Disruptive technologies & open practicesGráinne Conole,

University of Leicester20th March 2014

Consiglio Nazionale Delle Ricerche, Genoa

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

Outline

• Disruptive technologies• E-learning timeline • Emergent technologies• OER and MOOCs • A new MOOC classification• Pedagogical approaches• Learning Design

Institute of Learning Innovation

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

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

Disruptive technologies or pedagogies?

Changing educational paradigms – Ken Robinson

A day made of glass

Via Alice Godwin-Davey

The importance of 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

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Emergent technologies

• Online, hybrid & collaborative learning• Social media use in learning• The creator society• Data driven learning & assessment• Agile approaches to change• Making online learning natural

http://www.nmc.org/pdf/2014-horizon-he-preview.pdf

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/

2025…

• Internet like electricity• Augmented reality

enhancements• Disruption of business

models• Intelligent analysis of

physical and digital worlds

http://www.pewinternet.org/2014/03/11/digital-life-in-2025/

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

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• What are MOOCs?

– http://www.youtube.com/watch?v=eW3gMGqcZQc• Emergence of large-scale xMOOCs• Recent developments

– UK-based FutureLearn– Launch of Massey on Open2Study

• List of MOOCs– http://www.mooc-list.com/

• EFQUEL series of blogs– http://mooc.efquel.org/

• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC

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

The eMundus project

• Aim– Strengthen

cooperation and awareness amongst EU and strategic partners of exploiting potential of MOOCs and virtual mobility to support long-term, balanced, inter-cultural partnership

http://wikieducator.org/Emundus/Home

Objectives

• Map state of the art of MOOCs and Virtual Mobility• Sharing of knowledge, tools and practices around

MOOCs and their implications• Promote and mainstream MOOCs and VM• Help institutions, networks and policy makers to develop

effective MOOC strategies

Learning can be achieved by:

Interaction Communication & Collaboration

Through

OER & MOOCs Social Media

Facilitated by:

Learning Design

Leading to:

New support and accreditation models

A

ConstructivistBuilding on prior knowledgeTask-orientated

SituativeLearning through social interactionLearning in context

ConnectivistLearning in a networked environment

E-pedagogies Mayes & De Freitas, 2004Conole 2010

E-trainingDrill & practice

Inquiry learningCollective intelligenceResource-based

Experiential, Problem-based Role play

Reflective & dialogic learning, Personalised learning

AssociativeFocus on individualLearning through association and reinforcement

https://tinyurl.com/hotelproject

Pedagogical approaches

Drill & practiselearning

Inquiry learning

Situated learning

Immersive learning

Drill and practise learning

Flashlets app

Inquiry-based learning

• Promoting inquiry-based approaches for Science – nQuire tools

• Developing public understanding of Science – iSpot

• Mobile data collection – Sense-It App

http://nquire.open.ac.uk

https://play.google.com/store/apps/details?id=org.greengin.sciencetoolkit

Sense-it App

• Set of sensors to collect data

• Available on smartphones and tables

• Record data and create graphs

• Can set up project• Can share with others

Springpad curation

Situated learning

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

Mark Childs

Swift project

Paul Rudman and Suzanne Lavelle

Outbreak App

Immersive learning

Connectivist MOOCs

• Weekly centred• Participant reflective spaces• Social and networked

participation• Hashtag: #etmooc• Use of a range of social media

http://www.connectivistmoocs.org/

http://etmooc.org/sample-page/

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

A new MOOC classificationDimension Connectivist Siemens MOOCContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3

For each dimension, give the MOOC a score: Low=1, Medium=2High=3

A new MOOC classificationDimension Connectivist Siemens MOOCContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3

How to rate Open?

It’s free = 1

At least some CC materials = 2

All materials CC, and non-registered students can view materials=3

How to rate Massive?

Under 500=1500-10,000=2Over 10,000=3

http://tinyurl.com/OEWBirdConole

Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response.

Intermediate Chinese from Open University of China on iTunes Uhttp://tinyurl.com/chineselang

Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate.

Coursera Songwritinghttps://www.coursera.org/course/songwriting

Constructivist Adding meaning to, and building on what I already know

Open University Course Design MOOC ‘OLDS’http://www.olds.ac.uk

SituativeLearning that occurs in the same context in which it will be used.

Coursera Introduction to Clinical Neurologyhttps://www.coursera.org/course/clinicalneurology

ConnectivistAbout who or what learning resources we have access to. People as resources.

George Siemens original Connectivist MOOC http://cck11.mooc.ca/

MOOCs by pedagogical approachDimension Associative

ChineseCognitive Songwriting

Constructivist OLDS

Situative Neuro

Connectivist Siemens

Context

Open 1 1 3 1 3

Massive 1 2 1 2 2

Diversity 1 2 2 2 3

Learning

Use of multimedia 3 2 2 2 2Degree of communication 1 1 2 2 3

Degree of collaboration 1 1 2 2 2

Amt of reflection 1 1 2 1 3

Learning pathway 1 1 2 2 2

Quality assurance 2 2 2 2 1

Certification 1 2 2 2 1

Formal learning 1 1 2 1 1

Autonomy 3 3 3 2 3

Formal

Informal

Individual Social

Blended coursesDL+ social media

Trad. campus coursesDL courses

OERxMOOCs

OER + Social mediacMOOCs

APELePortforliosOERuBadges

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

The 7Cs of Learning DesignConceptualise

Vision

CommunicateCreate ConsiderCollaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

Activity profile

• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment

Start End

Learning OutcomesLO1LO2LO3LO4

Assessment LO1LO2 LO3 LO4

Week 1Topic 1

Week 2Topic 2

Week 3Topic 3

Week 4Topic 4

METIS ILDE

• Integrated Learning Design Environment

• Create designs:– Conceptualise– Author– Implement

• Share and adapt designs

http://ilde.upf.edu/pg/lds/

Conclusion• Disruptive technologies are

challenging traditional institutions

• New business models emerging• New approaches needed for

designing and delivering MOOCs• Need for appropriate pedagogies• Disaggregation of education

– High quality resources– Learning pathways– Support– Accreditation

http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole

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

@gconole