conole discourse
TRANSCRIPT
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New pedagogical models in a web 2.0 world
Gráinne Conole,
The Open University, UK
Course to discourse conference, 15/05/09
Blog:www.e4innovation.com
+Pedagogy 2.0?Is there such a thing & if so what does it mean?
A growing rhetoric around web 2.0 technologies and associated practices
Findings from leaner experience/net generation research about today’s students: their use and perceptions of technologies; theirs changing learning patterns
A shift in pedagogy from individual – social; information – experiential; general to contextual
Wider changes in societal norms and practices
+Hidden conundrum
Open Educational Resources
Little evidence of reuse
New technologies offer new pedagogical opportunities
Potential for reuse with Open Educational Resources
Liberating learning beyond formal structures
Array of technologies
Not fully exploited
New pedagogies New learning models
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“Open Design”
Characteristics of good pedagogy
Affordances of new technologies
Bridging the gap
+Redefining “openness”
Open source, open tools and services, Open Educational Resources
Free, shared, collaborative, cumulatively better..
“Open Design”
+Open Design Design for a “learning event” i.e. a learning
activity Formal course Individual learning activity Informal study group activity
Blurring of boundaries Teacher – Learner Formal – informal Real – virtual
Principles Open Sharable Explicit Designers and users
Assessment
Learning outcomes
Tasks
A learning activity
+A mediating layer
Designer DesignHas an inherent
Learning Activity or an OER
Creates
Vygotsky
Mediating artifacts
Mediating artifactsLesson plansStep by step guidesOnline toolsPedagogical patterns“Expert other”
Can we develop new innovative mediating artifacts?How can we make the design more explicit and sharable?
User
+OU Learning Design Initiative
Representing pedagogy
Guiding design Sharing ideas
Empirical evidence base
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Core icon set
Design icon set
Representating: CompendiumLD
+ Building a design
Assignment
Outcome
Stop
Task
Resource
Tool
Role
Activity
+ Key features
Time allocation for tasks
In-situ help
Guiding templates
Conditional branching
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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems
Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
Sharing: Cloudworks
+Coming soon: new look and feel
+Guiding: Pedagogical schema
Guidelines for learning design
Comparison between different learning activities
Articulation of particular perspective: organisational, pedagogical, technical
Deconstruction of existing learning activities
Checklist of good practice
Reflective evaluation
+1. At a glance comparisons
Summary
Tools & resources
ActivitiesLearning outcomes
Success criteria
Support Timeline
Principles/pedagogy
Content
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LIST of LEARNING PRINCIPLES
Thinking & reflection
Conversation & interaction
Experience & activity
Evidence & demonstration
Thinking & reflection
Conversation & interaction
Experience & activity
Evidence& demonstration
2. Principles/pedagogy matrix
+Principles Thinking &
reflectionExperience &
activityConversation & interaction
Evidence & demonstratio
n
Reflect on experience and show
understanding
Frequent interactive exercises & feedback
Provides support for
independent learning
Supports collaborative
activities
Mapping learning activities against goals
Aggregation of learning activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
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OpenLearn SociaLearn
Different set of principles
Different mapping to pedagogies
A DNA print of designs
+Variants on the matrix
Mapping principles to activities
Activity 1 Activity 2 Activity 3
Principle 1
Principle 2
Principle 3
Bloom’s taxonomy
Knowledge … Evaluation
Principle 1
Principle 2
Principle 3
+3. Success criteria checklist
Pedagogy
Cost effectivenessInnovation
Context/fit for purpose
Criteria breakdown
Pedagogy
Constructive alignment…
Cost effectiveness
Finance summary…
Innovation
Web 2.0, use of wiki…
Context/fit for purpose
Strategic fit, prof alignment…
+4. Timeline
Scope 1st draft 2nd draft Finalise
Design Use
“Learning study calendar”
Alignment Formative assessments
ActivitiesSummative Assessment/reflection
“Production schedule”
+Open Design in practice
+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
Clouds in Cloudworks
Pedagogical Patterns
OER repositories
New OER & designs
+Conclusion
Mismatch between potential of technologies and actual use is one of the key challenges of e-learning research
Need to combine collective wisdom
Vision is to develop an evolving suite of tools, resources, methods, and approaches to facilitate teachers and learners coupled with a vibrant community discussing learning and teaching ideas and designs
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Many people involved but want to thank in particular: Olnet/Openlearn: Patrick McAndrew, Yannis Demitriadis,
Tina Wilson, Niall Sclater OULDI: Andrew Brasher, Juliette Culver, Simon Cross, Paul
Clark, Martin Weller
Funders The William and Flora Hewlett foundation, the JISC, the
Open University for strategic funding
Acknowledgements
+Further information
OER, patters and learning design http://e4innovation.com/?p=324
Curriculum representation http://e4innovation.com/?p=312
Pedagogy schema http://www.ariadne.ac.uk/issue56/conole/
+Sites OULDI
http://ouldi.open.ac.uk
Cloudworks http://cloudworks.ac.uk
CompendiumLD http://compendiumld.open.ac.uk
Olnet http://olnet.org
Blog www.e4innovation.com
Slideshare http://www.slideshare.net/grainne