Conole hertfordshire

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  • 1. Contemporary perspectives in e-learning research Grinne Conole, University of Leicester University of Hertfordshire 21st March 12012

2. Outline The e-learning landscape Affordances of new technologies From Gutenberg to Zuckerberg Learner experience New pedagogies Open practices Teacher practice and paradoxes Strategies for change TheVLE as a Trojan horse New approaches to design Metaphors 3. The e-learning landscape Emergent technologies and affordancesTheory and methodologyE-pedagogies, strategiesand learning design Resources, OER and Pedagogical PatternsEvaluationsInterventions 4. 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 5. PeerOpencritiquingUserCollectivegeneratedaggregationcontentNetworked PersonalisedSocial media revolution The machine is us/ing us ou_2010.pdf 6. 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 Orwell (fear) or Huxley (pleasure) 7. Disruptive technologies Characteristics No central ownership Ecology of abundance Examples The web Napster Malware 8. Learner experience 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 resourcesSharpe, Beetham and De Freitas, 2010 9. The essence of learningReflectionDialogueCollaboration Application 10. A pedagogy frameworkSocial InformationInformal FormalExperience Individual 11. Mapping e-Pedagogies to technologiesPedagogiesTechnologies Problem-Based Learning (PBL) Virtual Worlds (VW) Inquiry-Based Learning (IBL) Google Didactic (Did) E-Books Reflection (Ref) Blogs, e-Portfolios Dialogic Learning (Dial) Discussion Forums (DF) Collaboration (Collab) Wikis Assessment (Ass) MCQs Communities of Practice (CoP) Google+ IBL social Twitter User-Generated Content (UGC) Youtube 12. Social InformationInformal FormalExperience Individual 13. IBL/Twitter Social PBL/VWCoP/Google+Dial/forumDial/Skype Collab/WikiInformalFormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs 14. Social InformationInformal FormalExperience Individual 15. Ref/BlogExperiencePBL/VWCoP/Google+ Ref/e-PortfolioDial/SkypeDial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/GoogleDid/e-BookUGC/YouTube Information Ass/MCQs 16. Mobile learningE-booksStudy calendarsLearning resourcesOnline modulesAnnotation tools Podcasting 16 Communication mechanisms 17. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al. 18. Virtual genetics lab The SWIFT project 19. Promise and realitySocial and participatorymedia offer new ways tocommunicate andcollaborate Not fully exploitedWealth of free resourcesand toolsReplicating bad pedagogy Lack of time and skills 20. Open practicesOpen resources Open courses Pandoras boxOpen scholarship Open research20 21. Open resources 22. Open coursesMassiveOpenOnlineCourse 23. Open scholarship Exploiting the digital network New forms of disseminationand communication Promoting reflective practice Embracing the affordances ofnew technologiesWeller: 24. Open research 25. Citation indicators 26. Open accreditationPeer to Peer UniversityOER University 27. Teacher practices: paradoxes Technologiesnot extensivelyused (Molenda) Lack of uptake of OER(McAndrew et al.) Little use beyond earlyadopters (Rogers) Despite rhetoric and funding Pandoras boxlittle evidence oftransformation (Cuban,Ehlers) 27 28. TheVLEas a Trojan horse VLEas a safe nursery slope Shift from content toactivities Promote reflection andcollaboration MobileVLE Integration with cloudcomputing 29. Blackboard audit Data Online survey (260 returns) Departmental visits Key findings Used as content repository and administration Pockets of innovation More support needed on effective design strategies Tension between teaching and research Usability issue 30. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrumVoicethread 31. Learning DesignShift frombelief-based, implicit approaches todesign- based,explicit approachesLearning Design A design-based approach to creation and support of courses Encouragesreflective,scholarlypracticesPromotessharing and discussion 32. ConceptualiseWhat do we want to design, who for and why?Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design 33. How to ruin a course 34. Course featuresGroup A not includedGroup B used to some extentGroup C significantly present 35. Course map view 36. Pedagogy profile view Assimilative Reading, viewing, listening Information handling Manipulating data Communicative Dialogic interactions Productive Creating an artefact Experiential Practicing, mimicking Adaptive Modeling or simulation 37. Collaboration37 38. MetaphorsEcologiesSpacesMemesRhizomes 39. Ecologies Co-evolution oftools and users Nichescolonisation ofnew habitats Survival of thefittest 40. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitateThe Internet allows forThe unprecedentedSpreading of ideasIssuesin terms ofconvergence of thought 41. Spaces 42. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process 43. MSc in Learning InnovationDissertation Case Studies of Innovation Research Design and MethodsLearning Design Technology-Enhanced Learning 44. 28 30th March 2012 45. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on