Category: Entertainment

Presentation Description

No description available.


Presentation Transcript

The potential & paradoxes of new technologies & implications for education & its implications for web citizenship : 

The potential & paradoxes of new technologies & implications for education & its implications for web citizenship Gráinne Conole, The Open University, UK Aprenred, University of Guadalajara, Mexico, 7th October 2010

Orientation : 

Orientation Open, social and participatory media Mapping pedagogies to e-learning A vision of openness – Open Practices Open Design Open Delivery OpenResearch Open Evaluation Implications for learning and teaching Focus Social inclusion Innovation Quality Web citizenship

Open, social and participatory media : 

Web 2.0 New tools/practices are leading to new forms of learning and teaching Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation Open, social and participatory media

A typology of new technologies : 

A typology of new technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education and

So what is learning? : 

So what is learning? Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle) Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated’ (Laurillard, 1993)

Pedagogies of e-learning : 

Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Pedagogies of e-learning Mayes & De Freitas, 2004 Dyke et. al, 2007 Conole, 2010 E-training Drill & practice Inquiry learning Resource-based Experiential, problem-based, role play Reflective & dialogic learning, Personalised learning

Some case study examples : 

Some case study examples E-training, drill and practice Experiential, problem-based, role play Inquiry learning, resource-based learning Reflective and dialogic learning, Personalised learning

E-training, drill and practice : 

E-training, drill and practice

Going mobile : 

Going mobile

Inquiry-based learning : 

Inquiry-based learning

Resource-based learning : 

Resource-based learning

Situated learning – virtual exhibitions : 

Situated learning – virtual exhibitions Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling

Role-based learning : 

Role-based learning

Reflective and dialogic learning : 

Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning

Personalised learning : 

Personalised learning

A redefining of what ICT means : 

Web pages A redefining of what ICT means

Co-evolution of tools and practice : 

Co-evolution of tools and practice Evolving practices Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Basic communications & gestures

Digital skills (Jenkins, et al., 2008) : 

Digital skills (Jenkins, et al., 2008) Play Performance Appropriation Multi-tasking Distributed cognition Collective intelligence Judgment Transmedia navigation Networking Simulation Visualisation Negotiation

The reality gap : 

The reality gap Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Models and frameworks Learning design Pedagogical patterns Open Educational Resources

Redefining openness… : 

Redefining openness… What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching? Also see Alex Couros, Edmedia, 2010

Open Design: Learning design : 

Open Design: Learning design Encourages reflective, scholarly practices Promotes sharing and discussion A design-based approach to creation and support of courses Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

The learning design concept wheel : 

The learning design concept wheel

Translates into… : 

Translates into… Tailored guided pathways of different levels of intensity and length

Representation : 

Representation What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of How are courses typically represented? How explicit is the inherent design?

Course views: conceptual and data-driven : 

Course views: conceptual and data-driven Course Map

KE312 - Course map : 

Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Tutor support: 1:20, 21 hours Reflection & Demonstration Journal space in the Mystuffe-portfolio, 6 assignments online (50% of overall score) Content & Activities 3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books Own experience and practice PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities Communication &Collaboration F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Course summary KE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 guides Whole weeks devoted to assignments Consolidation week (week 22) Key words Practice-related, aligned to latest professional framework for multi-agency working, rich cases Read-Relate to practice – Reflect - Write KE312 - Course map

Pedagogy profile : 

Pedagogy profile Learning Activity Taxonomy - Conole, 2008 Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task

Course dimensions : 

Course dimensions Guidance & Support Content & Activities Reflection & demonstration Communication & Collaboration

Learning outcomes : 

Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps

Task swimlane : 

Task swimlane Focus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers

Working between the views : 

Working between the views

Modeling with data-derived views : 

Modeling with data-derived views Course Business Models project Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson 5 conceptual views

Weighing it all up : 

Weighing it all up Pros Cons Makes design explicit Foregrounds specific aspects of the design Acts as a scaffold/guide to the design process Views act as a shared dialogic mediating artefact Comparative analysis Check points and reflection The power of sharing and discussing Design is a complex process! Understanding the views Recognising their limitations The dangers of a formulaic approach Time to master/appropriate The difficulty of shifting entrenched practice Still to be empirically validated

Dialogue and collaboration : 

Dialogue and collaboration A space for sharing and discussing learning and teaching ideas Application of web 2.0 practice Examples for teachers & learners to share/discuss A space for collaboration & communication Helps develop skills needed for engaging with new technologies’

Quick language guide : 

Quick language guide Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like RSS feeds: For Cloudscapes, Clouds & people Follow: Cloudscapes, Clouds or people Attend: Conferences & workshops

Conferences and workshops : 

Conferences and workshops

Slide 40: 

Evolving patterns of user behaviour

Help : 


Take a digital walking tour : 

Take a digital walking tour Using cloudworks Cloudscapes The Cloudworks Cloudquest Browse Clouds and Cloudscapes Free search Explore user profiles Look at current events Contribute to the Flash debates Push the boat out – create a Cloud 

Open Delivery – Use of OER : 

Open Delivery – Use of OER Basic definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002) Broader definition Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004)

Open Educational Resource movement : 

Open Educational Resource movement

Pedagogically rich : 

Pedagogically rich

Olnet: Open Learning network : 

Olnet: Open Learning network Network Research Fellowships From producing open resources to use of open resources Build capacity Find evidence Refine the issues Conole, McAndrew&Demtriadis, Forthcoming

Making reuse possible : 

Conole, McAndrew&Demitriadis, Forthcoming Making reuse possible

Explicit design : 

Explicit design

Design, use, reuse : 

Design, use, reuse

A vision of transformation : 

A vision of transformation Beyond content – focus on activity and use Learners as self-directed and autonomous More of a focus on sharing, refinement, iteration, critical reflection OER as a potential catalyst to transforming educational practice Improvements in social inclusion, quality and innovation

From resources to practices : 

From resources to practices

The OPAL vision : 

The OPAL vision 52 Open Educational Resource Practice OEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education. Focus on the practice around OER rather than the resources Better understanding will lead to improvements in the quality of OER and more innovation

Abstracting dimensions of Practice : 

Abstracting dimensions of Practice Approach 60+ case studies of OER collected Dimensions of OEP derived Derivation of the OEP cube model

Validation: OER activity on Cloudworks : 

Validation: OER activity on Cloudworks 27 Cloudscapes and 13 Clouds evaluated Kinds of activities Reviews, events, debates, other Intentional, practical, social Types of Clouds Instructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviews Alevizou et al. 2010

Emergent issues from OER research : 

Emergent issues from OER research Motivations for sharing and incentives for participation Financial sustainability and licensing jurisdictions OER tracking, usage patterns and users motivations Quality and credentials Effectiveness metrics Types of research and dissemination of empirical results Linking research with policy and practice

The OEP cube model : 

The OEP cube model THE DIMENSION: What? Strategies and Policies Barriers and Success Factors Tools and Tool Practices Skills Development and Support THE CONTEXT: Where? Macro level (society) Meso level (organisation) Micro level (individuals) MATURITY: How well is it established? Initial (not yet started) Managed Defined Optimizing (embedded / advanced) DIMENSION CONTEXT MATURITY 56

The cube model : 

The cube model 57 Adapted from diagram by T. Koskinen

Uses and benefits : 

Uses and benefits Three uses Benchmarking Guidance Reflection and comparison Benefits Guides users in understanding how to think about the key issues. Flexible enough to cover the multiple stakeholders Sub-cubes provide practical illustrative examples Useful as a mechanism for institutions to self-benchmark 58

Final thoughts : 

Final thoughts Learning and the context of learning have changed We need new approaches to learning and teaching How can we harness increasingly sophisticated tools and OERs? How can we support innovation in the use and reuse of OER? Will openness enable or restrict social inclusion? What are the quality implications in an increasingly open context? How can we ensure research better informs policy and practice? A vision for the future, harnessing the power of openness

Sources : 

Sources Mash ups Molecule Periodic table Music sheet One world World of warcraft Questionmark Yin-Yang image Imperial collage second life island Personal Inquiry project E-Portfolios

Sources : 

Sources OpenLearningInitiative Molecule Periodic table Music sheet One world World of warcraft Questionmark Crystal ball

Sources : 

Sources iPhone eBook readers

authorStream Live Help