Transcript Learning in an open world Gráinne Conole, University of Leicester OSTRICH online seminar 26th October 2011

Learning in an open world
Gráinne Conole,
University of Leicester
OSTRICH online seminar
26th October 2011
Open practices
What are the
implications of
adopting more open
approaches?
Peer
critiquing
Open
User
generated
content
Collective
aggregation
Personalised
Networked
The machine is Us/ing us
Social and participatory media
Media sharing
Blogging
Mash ups
Collaborative
editing
4
Messaging
How are social and
participatory media
being used to enable
open practices?
Recommender
systems
Virtual worlds
and games
Social
networking
Social
bookmarking
Syndication
Pedagogies of e-learning
E-training
Drill & practice
Inquiry learning
Resource-based
Associative
Constructivist
Focus on individual
Learning through
association and
reinforcement
Building on prior
knowledge
Task-orientated
A
Experiential, problembased, role play
Situative
Connectivist
Learning through social
interaction
Learning in context
Learning in a networked
environment
Reflective & dialogic
learning,
Personalised learning
Open Design
Open Research
X-Delia
Open Evaluation
Open Delivery
Open resources
Vision and approach
Open Educational Practices
(OEP)
Practices around the creation, use
and management of Open
Educational Resources
Approach
60 case studies of OER collected
Dimensions of OEP derived
Online consultation process
Initial Dimensions
Strategies and policies
Quality Assurance models
Partnership models
Tools and tool practices
Innovations:
Skills development and support
Business models/sustainability strategies
Barriers and success factors
Open courses
The reality gap
Paradoxes
Technologies not fully exploited
Little evidence of use of OER
Predominance of ‘old practices’
Media sharing
Blogs & wikis
Reasons
Technical, pedagogical,
organisational…
“Lack of time, research vs. teaching,
lack of skills, no rewards, no
support….”
Approaches
Open Design: Learning Design, Open
Virtual worlds &
online games
Delivery: OER, free courses
Open Research: iSpot, Olnet
Open Evaluation: Cloudworks, X-Delia
World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
Social networking
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
Representation
How are courses typically represented?
How explicit is the inherent design?
The Open University, UK
KE312
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
Course views
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane
Open dialogue
A
space for sharing and
discussing learning and
teaching ideas and designs
Application
of the best of
web 2.0 practice to a
teaching context
To
bridge the gap between
technologies and use
Teachers
say they want
examples/want to
share/discuss
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
Follow:
RSS feeds:
Attend:
Cloudscapes, Clouds
or people
For Cloudscapes,
Clouds & people
Conferences &
workshops
Open research
Open scholarship
Discovery
Integration
Application
Teaching
Open
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/
19
Cloudworks
Cloudworks audio presentation
Community indicators
Participation
Sustained over time
Commitment from core group
Emerging roles & hierarchy
Cohesion
Support & tolerance
Turn taking & response
Humour and playfulness
Identity
Creative capability
Group self-awareness
Shared language & vocab
Sense of community
Igniting sense of purpose
Multiple points of view
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
23
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
[email protected]