1. National
Teaching
Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012
Sociability, open practices
and Learning Design
Gráinne Conole, University of Leicester
29th September 2014
Nanyang Technological University
Singapore

3. Outline
• The importance of e-learning
• E-learning timeline and
emergent technologies
• Disruptive education
– The flipped classroom
– Opening up education
– Learning Design and
Technology-Enhanced
Learning spaces

4. 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

6. Disruptive education
Changing educational paradigms – Ken Robinson

7. Disruptive innovation
Change
Something
new
Unexpected
Christensen
Changing
mindsets

8. A day made of glass
Via Alice Godwin-Davey

9. The future of ICT in education

10. E-Learning timeline
Multimedia resources
80s
The Web
93
Learning Management Systems
95
Open Educational Resources
01
Mobile devices
98
Gaming technologies
00
Social and participatory media
04
Virtual worlds
05
E-books and smart devices
Massive Open Online Courses
07 08
Learning Design
99
Learning objects
94
Learning Analytics
10

11. 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

12. 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.menon.org/matel/ http://www.open.ac.uk/blogs/innovating/

13. Digital landscapes
Networked
Complex Dynamic
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
Open
Social
Distributed
Participatory Distributed

14. The Internet of things
• Objects, animals or
people given a unique
identifier
• Data transferred over the
Internet
• Examples:
– Sensor which tells you
when your tyres are flat
or that your plants need
watering
– Remotely alter a
thermostat

15. Most connected man
• Uses ca. 700 tracking
and life logging systems
• Lights and music can be
altered to change or
reflect his mood
• Can monitor habits to
improve the quality of
his life
http://mashable.com/2014/08/21/most-connected-man/

16. Discussion point
• What (if
anything) is
innovative
and/or
disruptive about
these?
• How might they
be used in a
learning
context?

17. Discussion
Innovative or disruptive Use in a learning context

18. http://www.gartner.com/newsroom/id/2819918

19. Disruptive learning
• The flipped classroom
• Opening up education
• Learning Design and
Technology-Enhanced
Learning spaces

20. The flipped classroom
• Inverting the traditional
approach: from lecture-centric
to activity-centric
• Watch videos in advance
• Use classroom to discuss
and do activities
• More collaborative and
problem-based
• Increasing importance of
mobile learning
http://net.educause.edu/ir/library/pdf/eli7081.pdf
www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf

21. Opening up education
• Over ten years of the Open Educational Resource
(OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC

22. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/

23. KA3 ICT
POERUP Achievements
• Inventory of more than 500 OER initiatives worldwide (120 notable)
• 33 country reports - most being updated
• 7 case studies including Wikiwijs, ALISON (Ireland), OER U (global) and
FutureLearn (UK mostly)
• 3 EU-level policy documents for universities, VET and schools
• 8 policy documents for UK (x3), Ireland, France, Netherlands, Poland –
and Canada

24. Country reports – conclusions
• Many countries seem to be doing little OER
– But a lot under the radar (eg Open Access, teacher
repositories, schools ICT initiatives)
– And some formerly inactive countries rushing ahead
• Even fewer have policies about or even directly
relevant to OER
24

25. Themes for policy recommendations
• Communication and awareness raising
• Funding
• Copyright / licensing
• Reducing regulatory barriers
• Quality
• Teacher training and continuous professional development
• Certification and accreditation
• Infrastructure
• Further research
25

26. 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
• 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
• MOOC research reports
– http://www.moocresearch.com/reports
• MOOCs for development
– http://www.moocs4d.org/media.html

27. • Critiques the hype
• History of MOOCs
• More an interactive
textbook than a course
• Issue re feedback and
assessment
• Support models
• Issue of support large-scale
learning
• Degrees of openness
http://www.parlorpress.com/invasion_of_the_moocs

28. Free
Distributed global community
Social inclusion
Massive Open Online Courses (MOOCs)
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org

30. Beyond cMOOCs or xMOOCs
cMOOCs
• Weekly centred
• Participant reflective spaces
• Social and networked
participation
• Hashtag: #etmooc
• Use of a range of social
media
xMOOCs
• Linear learning pathway
• Mainly text and video
• Formative feedback through
MCQs
• Individually focused

31. A taxonomy of MOOCs
Dimension Characteristics
Context
Open 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
http://e4innovation.com/?p=727

32. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 3
For each
dimension, give
the MOOC a
score:
Low=1,
Medium=2
High=3

33. A new MOOC classification
Dimension Connectivist Siemens MOOC
Context
Open 3
Massive 2
Diversity 3
Learning
Use of multimedia 2
Degree of communication 3
Degree of collaboration 2
Amount of reflection 3
Learning pathway 1
Quality assurance 1
Certification 1
Formal learning 1
Autonomy 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=1
500-10,000=2
Over 10,000=3
http://tinyurl.com/OEWBirdConole

34. Associative
Associating a stimulus with a response – operant conditioning.
Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes U
http://tinyurl.com/chineselang

35. Cognitive
Learning by experiencing a stimuli. The way in which
a person is encouraged to contemplate.
Coursera Songwriting
https://www.coursera.org/course/songwriting

36. Constructivist
Adding meaning to, and building on what I
already know
Open University Course Design MOOC ‘OLDS’
http://www.olds.ac.uk

37. Situative
Learning that occurs in the same context in
which it will be used.
Coursera Introduction to Clinical Neurology
https://www.coursera.org/course/clinicalneurology

38. Connectivist
About who or what learning resources we have
access to. People as resources.
George Siemens original Connectivist MOOC
http://cck11.mooc.ca/

39. MOOCs by pedagogical approach
Dimension Associative
Chinese
Cognitive
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 2
Degree 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

40. MOOCs by pedagogical approach
Dimension Associative
Chinese
Cognitive
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 2
Degree 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

41. UoL MOOCs
• Courses
– England in the time of King
Richard III
– Forensic Science and
Criminal Justice
• Key features
– 6 weeks, 3 hours a week
– Bite-size chunks of learning
– Text, audio, videos, forums
and activities
– Certificate of participation

42. Methodology
• Focus:
– Interviews
• developers, tutors,
learners, UoL lead
– Survey (participants)
– Analysis of courses
– Learning analytics
– Number registered
– Drop out rates

43. Aims
• Rationale for joining
• Patterns of interactions
• Perceptions
• Development time
• Time on different
components
• Reasons for participating
• Reasons for drop out
• Recommendations

44. Activities

45. Survey findings
• Cost £28, 500
– 130 days of staff time
• 52% had prior MOOC
experience
• Richard III (10, 066)
• Most visited a few times a
week
• Average No. posts 8
• 87% no contact with tutors
• 47% still active in final week

46. Survey findings
• 97% structure clear
• 91.5% Engaging
• About right
– 67% level
– 85% time
– 69% length
• Participating
– Learn new things (85%)
– Try a MOOC (53%)
– Online learning (46%)
• 91% a positive experience
• Interesting, enjoyable,
informative

47. Interview themes
• Marketing
• Use of video and chunks
• Learner analytics
• Need for Learning Technologists
• Unknown audience
• Platform
– Good for learners
– Not good for developers
• Expectation management
• Not much discussion
• Good profile
• Learner discussions and content generation
• Public good
• Pedagogical innovation
• Expert learners

48. Meta research themes
• Size, scale, free
• HE marketplace
• Transformation
• Business models
• Pedagogy
• Content
• Students and teachers
• Assessment
• Technology
• Learning
http://www.moocresearch.com/reports Neil Selwyn,
Scott Bulfin

49. Related projects
http://wp.europeanmoocs.eu/
http://wikieducator.org/Emundus
http://vmpass.eu/

50. Formal/informal landscape
Formal
Individual Social
Informal
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APEL
ePortforlios
OERu
Badges

51. 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

52. Learning Design
• To provide guidance and
support to enable
practitioners make design
decisions that are
pedagogically informed
and make appropriate use
of technologies
• Can also by learners to
create their own
Personalised Learning
Environment
http://larnacadeclaration.org

53. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Create Communicate Collaborate Consider
Synthesis
Combine
Implementation
Consolidate
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

54. Course features
http://cloudworks.ac.uk/cloud/view/5950
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration

55. Technology-Enhanced Learning Spaces
Aesthetics – pleasure (recognition of
symmetry, harmony, simplicity and
fitness for purpose)
Affordances – the characteristics of the
environment
Blending – a mix of f-t-f and technologies
Comfort - a space that creates a physical
and mental sense of ease
Equity – considering the needs of cultural
and physical differences
Flow – the state of mind of the leaner
when totally engaged with the learning
process
Repurposing – the potential for multiple
use of the space
http://www.skgproject.com/

56. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment

57. Learning
Outcomes
LO1
LO2
LO3
LO4
Week 1
Topic 1
Week 2
Topic 2
Week 3
Topic 3
Week 4
Topic 4
Start End
Assessment LO1
LO2 LO3 LO4

58. METIS ILDE
• Integrated Learning
Design Environment
• Create designs:
– Conceptualise
– Author
– Implement
• Share and adapt designs
http://ilde.upf.edu/pg/lds/

59. Facilitating learning
• Guidance and support
• Content and activities
• Communication and
collaboration
• Reflection and
demonstration
Learner
centred

60. Putting it all together…
Learning can be achieved by:
Interaction
Communication &
Collaboration
Through
OER & MOOCs Social Media
Facilitated by:
Learning Design
Leading to:
New support and accreditation models

61. Disruptive education
• Disruptive technologies are
challenging traditional
institutions
• New business models emerging
• New approaches needed for
designing and delivering MOOCs
• Blurring of boundaries:
– formal/informal, real/virtual,
teacher/learner, cross cultural
• Need for new pedagogies
• Disaggregation of education
– High quality resources
– Learning pathways
– Support
– Accreditation

62. http://www.le.ac.uk/ili
http://www.slideshare.net/GrainneConole
grainne.conole@le.ac.uk
http://e4innovation.com
@gconole