Conole_teaching 5_aug
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Teaching Digital technologies and education Learning Design OER and MOOCs
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Conole_teaching 5_aug
- 1. Digital technologies and education Gráinne Conole School of Education 5th August 2015 National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 3. Introductions • Say who you are and what you hope to get out of the workshop • During the session make a note of what topics you would like covered in the following sessions
- 4. Outline • Digital technologies • Research interests • Five facets of technologies – Openness – Mobile learning – Social media – Digital identity – Distributed cognition
- 5. Learning outcomes • At the end of the session you will have: – Looked at an overview of digital technologies – Explored the advantages and disadvantages of digital technologies – Reviewed five facets of digital technologies – Considered the implications for learning, teaching and research
- 6. Structure • Presentation • Videos • Links • Activities • Suggested readings • Next steps
- 7. E-Learning timeline Multimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94 LearningAnalytics 10
- 8. Open Distributed Participatory Distributed Networked Complex Dynamic Social
- 10. Personal Digital Network • What technologies do you use? • How do you use them? • How has your PDN changed in the last five years? • What do you think are key technologies for the future? • How might they be used for learning?
- 11. My network
- 12. Technologies • What are the key technologies at the moment? • How can they be used to support learning, teaching and research?
- 14. Innovating pedagogy • Massive open social learning • Learning design informed by analytics • Flipped classroom • Bring your own devices • Learning to learn
- 15. Innovating pedagogy • Dynamic assessment • Event-based learning • Learning through storytelling • Threshold concepts • Bricolage
- 16. • Adaptive computer based testing • Learning simulations and games • Cloud-based education and mobile learning • Biometrics providing learning feedback www.teachthought.com/trends/30-incredible-ways-technology-will-change-education-by-2028/
- 17. Education 2020
- 18. Discussion • What are the advantages and disadvantages of digital technologies?
- 21. Focus of research • Enhancing the learner experience • Effective & innovative use of technologies – E-pedagogies – Social media – Mobile learning • New approaches to design • Open practices in learning, teaching and research – OER, MOOCs, digital scholarship
- 22. Three phases • Multimedia and the Internet • Learning Design • Social Media
- 23. Technologies… two sides of a coin • Enhance • Augment • Supplement • Replace • Enrich • Expand • Empower • Detract • Lessen • Confuse • Overwhelm • Infringe • Time consuming • Addictive
- 25. 1. Openness • Digital technologies enable more open practices • Emergence of OER and MOOCs • Increase of free resource and expertise, via Webinars, blogs, open repositories and journals, social media
- 26. The good and the bad… • Transparency • Greater reach • Equity and social inclusion • Challenging existing business models • Disaggregation of education • “Laying yourself bare” • Surveillance • Misuse of data • Misinterpretation • Issues re quality and accreditation • Ownership
- 27. Promise and reality Social media offer new ways to communicate and collaborate. Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack the time and skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
- 28. What is learning design? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 29. What is learning design? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 30. What is learning design? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
- 31. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 32. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 34. Multimedia and the internet • Authorware • Websites • OER • MOOCs
- 35. The OPAL metromap http://www.oer-quality.org/ Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
- 36. POERUP • Inventory of more than 500 OER initiatives worldwide • 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 KA3 ICT
- 37. Many learners wish to have formal transferable recognition of their knowledge & skills Challenges: Open learning recognition is a recent topic, lack of guidelines for interested actors Assessment and recongition might become a businees model for OER and MOOCs
- 38. Information from OER provider (HEI) Information from learner Information from assessing/certifying institution Learning Passport for accreditation
- 39. Figure 1: OpenCred Assessment-Recogni on Matrix 0 1 2 3 4 0 1 2 3 4 Robustness of assessment Formality of recogni on Tradi onal online MA module FUN MOOCs (France) Osnabrück Data Structures MOOC (Germany) First Finance Ins tute MOOC (France) Tartu Chemical Analysis MOOC (Estonia) Universidade Aberta MOOC (Portugal) Lithuania RPL for OER
- 41. MOOCs • MOOCs are challenging formal education • New business models emerging • Ways to accredit informal and non-formal learning • EFQUEL MOOC blogs – http://mooc.efquel.org/
- 42. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion 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
- 43. 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
- 44. 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 A taxonomy of MOOCs http://e4innovation.com/?p=727
- 45. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
- 47. 2. Mobile learning • Smart phones and tablets almost ubiquitous • Feasible and affordable because of good size, weight, screen, battery life and cost • Range of excellent Apps to support communication, productivity, curation and learning
- 48. The good and the bad… • Learning anywhere, anytime • Mobile ready websites and Apps • Learning across contexts and devices • Ubiquitous connectivity • Social inclusion • No ‘down time’ • Dependency • Info in the Cloud • Battery life • Lack of digital literacy skills to use effectively
- 49. From E-Learning to M-Learning • More than just mobile e-learning – Anytime, anywhere for the learner (efficiency) – Enables learning in special location (i.e. fieldwork) • New affordances of mobile – Small and compact – Personal – Capturing sound, video, image – New tech i.e. augmented reality – Wearable tech Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance
- 50. Other Leicester examples One iPad per medical undergraduate: •Paperlessness, Personalised •Anywhere •Medical references and apps for clinical settings Masters of International Education: •Personalised learning environment •Accessibility •iBooks Author to create iBook
- 51. Flexibility and mobility Small, compact size Readability Easy on the eyes Access from a single device without internet Portability Capacity Long battery life Continue reading, Bookmark Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr
- 52. 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
- 54. 3. Social media • Shift from a passive web to a participatory, interactive and social web – Distributed, networked, dynamic, participatory, complex, open • Range of tools to communicate and collaborate • Being part of a global community of peers
- 55. The good and the bad… • Rich ways to communicate and collaborate • Part of a global community of peers • Access to vast amount of information • Rapid dissemination of information • Crowd sourcing • Lack of privacy • Negative digital traces • Misuse of data • Cyberbulling and trolling • Privacy and security • Corporate control • Time consuming • Addictive
- 56. The dark side…
- 57. 4. Digital Identity • How you present yourself online • How you interact and communicate with others • Facets – Reputation – Impact – Influence – Productivity – Openness http://www.flickr.com/photos/easegill/8481750456/
- 58. Identity, presence and interaction Interaction Identity Presence
- 60. Presence • Presence (markchilds.wordpress.com) – Mediated presence • “being there” • immersion – Social presence • projection of ourselves • perception of others – Copresence • being somewhere with others – Self presence • or embodiment http://www.flickr.com/photos/deadair/4250153736/
- 61. Interaction • Moore’s (1989) transactional distance: – Learners and teachers – Learners and learners – Learners and content • Hillman et al. (1994) – Learners and interface http://www.flickr.com/photos/easegill/8481750456/
- 62. The good and the bad… • Extension of ‘real’ self – can be the same or different • Extended reach • Exploiting the medium • “Laying yourself bare” • Misinterpretation of identity • Cyber-stalking • Identity theft
- 63. Dangers of online interaction http://e4innovation.com/?p=782 Online interaction and communication is great but there is a darker more sinister side… here is the story of my recent experience Disclosure, care and vulnerability in networked scholarship project
- 65. The good and the bad… • “Person-Plus” • Exploiting vast amount of information • Tools to curate, manage, filter • Enhanced capacity • Greater cognition • Lack of digital literacy skills to use effectively • Easy to get lost and confused • Lack of permanency • Machines taking over.. • Over dependency
- 67. Will machines make us extinct? • https://www.youtube.com/watch?v=LjWc2vtb n9M
- 68. The information bomb…. • Technologies cannot exist without accidents • Technologies separate us from real time and space • When, not if technologies fail….
- 69. Discussion • To what extent do you agree that: – AI might result in the extinction of humans? – Technologies will result in disaster?
- 70. Future challenges • Disaggregation of Education • New Digital literacies • Digital skills and jobs gap • New business models and pedagogies • Blurring of boundaries http://www.flickr.com/photos/mrsdkrebs/6400358699/
- 71. Some readings • MOOC classification schema – http://papers.efquel.org/index.php/innoqual/article/view/ 164/44 • Designing effective MOOCs – http://www.slideshare.net/GrainneConole/designing- effective-moocs • The 7Cs of Learning Design – http://www.slideshare.net/GrainneConole/the7-cs-of- learning-design-chapter • A review of the use of social media – http://www.slideshare.net/GrainneConole/conole- alevizou-web-2heaaug2010
- 72. Next sessions…. • Think about topics you would like covered in the next two sessions, examples: – Effective searching strategies – Use of social media for research – Learning Design – E-pedagogies • Anything else?
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