– Learning analytics– Mobile learning– Social media and open practices

Disruptive technologies or pedagogies?

Gray’s anatomy on Twitter

Via Tony Ratcliffe

A day made of glass

Via Alice Godwin-Davey

Why e-learning?

• For learning– Potential to support interaction, communication

and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course

• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society

E-Learning timelineM

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Lear

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ing

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and

par

ticip

ator

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edia

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Virt

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orld

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oks

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Lear

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94

http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

Back to the future…

http://gizmodo.com/16-classic-films-that-got-future-tech-right-1184346443

Back to the future: Wearable technology

Total recall: Self driving cars

Space odyssey 2001: Skype

Minority report:Touch interface

Space odyssey 2001: Siri

A glimpse of the future…

• MOOCs• Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies

http://tinyurl.com/horizon2013

Innovating pedagogy

• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry

http://www.open.ac.uk/blogs/innovating/http://www.menon.org/matel/

Red or blue pill?

Social media and open practices

Digital Literacies and identities

OER and MOOCs

Pedagogical approaches

Learning analytics

Mobile Learning

Pedagogical approaches

Drill & practiselearning

Inquiry learning

Situated learning

Immersive learning

Drill and practise learning

Inquiry-based learning

• Promoting inquiry-based approaches for Science –nQuire tools

• Developing public understanding of Science - iSpot

Situated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/

SWIFT – Learning in virtual worldsFeatures:• Harnesses imagination• Experiential learning• Creates learning context• Computer as personal tutor

Example applications:• Practical subjects• Language practice• Abstract concepts• Artistic creation

Paul Rudman

Immersive learning

A

ConstructivistBuilding on prior knowledgeTask-orientated

SituativeLearning through social interactionLearning in context

ConnectivistLearning in a networked environment

From E- to ‘We-pedagogy’ Mayes & De Freitas, 2004Conole 2010

E-trainingDrill & practice

Inquiry learningCollective intelligenceResource-based

Experiential, Problem-based Role play

Reflective & dialogic learning, Personalised learning

Flashlets App Springpad App

Solve Outbreak App

Social media & MOOCs

AssociativeFocus on individualLearning through association and reinforcement

Flashlets app

Springpad curation

Outbreak App

OLDS MOOC

Individual Social

Information

Experience

A pedagogical meta-model

Conole, et al., 2004

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Jarvis, 1972

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Dewey, 1916

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Laurillard, 2002

Non Reflective

Reflective

Mapping e-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube

Social

Individual

Informal Formal

Information

Experience

A pedagogy framework

Social

Individual

Informal Formal

Information

Experience

Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

Social

Individual

Informal Formal

Information

Experience

Experience

Information

Informal Formal

PBL/VWRef/e-PortfolioDial/Forum

Ref/BlogCoP/Google+Dial/Skype

IBL/TwitterIBL/GoogleUGC/YouTube

Coll/WikiDid/e-BookAss/MCQs

Mapping m-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Tech/app/platform• ‘Solve Outbreak’• iTunesUCourse, Futurelearn• E-Books, iTunesU, TEDTalks• Springpad, Tumblr• Facebook group or page • Google doc• Google forms quiz in context• Scoop.it, Group blog, • Twitter (FB, Google+)• Youtube, SoundCloud,

Instagram, Vine

Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms

Mobile learning

From E-Learning to M-Learning• More than just mobile e-learning

– Anytime, anywhere for the learner (efficiency)– Enables learning in special location (i.e. fieldwork)

• New affordances of mobile– Small and compact– Personal– Capturing sound, video, image– New tech i.e. augmented reality– Wearable tech

Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance

Other Leicester examples

One iPad per medical undergraduate:•Paperlessness, Personalised•Anywhere•Medical references and apps for clinical settings

Masters of International Education:•Personalised learning environment•Accessibility•iBooks Author to create iBook

Flexibility and mobility

Small, compact size

Readability

Easy on the eyes

Access from a single device without internet

Portability Capacity

Long battery life

Continue reading, Bookmark

Photo by Kzeng on Flickr

Photo by Yummy Pancake on Flickr

Digital literacies: definition

• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy

• Continuum from instrumental skills to productive competence and efficiency

http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf

Digital literacy skills

http://edudemic.com/2013/04/important-21st-century-skills/

Creativity

Multi-tasking

Performance

Simulation

Appropriation

Play

Distributed cognition

Judgment

Collective Intelligence

Transmedia Navigation

Networking

Negotiation

Jenkins et al., 2006

Identity, presence and interactionInteraction

Identity Presence

Identity

• How you present yourself online

• How you interact and communicate with others

• Facets– Reputation– Impact– Influence– Productivity– Openness

http://www.flickr.com/photos/easegill/8481750456/

My digital identity

Presence• Presence (markchilds.wordpress.com)

– Mediated presence • “being there” • immersion

– Social presence • projection of ourselves• perception of others

– Copresence • being somewhere with others

– Self presence • or embodiment

http://www.flickr.com/photos/deadair/4250153736/

Interaction

• Moore’s (1989) transactional distance: – Learners and teachers– Learners and learners– Learners and content

• Hillman et al. (1994)– Learners and interface

http://www.flickr.com/photos/easegill/8481750456/

Dangers of online interaction

http://e4innovation.com/?p=782

Online interaction and communication is great but there is a darker more sinister side… here is the story of my recent experience

OER and MOOCs

• Over ten years of the Open Educational Resource (OER) movement

• Hundreds of OER repositories worldwide

• Presence on iTunesU• 2012 Times year of the MOOC

Podcasts - iTunes U

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice

POERUP outputs

• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives

• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries

• 7 in-depth case studies• 3 EU-wide policy papers

The emergence of MOOCs

• CCK08 – Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)

– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• What are MOOCs?

– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs

– http://www.mooc-list.com/ • EFQUEL series of blogs

– http://mooc.efquel.org/

Massive Open Online Courses (MOOCs)

FreeDistributed global community

Social inclusion

High dropout ratesLearning income not learning outcome

Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html

JOLT, Vol. 9, No. 2, http://jolt.merlot.org

Dimension Characteristics

ContextOpen Degree to which the MOOC is open

Massive How large the MOOC is

Diversity The diversity of the learners

Learning

Use of multimedia Extent of use of rich multimedia

Degree of communication Amount of communication incorporated

Degree of collaboration Amount of collaboration incorporated

Amount of reflection Ways in which reflection is encouraged

Learning pathway Degree to which the learning pathway is supported

Quality assurance Degree of quality assurance

Certification Mechanisms for accreditation

Formal learning Feed into formal learning offerings

Autonomy Degree of learner autonomy

A taxonomy of MOOCs

http://e4innovation.com/?p=727

The future…

• Challenging traditional institutions

• New business models emerging

• Need for appropriate pedagogies

• Disaggregation of education– High quality resources– Learning pathways– Support– Accreditation

Digital landscapes

http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/

Open

Social

Distributed

Participatory Distributed

Networked

Complex Dynamic

Conole and Alevizou, 2010

http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html

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

Open practices• Digital scholarship• Sharing and exchange of teaching ideas• Beyond the classroom• A distributed, global community• Peer critique and support• Challenging established paradigms

A personal perspective

• What are the most effective uses of mobile and online technologies for education?

http://e4innovation.com/?p=788

Learning Analytics

Measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs

US Department of Education

We leave trails everywhere we go and that data is valuable (George Siemens)

Erik Duval

Contribution

• As a tool to understand learning behaviour

• To provide evidence to support design of more effective learning environments

• To make effective use of social and participatory media

Pedagogies

• Learning analytics to foster:–Assessment and feedback–Enquiry and sensemaking–Discourse

Assessment & feedback

• Importance of assessment and feedback as part of the learning process

• Issues around marking and workload• Open Mentor and Open Comment:

feedback through reflection and social networking

• Coding of feedback comments and power of Bale’s categories of group interaction

Whitelock

Enquiry and sensemaking

• New social networking spaces like Cloudworks to support dialogue and knowledge construction

• Cloudworks: object- rather than ego centric, collective aggregation and improvement, supporting collective intelligence and distribution cognition (Salomon, 1983)

• Disputational, cumulative and exploratory talk

Ferguson

Discourse

• Cohere: structured discourse and knowledge construction

• Discourse as an indicator of learning• Language as social action• Visualisation both as an analytic tool

and a means of supporting sensemaking

Buckingham Shum

Putting it all together

• Combining different forms of data analytics–VLE stats–Library analytics–Sitewide tracking–Course analytics

• Powerful new analytics tools to understand data and network connections

• Making sense of MOOCsHirst

Resources

• LAK conference site– http://lakconference2013.wordpress.com/

• Special issue of ETS – http://www.learninganalytics.net/

• Definitions– http

://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf

• Siemens: presentation – http

://www.slideshare.net/gsiemens/learning-analytics-educause

Conclusion

• Nature of learning, teaching and research is changing

• Changing roles• Technology Enhanced

Learning spaces• It’s about

– Harnessing new media– Adopting open practices

• New business models are emerging

http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili

grainne.conole@le.ac.ukhttp://e4innovation.com

@gconole

References• Conole, G. (2010) Review of pedagogical frameworks and models and

their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in

Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for

effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,

RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@

0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-

literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop