Conole icem plenary

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  • 1.Disruptive what? Shifting to we-learning Grinne Conole, University of Leicester 2nd October 2013 63rd ICEM Conference Singapore National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

2. About me Irish but living in England PhD in Chemistry Two girls (15 and 18) Professor of Learning Innovation at the University of Leicester 3. Institute of Learning Innovation Research Teaching Supervision Consultancy Visiting scholars Institutional advice http://www.le.ac.uk/ili 4. 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 5. Disruptive technologies or pedagogies? 6. Grays anatomy on Twitter Via Tony Ratcliffe 7. A day made of glass Via Alice Godwin-Davey 8. 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 9. E-Learning timeline Multimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94 http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html 10. 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 11. A glimpse of the future MOOCs Tablet computing Games and gamification Learning analytics 3D-printing Wearable technologies http://tinyurl.com/horizon2013 12. 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/ 13. Red or blue pill? 14. Social media and open practices Digital Literacies and identities OER and MOOCs Pedagogical approaches Learning analytics Mobile Learning 15. Pedagogical approaches Drill &practise learning Inquiry learning Situated learning Immersive learning 16. Drill and practiselearning 17. Inquiry-based learning Promoting inquiry- based approaches for Science nQuire tools Developing public understanding of Science - iSpot 18. Situated learning Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/ 19. SWIFT Learning in virtual worlds Features: Harnesses imagination Experiential learning Creates learning context Computer as personal tutor Example applications: Practical subjects Language practice Abstract concepts Artistic creation Paul Rudman 20. Immersive learning 21. A Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment From E- to We-pedagogy Mayes & De Freitas, 2004 Conole 2010 E-training Drill & practice Inquiry learning Collective intelligence Resource-based Experiential, Problem-based Role play Reflective & dialogic learning, Personalised learning Flashlets App Springpad App Solve Outbreak App Social media & MOOCs Associative Focus on individual Learning through association and reinforcement 22. Flashlets app 23. Springpadcuration 24. Outbreak App 25. OLDS MOOC 26. Individual Social Information Experience A pedagogical meta-model Conole, et al., 2004 Non Reflective Reflective 27. Individual Social Information Experience A pedagogical meta-model Jarvis, 1972 Non Reflective Reflective 28. Individual Social Information Experience A pedagogical meta-model Dewey, 1916 Non Reflective Reflective 29. Individual Social Information Experience A pedagogical meta-model Laurillard, 2002 Non Reflective Reflective 30. 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 31. Social Individual Informal Formal Information Experience A pedagogy framework 32. Social Individual Informal Formal Information Experience 33. Social Individual Informal Formal PBL/VW Dial/forum Collab/Wiki IBL/Twitter CoP/Google+ Dial/Skype Ref/Blog IBL/Google UGC/YouTube Ref/e-Portfolio Did/e-Book Ass/MCQs 34. Social Individual Informal Formal Information Experience 35. Experience Information Informal Formal PBL/VW Ref/e-Portfolio Dial/Forum Ref/Blog CoP/Google+ Dial/Skype IBL/Twitter IBL/Google UGC/YouTube Coll/Wiki Did/e-Book Ass/MCQs 36. 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 37. Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms Mobile learning 38. 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 39. 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 40. 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 41. 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 42. 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 43. Identity, presence and interaction Interaction Identity Presence 44. 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/ 45. My digital identity 46. 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/ 47. Interaction Moores (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/ 48. 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 49. 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 50. The OPAL metromap http://www.oer-quality.org/ Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice 51. 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 52. 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/ 53. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html JOLT, Vol. 9, No. 2, http://jolt.merlot.org 54. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large