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

Visualisation tools

Pen, paper and stickers

Mind mapping tools

Excel templates

Course views

Course Map

Pedagogy Profile

Learning Outcomes

Course Dimensions Task Swimlane

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

Pedagogy profile

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

Task swimline

Learning outcomes view

• Maps learning outcomes to activities and outputs

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

Feedback

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

Feedback

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

Feedback

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

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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

Twitter

Google wave

Media sharing Mash ups

Email

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

Feedback

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

Social

Individual

Informal Formal

Information

Experience

5. A pedagogy framework

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

Information

Experience

Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

Social

Individual

Informal Formal

Information

Experience

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

Blogs: promoting digital scholarship

Using facebook

Twitter - ideas for harnessing Web 2.0?

Twitter and facebook #fb

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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?

4. OPAL OER guidelines

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

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

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