Conole huddersfield keynote_final

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  • 1. Innovation and creativity through new mediaGrinne Conole, Leicester University 14thSeptember, 2012 University of Huddersfield
  • 2. Outline Technologies trends E-pedagogies Open Educational Resources Teacher practice and paradoxes The 7Cs of Learning Design Conclusion
  • 3. 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
  • 4. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev ou_2010.pdf
  • 5. 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
  • 6. The Internet of things People, resources, things Semantic connectivity
  • 7. Google glasses project Can see the Internet on glasses Context sensitive information Context lenses planned
  • 8. Technologies for learning Audio-graphics Podcasts Blogs RSS feeds E-Books Second life E-Portfolios Social bookmarking Games Twitter Instant Messaging Video Mesaging Mashups Wikis Mobile learning Video clips and YouTube Photo sharing Video chat Rennie and Morrison, 2012
  • 9. Mayes & De Freitas, 2004Pedagogies of e-learning Conole 2010 E-training Inquiry learning Drill & practice Collective intelligence Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective &Experiential,Problem-based dialogic learning,Role play Personalised learning
  • 10. E-training, drill and practice McNaught, 2010, Edmedia Keynote
  • 11. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms
  • 12. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formal andinformal settingsSharples, Scanlon et al.
  • 13. Collective intelligence
  • 14. Situated learning exhibitions Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
  • 15. Reflective and dialogic learning Blogs and E-portfolios for personal reflection Social bookmarking forresource aggregation Wikis for project-based work Cohort blogs for shared understanding E-portfolios for aggregation and evidence Twitter for just-in-time learningEDUCAUSE:7 things you should know about.
  • 16. Resource-based learning Over ten years of the OER movement Hundreds of OER repositories worldwide Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice Open Educational Resources
  • 17. The OPAL metromap
  • 18. Outputs Inventory of more than 100 OER initiatives 11 country reports and 13 mini-reports 7 in-depth case studies 3 EU-wide policy papers 7 options brief packs for EU nations/regions
  • 19. Country reports: key themes Diversity of educational contexts and maturity of internet provision and use of e-learning Differences in policy support and funding for OER initiatives Diversity from basic OER awareness to OER maturity and embedding Few national OER initiatives
  • 20. Emergent themes Shift from development to OER practices Broader notion of open practices open learning, teaching and research Use of social and participatory media to foster OER communities
  • 21. UK Country Report Significant funding from JISC/HEA three phase OER programme with around 100 OER initiatives Individual fellowships through SCORE and Olnet funding Institutionally supported initiatives Main activity in England, little in other countries Ming Nie
  • 22. UK Country Report Funding mainly from government top-down Funding mainly on production/producers, little on end-users or impact on learning Mainly HE/FE, little school-based Most institutions dont have an OER strategy Lots on cascading and transferring of experience Most institutions have an OER repository Related work: iTunesU and MOOCs
  • 23. Disaggregation of education OERu Rory McGreal
  • 24. Teacher practices: paradoxes Technologiesnot extensively used (Molenda) Lack of uptake of OER (McAndrew et al.) Little use beyond early adopters (Rogers) Pandoras box Despite rhetoric and funding little evidence of transformation (Cuban, 24
  • 25. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools