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Conole iaidis 22_july

This document summarizes a presentation given by Gráinne Conole about rethinking learning and teaching in a digital age. The presentation covered several topics including the changing educational context with new digital literacies needed, emerging open practices, online community and interactivity, social and participatory media, pedagogies of e-learning, digital literacies, creativity, and open practices. Conole argued that effective use of new technologies requires rethinking core learning and teaching processes in a more open, collaborative way.

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Rethinking learning and teaching in a digital age Gráinne Conole The Open University, UK 22nd July 2011, Rome IADIS conference
A little context…
A little context… My background: Irish PhD Chemistry
A little context… My background: Irish PhD Chemistry Research interests: Professor of e-learning at the OU Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
A little context… My background: Irish PhD Chemistry Research interests: Professor of e-learning at the OU Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
Overview • Today’s educational context • Social and participatory media • Pedagogies of e-learning • Digital literacies • Community and interactivity • Open practices • Final thoughts
Today’s educational context • Rapidly changing technological environment • New digital literacy skills needed for learners and teachers • New open practices are emerging • New forms of online community and interactivity Learning pathways
Limitless • Unbounded intelligence • Unlocking potential • Distributed cognition (people and technologies) Trailer
Social and participatory media 6 Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Syndication Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Syndication bookmarking Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
Social and participatory media 6 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
The machine is Us/ing us
Peer critiquing The machine is Us/ing us
Peer critiquing User generated content The machine is Us/ing us
Peer critiquing User generated content Networked The machine is Us/ing us
Peer Open critiquing User generated content Networked The machine is Us/ing us
Peer Open critiquing User Collective generated aggregation content Networked The machine is Us/ing us
Peer Open critiquing User Collective generated aggregation content Networked Personalised The machine is Us/ing us
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a A
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Focus on individual Learning through association and reinforcement A
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a 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
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Drill & practice 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
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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 Experiential, Learning in context environment problem-based, role play
Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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 Experiential, Learning in context environment Reflective & dialog problem-based, learning, role play Personalised learning
Some case study examples E-training, Interactive materials, drill and practice e-assessment Google, media sharing Inquiry learning, repositories, user- resource-based learning generated content Location aware devices, Situative, problem- Virtual worlds, online based, role play games Reflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks
E-training, drill and practice McNaught, 2010, Edmedia Keynote
Going mobile E-books Study calendars Learning resources Online modules Communication mechanisms
Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
Resource-based learning GL OM ake r Lea rnin gO bje cts es U iTun dca sts - Po Open Educational Resources
Mash ups 14 http://voicethread.com/
Situative and role-based learning What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
SecondLife 16 • Heightened sense of telepresence • Importance of non-verbal clues • Conveying emotional state • Stimulating, involving, motivational
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 Joyes, 2009, Ascilite conference
Using media for my Spanish learning 18  Completed two OU Spanish courses(books, DVDs, audio conferencing, f-to-f tutorials)  Follow Spanish speakers on Twitter  Postin Spanish on Twitter and facebook  Changed Facebook skin to Spanish  Joined relevant social networking groups of language learners  Usee-dictionaries and Google translate (with care!)  Listen to online podcasts  Read Spanish newspapers online
Livemocha 19
Role play 20
Busuu 21
Spanish meetup 22
facebook 23
24 Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation. Conole and Alevizou, 2010
Digital literacies Jenkins et al, 2006
Digital literacies Performance Simulation Appropriation Judgement Networking Multitasking Collective Transmedia intelligence navigation Distributed Negotiation cognition Play Jenkins et al, 2006
Creativity Special issue EURODL: Creativity and OER
Definition • Derived from Latin ‘creo’ to create/make • About creating something new (physical artefact or concept) that is novel and valuable • Ability to transcend traditional ideas, rules, partners, relationships and create meaningful new ideas, forms, methods, interpretations
Why is it important? • Essential skill to deal with today’s complex, fast and changing society • Discourse and collaboration are mediated through a range of social and participatory media
Technologies • Can promote creativity in new and innovative ways • Enable new forms of discourse, collaboration and cooperation • Access and repurpose knowledge in different forms of representation • Aggregation and scale - distributed and collective
Online communities • New open, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge • Want to focus on the nature of community in these new online spaces • From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007) • What is it and how can it be fostered, supported?
The nature of community • Complex, distributed, loose communities are emerging • Facilitated through different but connected social networking tools such as facebook, Twitter, Ning • Users create their own Personal Digital Environment • Mix of synchronous and asynchronous tools • Boundary crossing e.g. the power of retweeting • Links between interests, rather than places
Definitions [Community does not] imply necessarily co- presence, a well-defined identifiable group, or socially visible boundaries. It does imply participation in an activity system about which participants share understandings concerning what they are doing and what that means in their lives and for their communities Lave and Wenger, 1991 Virtual communities are social aggregations that emerge from the Net when enough people carry on those public discussions long enough, with sufficient human feeling, to form webs of personal relationships in cyberspace. Rheingold, 1993
Community as a process • Constantly evolving and changing • Shifting groups and depths of relationships • Dynamic, evolving and potentially transformative • Both directed and serendipitous interactions
Interactivity • New technologies enable increasing interactivity between learners and teachers • Complex: psychological, social, technical, linguistic and cultural dimensions • Types: communication-based, purpose-based, tool-based, activity-based • Important in achievement, persistence, enjoyment and approaches to learning
Definition Interactions occur when these objects and events mutually influence one another. An instructional interaction is an event that takes place between a learner and the learner's environment. Its purpose is to respond to the learner in a way intended to change his or her behavior toward and educational goal. Instructional interactions have two purposes: to change learners and to move them toward Wagner, 1994 achieving their goals.
Types • Learner-learner • Learner-teacher • Learner-content • Learner-interface Moore, 1989; Hillman et al., 1994
Open practices What are the implications of adopting more open approaches?
Social and participatory media 38 Media sharing Blogging Mash ups Messaging How are social and Collaborative participatory media Recommender editing systems being used to enable open practices? Social Virtual worlds networking and games Social Syndication bookmarking
Open resources
Open resources
Open resources
Open resources
Open courses
Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Conole, 2010b
Open research
Open research
Open research
Open research
Open scholarship 44
Open scholarship 44 Discovery Integration Application Teaching
Open scholarship 44 Discovery Integration Application Teaching Open Digital Networked Weller: http://nogoodreason.typepad.co.uk/
Cloudworks Cloudworks audio presentation
Community indicators Participation Cohesion Sustained over time Support & tolerance Commitment from core group Turn taking & response Emerging roles & hierarchy Humour and playfulness Identity Creative capability Group self-awareness Igniting sense of purpose Shared language & vocab Multiple points of view Sense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
Final thoughts Open, participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Learners and teachers need to develop new digital literacy skills to harness their potential We need to rethink how we design, support and assess learning Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways We are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication
48 Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag g.c.conole@open.ac.uk
The future? • Limitless potential of technologies • Individual, tools and collective • Augmented and gesture technologies • Blurring the boundaries of real World Builder and virtual worlds
References  Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag.  Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http:// cloudworks.ac.uk/cloud/view/2982  Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th June 2010, http://cloudworks.ac.uk/cloud/view/4001  Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments.  Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/ Conole_Alevizou_2010.pdf  Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report.  Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report.  Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning.  Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(3): 679 - 692.  Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.
Websites • http://ouldi.open.ac.uk • http://cloudworks.ac.uk • http://e4innovation.com • http://oer-quality.org/ • http://olnet.org
Other references • Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M., (2006), Confronting the challenges of participatory culture: media education for the 21st Century, http://digitallearning.macfound.org/atf/cf/ %7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/ JENKINS_WHITE_PAPER.PDF • Weller, M (2011) The Digital Scholar. Bloomsbury Academic • Loveless, A M (2007) Creativity, technology and learning – a review of recent literature Futurelab, http://archive.futurelab.org.uk/resources/ documents/lit_reviews/Creativity_Review_update.pdf • Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social software for e-Learning, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Quebec. Retrieved Feb (Vol. 16, pp. 2008). • Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. • Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner- interface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
URLs • http://robwall.ca/2009/03/10/creativity-is-the-new-technology/ • http://www.youtube.com/watch?v=nvIQP-EBPqc • http://vimeo.com/3365942 • http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st- cent.html • Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/
Acknowledgements • Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/ • Juggling http://www.flickr.com/photos/r8r/4109502436/ • Social media http://www.flickr.com/photos/intersectionconsulting/5045734278/ • Creativity http://content5.videojug.com/89/89cae62c-c95f-a407-cf09-ff0008ca3c71/how-to- improve-your-creative-thinking.WidePlayer.jpg • 8LEM http://cetl.ulster.ac.uk/elearning/images/8LEM.jpg • Voicethread http://www.elearningclouds.com/wp-content/uploads/2010/08/VoiceThread.png • Secondlife http://3.bp.blogspot.com/_bsWh9JKbOZ0/SxYN0s1MWJI/AAAAAAAABuk/ Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg • Pandora’s box http://www.flickr.com/photos/darkwood67/3431956363/ • Clouds http://www.flickr.com/photos/torley/2311784203/ • Students http://www.flickr.com/photos/snoy/2599258991/ • Community http://www.flickr.com/photos/anonymonk/1403378488/ • One world-oneweb http://www.flickr.com/photos/psd/2731067095/ • Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/

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Conole iaidis 22_july

  • 1.
    Rethinking learning and teaching ina digital age Gráinne Conole The Open University, UK 22nd July 2011, Rome IADIS conference
  • 2.
  • 3.
    A little context… Mybackground: Irish PhD Chemistry
  • 4.
    A little context… Mybackground: Irish PhD Chemistry Research interests: Professor of e-learning at the OU Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
  • 5.
    A little context… Mybackground: Irish PhD Chemistry Research interests: Professor of e-learning at the OU Learner and teachers’ use of technology Learning design Open Educational Resources Learning theories Web 2.0 technologies E-learning strategy and policy
  • 6.
    Overview • Today’s educationalcontext • Social and participatory media • Pedagogies of e-learning • Digital literacies • Community and interactivity • Open practices • Final thoughts
  • 7.
    Today’s educational context •Rapidly changing technological environment • New digital literacy skills needed for learners and teachers • New open practices are emerging • New forms of online community and interactivity Learning pathways
  • 8.
    Limitless • Unbounded intelligence • Unlocking potential • Distributed cognition (people and technologies) Trailer
  • 9.
    Social and participatorymedia 6 Conole and Alevizou, 2010
  • 10.
    Social and participatorymedia 6 Media sharing Conole and Alevizou, 2010
  • 11.
    Social and participatorymedia 6 Media sharing Blogging Conole and Alevizou, 2010
  • 12.
    Social and participatorymedia 6 Media sharing Blogging Messaging Conole and Alevizou, 2010
  • 13.
    Social and participatorymedia 6 Media sharing Blogging Messaging Recommender systems Conole and Alevizou, 2010
  • 14.
    Social and participatorymedia 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Alevizou, 2010
  • 15.
    Social and participatorymedia 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Syndication Conole and Alevizou, 2010
  • 16.
    Social and participatorymedia 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Syndication bookmarking Conole and Alevizou, 2010
  • 17.
    Social and participatorymedia 6 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
  • 18.
    Social and participatorymedia 6 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
  • 19.
    Social and participatorymedia 6 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
  • 20.
    The machine isUs/ing us
  • 21.
    Peer critiquing The machine is Us/ing us
  • 22.
    Peer critiquing User generated content The machine is Us/ing us
  • 23.
    Peer critiquing User generated content Networked The machine is Us/ing us
  • 24.
    Peer Open critiquing User generated content Networked The machine is Us/ing us
  • 25.
    Peer Open critiquing User Collective generated aggregation content Networked The machine is Us/ing us
  • 26.
    Peer Open critiquing User Collective generated aggregation content Networked Personalised The machine is Us/ing us
  • 27.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a A
  • 28.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Focus on individual Learning through association and reinforcement A
  • 29.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A
  • 30.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context
  • 31.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a 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
  • 32.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Drill & practice 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
  • 33.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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
  • 34.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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 Experiential, Learning in context environment problem-based, role play
  • 35.
    Mayes & DeFreitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a E-training Inquiry learning Drill & practice 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 Experiential, Learning in context environment Reflective & dialog problem-based, learning, role play Personalised learning
  • 36.
    Some case studyexamples E-training, Interactive materials, drill and practice e-assessment Google, media sharing Inquiry learning, repositories, user- resource-based learning generated content Location aware devices, Situative, problem- Virtual worlds, online based, role play games Reflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks
  • 37.
    E-training, drill andpractice McNaught, 2010, Edmedia Keynote
  • 38.
    Going mobile E-books Study calendars Learning resources Online modules Communication mechanisms
  • 39.
    Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
  • 40.
    Resource-based learning GL OM ake r Lea rnin gO bje cts es U iTun dca sts - Po Open Educational Resources
  • 41.
    Mash ups 14 http://voicethread.com/
  • 42.
    Situative and role-basedlearning What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
  • 43.
    SecondLife 16 • Heightened sense of telepresence • Importance of non-verbal clues • Conveying emotional state • Stimulating, involving, motivational
  • 44.
    Reflective and dialogiclearning 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 Joyes, 2009, Ascilite conference
  • 45.
    Using media formy Spanish learning 18  Completed two OU Spanish courses(books, DVDs, audio conferencing, f-to-f tutorials)  Follow Spanish speakers on Twitter  Postin Spanish on Twitter and facebook  Changed Facebook skin to Spanish  Joined relevant social networking groups of language learners  Usee-dictionaries and Google translate (with care!)  Listen to online podcasts  Read Spanish newspapers online
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
    24 Effective use ofnew technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation. Conole and Alevizou, 2010
  • 52.
    Digital literacies Jenkins et al, 2006
  • 53.
    Digital literacies Performance Simulation Appropriation Judgement Networking Multitasking Collective Transmedia intelligence navigation Distributed Negotiation cognition Play Jenkins et al, 2006
  • 54.
    Creativity Special issue EURODL: Creativity and OER
  • 55.
    Definition • Derived from Latin ‘creo’ to create/make • About creating something new (physical artefact or concept) that is novel and valuable • Ability to transcend traditional ideas, rules, partners, relationships and create meaningful new ideas, forms, methods, interpretations
  • 56.
    Why is itimportant? • Essential skill to deal with today’s complex, fast and changing society • Discourse and collaboration are mediated through a range of social and participatory media
  • 57.
    Technologies • Can promotecreativity in new and innovative ways • Enable new forms of discourse, collaboration and cooperation • Access and repurpose knowledge in different forms of representation • Aggregation and scale - distributed and collective
  • 58.
    Online communities • Newopen, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge • Want to focus on the nature of community in these new online spaces • From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007) • What is it and how can it be fostered, supported?
  • 59.
    The nature ofcommunity • Complex, distributed, loose communities are emerging • Facilitated through different but connected social networking tools such as facebook, Twitter, Ning • Users create their own Personal Digital Environment • Mix of synchronous and asynchronous tools • Boundary crossing e.g. the power of retweeting • Links between interests, rather than places
  • 60.
    Definitions [Community does not]imply necessarily co- presence, a well-defined identifiable group, or socially visible boundaries. It does imply participation in an activity system about which participants share understandings concerning what they are doing and what that means in their lives and for their communities Lave and Wenger, 1991 Virtual communities are social aggregations that emerge from the Net when enough people carry on those public discussions long enough, with sufficient human feeling, to form webs of personal relationships in cyberspace. Rheingold, 1993
  • 61.
    Community as aprocess • Constantly evolving and changing • Shifting groups and depths of relationships • Dynamic, evolving and potentially transformative • Both directed and serendipitous interactions
  • 62.
    Interactivity • New technologies enable increasing interactivity between learners and teachers • Complex: psychological, social, technical, linguistic and cultural dimensions • Types: communication-based, purpose-based, tool-based, activity-based • Important in achievement, persistence, enjoyment and approaches to learning
  • 63.
    Definition Interactions occur whenthese objects and events mutually influence one another. An instructional interaction is an event that takes place between a learner and the learner's environment. Its purpose is to respond to the learner in a way intended to change his or her behavior toward and educational goal. Instructional interactions have two purposes: to change learners and to move them toward Wagner, 1994 achieving their goals.
  • 64.
    Types • Learner-learner • Learner-teacher • Learner-content • Learner-interface Moore, 1989; Hillman et al., 1994
  • 65.
    Open practices What are the implications of adopting more open approaches?
  • 66.
    Social and participatorymedia 38 Media sharing Blogging Mash ups Messaging How are social and Collaborative participatory media Recommender editing systems being used to enable open practices? Social Virtual worlds networking and games Social Syndication bookmarking
  • 67.
  • 68.
  • 69.
  • 70.
  • 71.
  • 72.
    Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Conole, 2010b
  • 73.
  • 74.
  • 75.
  • 76.
  • 78.
  • 79.
    Open scholarship 44 Discovery Integration Application Teaching
  • 80.
    Open scholarship 44 Discovery Integration Application Teaching Open Digital Networked Weller: http://nogoodreason.typepad.co.uk/
  • 81.
  • 82.
    Community indicators Participation Cohesion Sustained over time Support & tolerance Commitment from core group Turn taking & response Emerging roles & hierarchy Humour and playfulness Identity Creative capability Group self-awareness Igniting sense of purpose Shared language & vocab Multiple points of view Sense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
  • 83.
    Final thoughts Open, participatoryand social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Learners and teachers need to develop new digital literacy skills to harness their potential We need to rethink how we design, support and assess learning Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways We are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication
  • 84.
    48 Conole, G. (forthcoming),Designing for learning in an open world, Springer:Verlag [email protected]
  • 85.
    The future? • Limitlesspotential of technologies • Individual, tools and collective • Augmented and gesture technologies • Blurring the boundaries of real World Builder and virtual worlds
  • 86.
    References  Conole, G.(forthcoming), Designing for learning in an open world, Springer:Verlag.  Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http:// cloudworks.ac.uk/cloud/view/2982  Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th June 2010, http://cloudworks.ac.uk/cloud/view/4001  Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments.  Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/ Conole_Alevizou_2010.pdf  Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report.  Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report.  Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning.  Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(3): 679 - 692.  Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.
  • 87.
    Websites • http://ouldi.open.ac.uk • http://cloudworks.ac.uk • http://e4innovation.com • http://oer-quality.org/ • http://olnet.org
  • 88.
    Other references • Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M., (2006), Confronting the challenges of participatory culture: media education for the 21st Century, http://digitallearning.macfound.org/atf/cf/ %7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/ JENKINS_WHITE_PAPER.PDF • Weller, M (2011) The Digital Scholar. Bloomsbury Academic • Loveless, A M (2007) Creativity, technology and learning – a review of recent literature Futurelab, http://archive.futurelab.org.uk/resources/ documents/lit_reviews/Creativity_Review_update.pdf • Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social software for e-Learning, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Quebec. Retrieved Feb (Vol. 16, pp. 2008). • Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6. • Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner- interface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
  • 89.
    URLs • http://robwall.ca/2009/03/10/creativity-is-the-new-technology/ • http://www.youtube.com/watch?v=nvIQP-EBPqc • http://vimeo.com/3365942 • http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st- cent.html • Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/
  • 90.
    Acknowledgements • Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/ • Juggling http://www.flickr.com/photos/r8r/4109502436/ • Social media http://www.flickr.com/photos/intersectionconsulting/5045734278/ • Creativity http://content5.videojug.com/89/89cae62c-c95f-a407-cf09-ff0008ca3c71/how-to- improve-your-creative-thinking.WidePlayer.jpg • 8LEM http://cetl.ulster.ac.uk/elearning/images/8LEM.jpg • Voicethread http://www.elearningclouds.com/wp-content/uploads/2010/08/VoiceThread.png • Secondlife http://3.bp.blogspot.com/_bsWh9JKbOZ0/SxYN0s1MWJI/AAAAAAAABuk/ Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg • Pandora’s box http://www.flickr.com/photos/darkwood67/3431956363/ • Clouds http://www.flickr.com/photos/torley/2311784203/ • Students http://www.flickr.com/photos/snoy/2599258991/ • Community http://www.flickr.com/photos/anonymonk/1403378488/ • One world-oneweb http://www.flickr.com/photos/psd/2731067095/ • Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/

Editor's Notes