Disruptive technologies and the opening up of EducationGráinne Conole, University of Leicester

14th November 2013PVC Forum, London

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

Outline

• Disruptive technologies or pedagogies?

• Why e-learning?• E-learning timeline• Emergent technologies• Focus on– Social media and open

practices– OER and MOOCs– Learning Design

Disruptive technologies or pedagogies?

Changing educational paradigms – Ken Robinson

Why 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

Learning can be achieved by:

Interaction Communication & Collaboration

Through

OER & MOOCs Social Media

Facilitated by:

Learning Design

Leading to:

New support and accreditation models

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http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

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/

Open

Social

Distributed

Participatory Collative aggregation

Networked

Complex Dynamic

Conole and Alevizou, 2010

A personal perspective

• What are the most effective uses of mobile and online technologies for education?

http://e4innovation.com/?p=788

Open practices• Digital scholarship• Sharing and exchange of teaching ideas• Beyond the classroom• A distributed, global community• Peer critique and support• Challenging established paradigms

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

CommunicateCapture 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

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

http://www.col.org/PublicationDocuments/Assess-Accred-OER_2013.pdf

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• Emergence of large-scale xMOOCs• UK-based FutureLearn• Launch of Massey on Open2Study• What are MOOCs?

– http://www.youtube.com/watch?v=eW3gMGqcZQc• 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

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

Formal

Informal

Individual Social

Blended coursesDL+ social media

Trad. campus coursesDL courses

OERxMOOCs

OER + Social mediacMOOCs

APELePortforliosOERuBadges

Conclusion• Nature of learning, teaching and

research is changing• New business models emerging• Challenging traditional

institutions. • Technology Enhanced Learning

spaces• Need for appropriate pedagogies• Disaggregation of education

– High quality resources– Learning pathways– Support– Accreditation

http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili

grainne.conole@le.ac.ukhttp://e4innovation.com

@gconole

References

• Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982.

• Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education.

• Conole, G., M. Dyke, et al. (2004). Mapping pedagogy and tools for effective learning design. Computers and Education 43(1-2): 17-33.

• Learning Design workshop resources http://tinyurl.com/LD-workshop.