conole workshop
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Designing for learning in an open world: e-Pedagogies and transformation
Gráinne Conole, University of LeicesterSouthern Cross University
5th March 2012
Technology paradoxesParadoxesTechnologies not fully exploitedLittle evidence of use of free resources
Media sharingBlogs & wikis
ReasonsTechnical, pedagogical, organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”
Solutions?Case studies, support networksLearning Design
Virtual worlds &online games Social networking
Activities
Course viewsHow to ruin a
course
Pedagogical framework
AffordancesIntervention framework
Metaphors
Cloudworks
Mediating Artefacts
1. Cloudworks•Social networking
site for sharing and discussing learning and teaching ideas•Boundary crossing •Best of web 2.0
functionality and practices•Do the Cloudquest
challenge!
Quick language guideCloud: 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
Take the Cloudquest challenge!
• http://cloudworks.ac.uk/cloud/view/4891•Useful, far-reaching, intuitive•Uncluttered, navigatable, logical• open, networked, immediate
2. How to ruin a course• Issues and strategies important for the success
of a course•Check list for design and evaluation of a course•Activity: – List 10 ways that technologies can make your course fail– Compare and discuss– Look at other examples:
http://cloudworks.ac.uk/cloud/view/2597
3. Representation
The Open University, UKKE312
Working together with children
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?
Moving beyond content
The power of visualisationShift emphasis away from contentHelp articulate designsSupports effective designProvides focus at different levelsActs as a dialogic mediating artefactsProvides a design recordEncourages reflective practiceEnables sharing of designs
Financial health check game: conceptual design tools
Learning intervention overview
Pedagogy profile
Learning outcomes
Dimensions Task swimline
Guidance & SupportLinear guided pathway
Reflection & DemonstrationDiagnostic feedback via video,
Reflective diary
Content & ActivitiesOnline survey, 2-index game, survey, AUC game and SI game with sensors
as input, mindfulness (exercises , phone app.and game)
Communication & Collaboration
Online forum
SummaryRegulating the disposition effect and awareness of
emotion regulation
Key wordsSmart phone app, survey,, serious games and finance,
emotion, sensors
Learning intervention overview
Dimensions view
• Breaks down nature of course against the 4 higher level categories
Delivery- physical vs. onlineCourse- createdActivity-based
Student-contributed
Delivery- physical vs. online
Tuor-guided
Peer communicationCollaborationDelivery- physical vs. onlineFormative (includes diagnostic)
Summative
Recorded reflection
Delivery- physical vs. online
Guided learning pathway
Support resourcesHuman resources
0
50
100
Generic course dimension
Generic course dimension
3a. Course map• This activity produces an ‘at a glance’ view of a course• Produces a map of a course• Activity:
– Use the course map guide, fill in the six boxes for your course
– Compare and discuss– Look at other examples:
http://cloudworks.ac.uk/cloud/view/3422
Guidance & SupportCourse structure and timetablee.g. course calendar, study guide, tutorials
Reflection & DemonstrationInternalization and reflection, e.g. in-text questions, blogs, e-portfoliosDiagnostic, formative or summative assessment
Content & ActivitiesCourse materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs
Communication & CollaborationDialogic aspect of the course, interaction between learners &tutors - course forum, email, etc.
Course summaryLevel, credits, duration, key features
Key wordsDescriptive words indicating pedagogical approach
3b. Pedagogy profile
Learning Design Taxonomy - Conole, 2008
Map of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessmentAssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessmentEach cell indicates the amount of time spent on each type of task
3c. Course dimensionsGuidance &Support
Content &Activities
Reflection &demonstration
Communication & Collaboration
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3d. Learning outcomes
Mapping learning outcomes to:ActivitiesAssessmentBased on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps
3e. Task swimlaneFocus on the tasks learners doBase on:Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputsAdvantagesMakes design explicitMaps out designSharable with othersGood at activity levelUseMindmapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers
Learning activities• This activity produces a task swimlane of an activity and the tools and resources
used• Produces a swimlane diagram• Activity:
– Decide on the learning outcomes, tools, resources and assessment for this activity
– Map out the activity – Use pens and arrows to add explanations– Compare and discuss– Look at other examples:
http://cloudworks.ac.uk/cloud/view/3422
Working between the views
Course map
Learning outcomes
Pedagogy profileCourse dimensions
Task swimlane
4. Affordances
Evolving practices
Characteristics of people
Preferences
Skills
Interests
Context
Characteristics of tools
Reflection
Dialogue
Aggregation
Interactivity
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
Symbolic representations (words, numbers)
1st wave technologies (phone, radio, fax, TV, CD/DVDs)
2nd wave technologies networks, mobiles, the Internet)
Technology affordancesPositive affordances, promotes…
Interaction
Collaboration
Reflections
Dialogue
Creativity
Organisation
Inquiry
Authenticity
Costly to produce
Time consuming (development)
Difficult to use
Time consuming (support)
Assessment issues
Lack of interactivity
Difficult to navigate
New literacy skills
Negative affordances, think about…
A blog for reflective practice
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.
Web pages
Communication+
Interactivity
An ICT framework
Blogs
Wikis
Virtual worlds, online games & immersive environments
Social networking
Google wave
Media sharing Mash ups
Forums
Instant messaging
Audio & video conferencing
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Effective choice of tools
• Confusing array of tools which should you use and when?• Number of things to consider:– Nature of your students and context, your expertise and
preferences, time to learn the tool, time to develop, etc.• Aim of the next exercise– Explore some tools and consider relevance– Brainstorm how you might use them– Map in terms of communication and interactivity– Consider other factors to take into consideration– Strategies to make quick pragmatic judgements about which
tools to use before investing time in exploring further
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Comparing four tools
• About: this activity will introduce you to 4 tools (Twitter, Wordpress, Wallwisher and Wordle) and help you think about their use.
• Production: a map• Acitivity– Visit the tool websites– Explore, look at any overviews about them or examples– Map the tools onto the ICT framework– Compare and discuss– Look at other examples - http://cloudworks.ac.uk/cloud/view/3930
Tools in use• In this activity you will explore the term ‘affordances’ and decide on tools based
on their positive and negative affordances • Produce a map• Activity
– Choose a task and 3 tools– Put the task in centre of paper and tools on the
outside– Add positive and negative affordances– Decide which tool to use– Compare and discuss– Look at other examples:
http://cloudworks.ac.uk/cloud/view/4042
EjemplosPosting queriesCommentingBackchannelCrowdsourcingGathering opinionsSharing ideasBrainstormingSocial presence
IssuesYour ‘a-ha’ momentThe right networkYour digital voiceInappropriateness Personal/privateToo much!Use with other toolsA passing fad?
Twitter: the good and the bad
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
Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
Activity
• Pick three different pedagogical approaches• Decide on an activity to facilitate these using a
particular tool• Map the three learning interventions onto the
framework
6. Mediating Artefacts
Learner DesignHas an inherent
Mediating Artefacts (MA)
Design Mediating Artefacts1.Concepts•Tools•Dialogues•Activities
Other teachers and learners can use or repurpose
Learning activityor Resource
Creates
Vygotsky, Activity Theory
Research focusWhat Mediating Artefacts do teachers use?What Mediating Artefacts can we create to guide the design process?
Activity•Discuss the concept of Mediating Artefacts and
how it might be used to facilitate sharing and discussion of learning and teaching designs
Policy
Blackboard rollout
OER/iTunes
Learning spaces
Cloud computingLearner practice
Use of technologies Diversity/culture
Teacher practice
Design practice
Use of technologies
Research
OERLearning design
Web 2.0
Virtual worlds
Learner experience
Horizon scanning
7. Intervention framework
Activity
• Draw an intervention framework for your context.
• Consider:– What are the key research drivers?– What are your current strategic and policy drivers?– What do you know about how your learners are
using technologies?– What do you know about teacher practice and
what are the challenges to ICT uptake in your context?
Reflection•What three words would you use to
describe this workshop?•What did you like about this workshop?•What could have been better?•What three words would you use to
describe Cloudworks?•What three words would you use to
describe the course views?•What action points will you do as a
result?
Designing for learning in an open world: e-Pedagogies and transformation
Gráinne Conole, University of LeicesterSouthern Cross University
6th March 2012
Other activities
1. Using social media2. Pedagogical Planners3. Digital learning environments4. OPAL OER guidelines5. CSCL Pedagogical Patterns6. 8 LEM model7. Presentation tools8. Useful links and resources
1. Social media
• Review of the affordances of social media• Consideration of how they can be used in
learning, teaching and research
A typology of new technologiesTechnology Examples
Media sharing Flckr, YouTube, Slideshare, Sketchfu
Media manipulation and mash ups Geotagged photos on maps, Voicethread
Instant messaging, chat, web 2.0 forums
MSN, Paltalk, Arguementum
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg, Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools
Wikipedia, GoogleDocs, Bubbl.us
Syndication/RSS feeds Bloglines, Podcast, GoogleReader(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
Digital identityFinding your digital voice Working across tools
Degree of openness Personal/professional
Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia navigation
Networking
Negotiation
Jenkins et al., 2006
Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking
New digital literacies
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Using new media for research• Blogs• facebook• Twitter•Working across social media• Courses and conferences• Publishing as you go
So why use blogs?• Of the moment reflections• Digital archive• The power of peer review• Record of events, reviews and resources• Wider audience reach and hence profile• Link into facebook and Twitter• Complements traditional publication routes
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Tips and hints
•Think about strategies to make the most of each of the following and then think about how you can do this both in a face-to-face and virtual context– Conferences– Networking– Publishing
Conferences• Purpose: presentation & feedback• Network, network, network!• Potential collaborators & bid partners• Put in a symposium of experts• Expert validation workshops• Put papers/presentations online• Follow up contacts afterwards: email,
fb, Twitter, blogs, etc.• Work up into a research paper• Work the hashtag• Live blog or follow conference-related
blogs
A personal example
Networking• Build links with international
colleagues• Get on national-level committees• Invite key researchers in your field
to be involved in a joint research activity• Invite people to give seminars at
your institution• Build connections online via
Twitter, facebook, etc. • Participate in online events• Leave comments on blogs
Publishing•Write books - edited or single authored (post drafts)•Become an editor for a special issue of an online
journal• Keep publication list up to date in your research
repository• Set up a writing group or workshop (real/virtual)•Co-write with lots of different people (using a wiki)•Disseminate publications via Tweet, fb etc • Post up drafts for comment on blogs etc• See Twitter, blogs, journals, books as complementary
2. Pedagogical Planners
• Explore the Learning Designer and Phoebe pedagogical planners:– Learning Designer– Phoebe
• Reflect on their pros and cons• Consider how you might use them in your
practice• Links
3. Digital learning environments
• Draw your digital learning environment
• What core tools do you use for what?
• What other tools do you use?
• How has your environment changed in the last ten years?
Activity• The guidelines provide advice on:– Benchmarking current OER practices– Creating a vision and an implementation plan
• Reflect on relevance for your context
5. CSCL pedagogical patterns
• Derived from Alexander’s work
• “Solutions to problems”– Introduction– Context– Problem headline– Solution– Picture– Similar patters
Design, use, reuse
Designer
OER
Design
Creates
Deposits
Deposits
Learner A
OER
DesignLearner B
Tutor
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
Process designPrior designs & resources New designs
Content: (OER repositories, etc)
Designs: (Pedagogical Patterns, CompendiumLD designs)
New OER & designs
Activity
• Useful resources:– CSCL Pedagogical Patterns– Olnet CSCL pedagogical patterns workshop
• Explore the CSCL Pedagogical Patterns• Think about how they can be used to
transform the Spanish Learning Activity into a collaborative activity
6. 8 LEM model
• Explore th8LEM model and resources site• Think of a learning activity• Break down into learning events• Consider:– Learning & teacher interactions
• Record on the mapping grid
7. Presentation tools
• Explore the following presentation tools:– Prezzi– Sliderocket
• Reflect on the pros and cons of each tool
8. Useful links and resources
• Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
• http://cloudworks.ac.uk• http://slideshare.net/grainne• Evidence hub for Open Education• The OPAL initiative• The Pedagogical Patterns Project