Conole lund

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  • 1. Navigating digital landscapes to foster creativity and innovation Grinne Conole, University of Leicester 15th August 2013 Creating Knowledge Conference Lund, Sweden National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

2. About me Irish but living in England PhD in Chemistry Two girls (14 and 18) Professor of Learning Innovation at the University of Leicester 3. Institute of Learning Innovation Mission To research and apply learning innovations to inform policy and shape practice Vision To enable creativity, quality and innovation in learning and teaching to enhance the learner experience 4. Areas of activity Research Teaching Supervision Consultancy Visiting scholars Institutional advice 5. Brochure: http://tinyurl.com/pewrek4 6. Outline Why e-learning? E-learning timeline and digital landscapes Emergent technologies A pedagogical meta-model Pedagogical approaches Learning design and digital literacies Future challenges 7. 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 8. 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 9. Digital landscapes http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/ Open Social Distributed Participatory Distributed Networked Complex Dynamic Conole and Alevizou, 2010 10. Technological trends MOOCs Tablet computing Games and gamification Learning analytics 3D-printing Wearable technologies http://www.nmc.org/horizon-project 11. The MATEL study Productivity and creativity Networked collaboration Content creation Visualisation and simulation Learning Management Systems Learning environment Games Devices, interfaces and connectivity http://www.menon.org/matel/ 12. Co-evolution of tools and practice Evolving practices Characteristics of tools Reflection Dialogue Aggregation Interactivity Characteristics of people Preferences Skills Interests Context 13. Individual Social Information Experience A pedagogical meta-model Conole, et al., 2004 Conole, 2010 Non Reflective Reflective Mapping different types of learning to three dimensions of learning 14. Individual Social Information Experience A pedagogical meta-model Jarvis, 2004 Non Reflective Reflective Pre-conscious learning 15. Individual Social Information Experience A pedagogical meta-model Dewey, 1916 Non Reflective Reflective Reflective learning 16. Individual Social Information Experience A pedagogical meta-model Laurillard, 2002 Non Reflective Reflective Dialogic learning 17. Pedagogical approaches Drill & practice learning Mobile learning Situated learning Immersive learning 18. Drill and practice learning 19. Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms Mobile learning 20. Mobile is important In mid-2012, 51% of UK citizens owned a smartphone (The Paypers, 2012) 14% of adults in Europe owned tablet in 2012 (Lomas, 2013) 35% of UoL Medical School 3rd years own an iPad Terese Bird 21. 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 22. Natalie Auer, PhD student 23. Situated learning Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/ 24. 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 25. SCENE Problem-Based Learning (PBL) Aims: Promote the use of PBL as a teaching method in the EU Train teachers, trainers and head teachers on PBL pedagogy Online course video, discussion forums, virtual classrooms PBL repository To share PBL scenarios Virtual Facilitator To assist learners Paul Rudman and Pal Edirisingha 26. Immersive learning 27. 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 28. 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 Lisa Marie Blaschke on fb 29. Academic literacies New literacies Media literacies Digital literacies Information literacies Jane Secker (2011)Future work skills report http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/future_work_skills_2020.pdf 30. The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit 31. Conceptualise Vision for the course, including: Why, who and what you want to design The key principles and pedagogical approaches The nature of the learners Conceptualise Course Features 6 design frames Personas 32. Course features Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950 33. 6 frames of informed design Content Competency Learning to learn Personal relevance Social impact Relational Christine Bruce, http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/sixframes_final%20_1_.pdf 34. Capture Finding and creating interactive materials Undertaking a resource audit of existing OER Planning for creation of additional multimedia such as interactive materials, podcasts and videos Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content 35. Communicate Designing activities that foster communication, such as: Looking at the affordances of the use of different tools to promote communication Designing for effective online moderating Communicate Affordances E-moderating 36. Collaborate Designing activities that foster collaboration, such as: Looking at the affordances of the use of different tools to promote collaboration Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns 37. Consider Designing activities that foster reflection Mapping Learning Outcomes (LOs) to assessment Designing assessment activities, including Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns 38. Combine Combining the learning activities into the following: Course View which provides a holistic overview of the nature of the course Activity profile showing the amount of time learners are spending on different types of activities Storyboard: a temporal sequence of activities mapped to resources and tools Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway 39. Course View E-tivity Rubric: http://tinyurl.com/SPEED-e5 Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. 40. Activity profile Types of learner activities Assimilative Information Handling Communication Production Experiential Adaptive Assessment 41. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 42. Consolidate Putting the completed design into practice Implementation: in the classroom, through a VLE or using a specialised Learning Design tool Evaluation of the effectiveness of the design Refinement based on the evaluation findings Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing 43. http://www.larnacadeclaration.org/ Definition of Learning Design Teachers need guidance to make informed design decisions that are pedagogically effective and make appropriate use of technologies 44. The METIS Integrated Learning Design Environment Conceptualize Author Implement http://ilde.upf.edu/ 45. Future challenges Disaggregation of Education Digital skills and jobs gap Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/ 46. Resources Learning pathways Support Accreditation Disaggregation of education http://openclipart.org/ 47. Resources Over ten years of the Open Educational Resource (OER) movement Hundreds of OER repositories worldwide Presence on iTunesU 48. 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 49. POERUP outputs An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives 11 c