1. Learning trajectories: navigating the future of learning
with new technologies Gráinne Conole,
University of Leicester
SRHE conference,
Celtic Manor Resource,
7th December 2011

2. New$technologies$
E/Pedagogies$
Learner$experience$
Teacher$prac8ce$
New$approaches$

3. Today’s educational context
• Rapidly changing
technological
environment
• New digital literacy skills
needed for learners and
teachers
• New open practices are
emerging
• New forms of online
community and
interactivity

4. Horizon reports
• Mobile and e-books
• Gesture and
augmented
• Learning analytics
http://wp.nmc.org/horizon2011/

5. Ed tech trends
• Mobile learning
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD
• Digital content
• The flipped classroom
• Debt/drop out
http://learn231.wordpress.com/2011/10/25/trend-report-1/

6. Social & participatory media 6
Media sharing Blogging
Mash ups Messaging
Collaborative Recommender
editing systems
Virtual worlds
Social
and games
networking
Social Syndication
bookmarking
http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010

7. Social media revolution
The machine is us/ing us

8. Peer
critiquing
Social media revolution
The machine is us/ing us

9. Peer
critiquing
User
generated
content
Social media revolution
The machine is us/ing us

10. Peer
critiquing
User
generated
content
Networked
Social media revolution
The machine is us/ing us

11. Peer Open
critiquing
User
generated
content
Networked
Social media revolution
The machine is us/ing us

12. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked
Social media revolution
The machine is us/ing us

13. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution
The machine is us/ing us

14. http://rossdawsonblog.com/weblog/archives/2011/11/our-
shrinking-degrees-of-separation-heading-down-from-6-
to-3.html

15. E-Pedagogies 9
A

16. E-Pedagogies 9
Associative
Focus on individual
Learning through
association and
reinforcement
A

17. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A

18. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative
Learning through
social interaction
Learning in context

19. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment

20. E-Pedagogies 9
E-training
Drill & practice
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment

21. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment

22. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment
Experiential,
Problem-based,
Role play

23. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment
Experiential, Reflective & dialogic
Problem-based, learning,
Role play Personalised learning

24. Mobile learning 10

25. Mobile learning 10
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms

26. Mobile learning 10
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting

27. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

28. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

29. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

30. Virtual genetics lab 12
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project

31. Learning spaces 13
• Metaphors
• Camp fire
• Watering hole
• Cave
• Mountain top
• Principles of learning space
design
• Comfort
• Aesthetics
• Flow
• Equity
• Blending
• Affordances
• Repurposing
www.skgproject.com

32. New digital literacies
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
Jenkins et al., 2006

33. New digital literacies
Play Collective intelligence
Performance Judgement
Participatory culture shifts
the focus of literacy from one
of individual expression to
community involvement. The Transmedia
Simulation
new literacies almost all navigation
involve social skills
developed through
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006

34. New digital literacies
Creativity
Play Collective intelligence
Performance Judgement
Participatory culture shifts
the focus of literacy from one
of individual expression to
community involvement. The Transmedia
Simulation
new literacies almost all navigation
involve social skills
developed through
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006

35. 15

36. 16

37. Learner experience 17
• Technology immersed
• Learning approaches: task-
orientated, experiential, just
in time, cumulative, social
• Personalised digital learning
environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials with
free resources Sharpe, Beetham and De Freitas, 2010

38. EDUCAUSE study 18
 Students
drawn to new
technologies
but rely on
more
traditional
ones
 Consider
technologies
offer major
educational
benefits
 Mixed views
of VLEs

39. Teacher practices: paradoxes 19
• Technologies not
extensively used
(Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and
funding little evidence of
transformation (Cuban,
Pandora’s box
Ehlers)

40. Teacher practices: paradoxes 19
• Technologies not
extensively used
(Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and
funding little evidence of
transformation (Cuban,
Pandora’s box
Ehlers)
What would it mean to adopt more
open practices? Open design, open
delivery, open research and open

41. x
Open practices 20
Pandora’s box

42. x
Open practices 20
Open design
Pandora’s box

43. x
Open practices 20
Open design Open delivery
Pandora’s box

44. x
Open practices 20
Open design Open delivery
Pandora’s box
Open dialogue

45. x
Open practices 20
Open design Open delivery
Pandora’s box
Open dialogue Open research

46. Open design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encourages reflective, scholarly
practices
Promotes sharing and discussion

47. Definition
A methodology for enabling teachers/designers to
make more informed decisions in how they go
about designing learning activities and
interventions, which is pedagogically informed and
makes effective use of appropriate resources and
technologies. This includes the design of resources
and individual learning activities right up to
curriculum-level design. A key principle is to help
make the design process more explicit and
shareable. Learning design as an area of research
and development includes both gathering empirical
evidence to understand the design process, as well
as the development of a range of learning design
resources, tools and activities.

48. Learning design: defining the field!
Design Communities and
representations and Openness!
interactions!
tools!
Mediating Open Learning !
Design Methodology! Affordances!
Artefacts!
Social and
Theory and ! Related
participatory
methodology! fields!
media!
Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer

49. Course views 24

50. Course views 24
Course map

51. Course views 24
Learning outcomes
Course map

52. Course views 24
Learning outcomes
Course map
Pedagogy profile

53. Course views 24
Learning outcomes
Course map
Pedagogy profile
Course
dimensions

54. Course views 24
Learning outcomes
Course map
Pedagogy profile
Course
dimensions
Task
swimlane

55. Visualisa'on*tools* 25
Learning Design tools!
Learning designer!
Pen, paper
and stickers!
Webcollege!
Standard tools!
Excel!

56. But does it work? Evaluation data
26

57. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good understandings
26

58. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good understandings
It is iterative and so
helps with ironing out
any issues
26

59. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good understandings
It is iterative and so
helps with ironing out
any issues
I could understand the
learning design process
and would feel able to
use this when designing
some learning activities
26

60. Open resources

61. Open resources

62. Open resources

63. Open resources

64. Open courses: MOOC
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/

65. Open accreditation

66. Open accreditation
Peer to Peer University
http://www.p2pu.org/en/

67. Open accreditation
Peer to Peer University OER University
http://www.p2pu.org/en/ http://wikieducator.org/OER_university

68. Open dialogue: Cloudworks 30
http://cloudworks.ac.uk

69. Open dialogue: Cloudworks 30
• A space for sharing and
discussing learning and
teaching ideas and designs
• Application of the best of
web 2.0 practice for
teaching
• To bridge the gap between
technologies and use
• Teachers say they want:
examples, want to share &
discuss
• Helps develop skills needed
for engaging with new
http://cloudworks.ac.uk
technologies’

70. Collaboration 31
Design challenge
Create a course in a day!
Carpe diem
2-day design workshop
Cloudworks
Space to share and discuss
Cloudworks.ac.uk!

71. Community indicators
Participation Cohesion
Sustained over time Support & tolerance
Commitment from core group Turn taking & response
Emerging roles & hierarchy Humour and playfulness
Identity Creative capability
Group self-awareness Igniting sense of purpose
Shared language & vocab Multiple points of view
Sense of community expressed, contradicted or
challenged
Creation of knowledge links
& patterns
Galley et al., 2010

72. E-learning papers
special issue
 Background
 Potential of social and participatory media
 Plethora of new technologies and OER but little uptake
 Range of issues (technical, pedagogical and organisational)
 Focus
 How can learning interventions be represented?
 Implications of new media for learners, teachers & institutions?
 What new pedagogies are emerging?
 How are OER being design, used & repurposed?
 What are the implications of free resources, tools & courses?

73. 1. Typologies of learning design
 LD as: concept,
process and product
 Example: A virtual
field history trip in
LAMS
Eva Dobozy !

74. 2. Patterns to design TEL scenarios
 Importance of more
formal LD
representations
 Example: application to
teaching computing
curriculum
 Patterns as mediators
between pedagogy and
technology
Félix Buendía-García !
José Vte. Benlloch-Dualde!

75. 3. Students as designers
 Challenges traditional
transmission modes of
pedagogy
 Requires teachers to give
some control to students
 Describes two case studies
 Exploiting potential of social
media
 Encourages deeper
engagement in the learning
process Leanne Cameron!
MiriamTanti!

76. 4. Collaborative Constructive Participation
 Application of well
established pedagogical
principles: Community of
learners, Community of
Practice, socio-
constructivism, dialogic
learning, and knowledge
building
 Consists of a 3-level
assessment tool for web-
based discussions
Ligorio M. Beatrice!
Cucchiara Stefania!

77. 5. Knowledge building
 Action research on use
of Web 2.0 tools in the
classroom
 Knowledge building
enables student to be
active participants
Gail Casey !

78. 6. Invitational online learning environments
 Importance of respect, trust,
intentionality, and optimism
 Reports on. Arts-based learning
interventions like Reflective
Poetry, Minute at the Movies
Analysis, “Our Community” Soap
Scenes, and Theme Songs
 Inexpensive, adaptable
interventions enhance learning
environments by encouraging
human connections and creativity Beth Perry!
Katherine J. Janzen!
Margaret Edwards, !

79. Open scholarship 40

80. Open scholarship 40
Discovery
Integration
Application
Teaching
Boyer

81. Open scholarship 40
Discovery
Integration
Application
Teaching
Open Boyer
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/

82. Open research

83. Open research

84. Open research

85. Open research

86. Open research

87. Open research

88. Open research

89. Open research

90. The future of learning 42

91. The future of learning 42
Just in time

92. The future of learning 42
Just in time
Distributed

93. The future of learning 42
Just in time
Distributed
Personalised

94. The future of learning 42
Just in time
Distributed
Personalised
Blurred

95. The future of learning 42
Just in time
Distributed Collective
Personalised
Blurred

96. The future of learning 42
Just in time
Distributed Collective
Personalised Creative
Blurred

97. The future of learning 42
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive

98. The future of learning 42
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive
Open

99. Linking research with policy & practice
43

100. Linking research with policy & practice 43
Horizon scanning OER
Learning design
Virtual worlds
Research
Learner experience Web 2.0

101. Linking research with policy & practice 43
Horizon scanning OER
Learning design
Virtual worlds
Research
Learner experience Web 2.0
Blackboard rollout
Policy
OER/iTunes
Learning spaces
Cloud computing

102. Linking research with policy & practice 43
Horizon scanning OER
Learning design
Virtual worlds
Research
Learner experience Web 2.0
Blackboard rollout Design practice
Policy Teacher practice
OER/iTunes
Use of technologies
Learning spaces
Cloud computing

103. Linking research with policy & practice 43
Horizon scanning OER
Learning design
Virtual worlds
Research
Learner experience Web 2.0
Blackboard rollout Design practice
Policy Teacher practice
OER/iTunes
Use of technologies
Learning spaces
Cloud computing
Learner practice
Use of technologies Diversity/culture

104. Final thoughts
 Open,participatory and social media enable new forms
of communication and collaboration
 Communities in these spaces are complex and
distributed
 Learners and teachers need to develop new digital
literacy skills to harness their potential
 We need to rethink how we design, support and assess
learning
 Open,participatory and social media can provide
mechanisms for us to share and discuss teaching and
research ideas in new ways
 We are seeing a blurring of boundaries: teachers/
learners, teaching/research, real/virtual spaces, formal/
informal modes of communication and publication

105. 45
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk