1. Learning trajectories - the
future of learning
Gráinne Conole,
University of Leicester
ECEL conference, Brighton
11th October 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. Discussion
• What are the emergent
new technologies?
• How will they impact
education?

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

6. Social & participatory media 6
Media sharing Blogging
Mash ups
Messaging
How are social and
Recommender
Collaborative participatory media being
editing systems
used to enable open
practices?
Social Virtual worlds an
networking games
Social
Syndication
bookmarking
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. E-Pedagogies 8
A

15. E-Pedagogies 8
Associative
Focus on individual
Learning through
association and
reinforcement
A

16. E-Pedagogies 8
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A

17. E-Pedagogies 8
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

18. E-Pedagogies 8
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

19. E-Pedagogies 8
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

20. E-Pedagogies 8
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

21. E-Pedagogies 8
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

22. E-Pedagogies 8
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

23. Mobile learning 9

24. Mobile learning 9
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms

25. Mobile learning 9
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting

26. Inquiry-based learning 10
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/

27. Inquiry-based learning 10
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 10
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. Role play 11
Wills, et al., 2010

30. Learning spaces

31. Learning spaces
SKG:
Learning
Spaces
project,
Australia
Rethinking real
and virtual spaces
Keppell et al., 2011

32. Learning spaces
 Combining the affordances
SKG:
Learning of new technologies with
Spaces good pedagogy
project,
Australia  Taking
account of
context, location and time
 Blurring of real and virtual
Rethinking real
and virtual spaces
Keppell et al., 2011

33. Virtual genetics lab 13
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project

34. 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

35. 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

36. 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

37. Learner experience 15
• 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 16
 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 17
• 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 17
• 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 18
Pandora’s box

42. x
Open practices 18
Open design
Pandora’s box

43. x
Open practices 18
Open design Open delivery
Pandora’s box

44. x
Open practices 18
Open design Open delivery
Pandora’s box
Open dialogue

45. x
Open practices 18
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. Representation 20

48. Representation 20
The Open University, UK
KE312
Working
together with
children

49. Representation 20
The Open University, UK
KE312 What’s the problem?
Working Text-based/focus on
content
together with Doesn’t show what the
children

50. Course views 21

51. Course views 21
Course map

52. Course views 21
Learning outcomes
Course map

53. Course views 21
Learning outcomes
Course map
Pedagogy profile

54. Course views 21
Learning outcomes
Course map
Pedagogy profile
Course
dimensions

55. Course views 21
Learning outcomes
Course map
Pedagogy profile
Course
dimensions
Task
swimlane

56. But does it work? Evaluation data
22

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
22

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
22

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
22

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 26
http://cloudworks.ac.uk

69. Open dialogue: Cloudworks 26
• 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. Open scholarship 27

71. Open scholarship 27
Discovery
Integration
Application
Teaching
Boyer

72. Open scholarship 27
Discovery
Integration
Application
Teaching
Open Boyer
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/

73. Open research

74. Open research

75. Open research

76. Open research

78. The future of learning 30

79. The future of learning 30
Just in time

80. The future of learning 30
Just in time
Distributed

81. The future of learning 30
Just in time
Distributed
Personalised

82. The future of learning 30
Just in time
Distributed
Personalised
Blurred

83. The future of learning 30
Just in time
Distributed Collective
Personalised
Blurred

84. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred

85. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive

86. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive
Open

87. Evaluating these new spaces
• How do we evaluate these new spaces?
• What forms of new interaction and
communication are we seeing?

88. Online communities
• New open, social and participatory
media enable new means of
communication, collaboration,
sharing and co-construction of
knowledge
• Want to focus on the nature of
community in these new online
spaces
• From tight to loosely coupled:
groups, networks and collectives
(Dron and Anderson, 2007)
• What is it and how can it be
fostered, supported?

89. The nature of community
• Complex, distributed, loose
communities are emerging
• Facilitated through different but
connected social networking tools
such as facebook, Twitter, Ning
• Users create their own Personal
Digital Environment
• Mix of synchronous and
asynchronous tools
• Boundary crossing e.g. the power of
retweeting
• Links between interests, rather than
places

90. Definitions
[Community does not] imply necessarily co-
presence, a well-defined identifiable group, or
socially visible boundaries. It does imply
participation in an activity system about which
participants share understandings concerning
what they are doing and what that means in their
lives and for their communities
Lave and Wenger, 1991
Virtual communities are social aggregations that
emerge from the Net when enough people carry
on those public discussions long enough, with
sufficient human feeling, to form webs of personal
relationships in cyberspace.
Rheingold, 1993

91. Community as a process
• Constantly evolving and
changing
• Shifting groups and depths
of relationships
• Dynamic, evolving and
potentially transformative
• Both directed and
serendipitous interactions

92. Interactivity
• New technologies enable
increasing interactivity
between learners and teachers
• Complex: psychological, social,
technical, linguistic and cultural
dimensions
• Types: communication-based,
purpose-based, tool-based,
activity-based
• Important in achievement,
persistence, enjoyment and
approaches to learning

93. 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

94. 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

95. 39

96. 40

97. 41

98. 42

99. 43

100. 44

101. 45

102. 46

103. 47
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk