Disruptive technologies & open practicesGráinne Conole,
University of Leicester20th March 2014
Consiglio Nazionale Delle Ricerche, Genoa
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
Outline
• Disruptive technologies• E-learning timeline • Emergent technologies• OER and MOOCs • A new MOOC classification• Pedagogical approaches• Learning Design
Institute of Learning Innovation
• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice
http://www.le.ac.uk/ili
Disruptive technologies or pedagogies?
Changing educational paradigms – Ken Robinson
The importance of 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
E-Learning timelineM
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Emergent technologies
• Online, hybrid & collaborative learning• Social media use in learning• The creator society• Data driven learning & assessment• Agile approaches to change• Making online learning natural
http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
Innovating pedagogy• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry
http://www.open.ac.uk/blogs/innovating/http://www.menon.org/matel/
2025…
• Internet like electricity• Augmented reality
enhancements• Disruption of business
models• Intelligent analysis of
physical and digital worlds
http://www.pewinternet.org/2014/03/11/digital-life-in-2025/
OER and MOOCs• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
POERUP outputs
• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies• 3 EU-wide policy papers
The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc• Emergence of large-scale xMOOCs• Recent developments
– UK-based FutureLearn– Launch of Massey on Open2Study
• List of MOOCs– http://www.mooc-list.com/
• EFQUEL series of blogs– http://mooc.efquel.org/
• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC
Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
The eMundus project
• Aim– Strengthen
cooperation and awareness amongst EU and strategic partners of exploiting potential of MOOCs and virtual mobility to support long-term, balanced, inter-cultural partnership
http://wikieducator.org/Emundus/Home
Objectives
• Map state of the art of MOOCs and Virtual Mobility• Sharing of knowledge, tools and practices around
MOOCs and their implications• Promote and mainstream MOOCs and VM• Help institutions, networks and policy makers to develop
effective MOOC strategies
Learning can be achieved by:
Interaction Communication & Collaboration
Through
OER & MOOCs Social Media
Facilitated by:
Learning Design
Leading to:
New support and accreditation models
A
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-pedagogies Mayes & De Freitas, 2004Conole 2010
E-trainingDrill & practice
Inquiry learningCollective intelligenceResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
AssociativeFocus on individualLearning through association and reinforcement
https://tinyurl.com/hotelproject
Pedagogical approaches
Drill & practiselearning
Inquiry learning
Situated learning
Immersive learning
Drill and practise learning
Flashlets app
Inquiry-based learning
• Promoting inquiry-based approaches for Science – nQuire tools
• Developing public understanding of Science – iSpot
• Mobile data collection – Sense-It App
http://nquire.open.ac.uk
https://play.google.com/store/apps/details?id=org.greengin.sciencetoolkit
Sense-it App
• Set of sensors to collect data
• Available on smartphones and tables
• Record data and create graphs
• Can set up project• Can share with others
Springpad curation
Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
Mark Childs
Swift project
Paul Rudman and Suzanne Lavelle
Outbreak App
Immersive learning
Connectivist MOOCs
• Weekly centred• Participant reflective spaces• Social and networked
participation• Hashtag: #etmooc• Use of a range of social media
http://www.connectivistmoocs.org/
http://etmooc.org/sample-page/
Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
A new MOOC classificationDimension Connectivist Siemens MOOCContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOCContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes Uhttp://tinyurl.com/chineselang
Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate.
Coursera Songwritinghttps://www.coursera.org/course/songwriting
Constructivist Adding meaning to, and building on what I already know
Open University Course Design MOOC ‘OLDS’http://www.olds.ac.uk
SituativeLearning that occurs in the same context in which it will be used.
Coursera Introduction to Clinical Neurologyhttps://www.coursera.org/course/clinicalneurology
ConnectivistAbout who or what learning resources we have access to. People as resources.
George Siemens original Connectivist MOOC http://cck11.mooc.ca/
MOOCs by pedagogical approachDimension Associative
ChineseCognitive Songwriting
Constructivist OLDS
Situative Neuro
Connectivist Siemens
Context
Open 1 1 3 1 3
Massive 1 2 1 2 2
Diversity 1 2 2 2 3
Learning
Use of multimedia 3 2 2 2 2Degree of communication 1 1 2 2 3
Degree of collaboration 1 1 2 2 2
Amt of reflection 1 1 2 1 3
Learning pathway 1 1 2 2 2
Quality assurance 2 2 2 2 1
Certification 1 2 2 2 1
Formal learning 1 1 2 1 1
Autonomy 3 3 3 2 3
Formal
Informal
Individual Social
Blended coursesDL+ social media
Trad. campus coursesDL courses
OERxMOOCs
OER + Social mediacMOOCs
APELePortforliosOERuBadges
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
The 7Cs of Learning DesignConceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
Start End
Learning OutcomesLO1LO2LO3LO4
Assessment LO1LO2 LO3 LO4
Week 1Topic 1
Week 2Topic 2
Week 3Topic 3
Week 4Topic 4
METIS ILDE
• Integrated Learning Design Environment
• Create designs:– Conceptualise– Author– Implement
• Share and adapt designs
http://ilde.upf.edu/pg/lds/
Conclusion• Disruptive technologies are
challenging traditional institutions
• New business models emerging• New approaches needed for
designing and delivering MOOCs• Need for appropriate pedagogies• Disaggregation of education
– High quality resources– Learning pathways– Support– Accreditation
http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole
[email protected]://e4innovation.com
@gconole