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Conole hea
The document discusses the changing landscape of education due to new technologies and learners. It outlines the shift from Web 1.0 to Web 2.0, including a typology of Web 2.0 tools. It proposes using these tools to support new approaches to course design, including learning design frameworks and the sharing of teaching practices through a social networking site called Cloudworks. Key challenges include bridging the gap between potential and reality of using new technologies in mainstream education.
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Conole hea
- 1. Shifting practice, changingcultures Gráinne Conole, Open University, UK Enhancement Academy, Progress Meeting 17th-18th May, Northumbria University
- 2. The changing contextof education Need new approaches to the design and delivery of courses Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Changing learners Grown up ‘digital’, technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations
- 3. Web 2.0 landscapeof practices Conole, G. and Alevizou, P. (2010), Review of Web 2.0 in HE
- 4. From Web 1.0to Web 2.0 Sharing Communicating Networking Interacting Media sharing Blogs & wikis Social networking Virtual worlds Web 2.0 New tools… new practices Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
- 5. A typology ofWeb 2.0 technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895 Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReader
- 6. A Tweet issimply 140 characters… Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing events/ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?
- 7. I haven’t gotenough time in my first life! Examples of use Archeological dig Cyber-law Virtual exhibitions Language schools Medical wards Gifted kids workshops De-schooling spaces Virtual conferences Issues Technical barriers Cultural Time Aimless/empty Replicating real-life Identity Misuse Commercial use
- 8. Redefining ICT… Webpages Social bookmarking File sharing sites Mash ups Google wave Blogs Twitter Wikis Virtual worlds Online games Social networking sites Email Forums Instant messaging Audio conferencing Video conferencing Communication Interactivity
- 9. Mapping to pedagogyPersonalised learning Situated, experiential, problem-based learning, role play Inquiry or resource-based learning Reflective and dialogic learning Use of RSS feeds and mash ups Location aware devices, Virtual worlds, online games Google, media sharing repositories, user-generated content Blogs and e-portfolios, wikis, social networks
- 10. The gap betweenpromise and reality Little impact on the mainstream Limited use of free resources Replication of ‘traditional’ teaching Scratching the surface of the potential
- 11. A complex setof reasons Digital literacy skills The importance of context Institutional barriers Digital identity
- 12. A framework forintervention Policy Research & development Teacher practice The learner’s experience Institutional & national funding Embedding in strategy Aligning to technology trends HEA, JISC, OU Learning & Teaching strategy Current trends Drivers and challenges Theoretical perspectives Learning Design research Actual use in practice What’s in it for me? Academic support Evidence of impact Integration into teaching
- 13. New approaches todesign Course views Course map Pedagogy profile Course dimension Learning outcomes Task swimlane Finance Course Performance Sharing & discussion Face-to-face events (e.g. Design Challenge, ‘LD-lite’ workshops), Cloudworks (a social networking tool for learning and teaching), Online (masters-level LD Course, LD toolbox) Visualisation CompendiumLD : Tool for visualising and sharing designs, online widgets , paper and pen ’ templates Design tools Conceptual tools Visualisation tools Collaboration tools
- 14. Conceptual tools Macro-levelMeso-level Micro-level Pedagogy profile Course map Course dimensions Learning outcomes Task swimlane
- 15. Course map Guidance& Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection & Demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessment Content & Activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication & Collaboration Dialogic aspect of the course, interaction between learners &tutors - course forum, email, etc. Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features
- 16. Pedagogy profile Mapof student tasks to time periods (weeks, semesters, etc) Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task
- 17. Dimensions for eachof 4 categories in course view Guidance & support Content & activities Communication & collaboration Reflection & demonstration Consider extent (1 – 100) each is present Course dimensions
- 18. Learning outcomes Mappinglearning outcomes to: Activities Assessment Benefits Shows map and gaps Ensures constructive alignment (Biggs)
- 19. Task swimlane Basedon: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Tool: CompendiumLD
- 20. Cost effectiveness and course performance views Cost effectiveness view is derived from finance data and compares production/presentation costs against income generation Course performance view is derived from student satisfaction, course retention and progression data and gives an indication of how well the course is perceived overall
- 21. Cloudworks: sharing teachingpractice A space for sharing and discussing learning and teaching ideas Aims to bridge the gap between technologies and use Teachers say they want examples and want to talk with others Development of digital literacies through immersion in the technologies Application of the best of web 2.0 practice to a teaching context
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- 23. Key concepts Clouds: core objects in Cloudworks Cloudscapes: collections of clouds
- 24. Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems
- 25. Cloudscapes A spaceto: discuss add follow collate archive share expertise experiences Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project Open Reviews
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- 28. Flash Debate: Istwitter killing blogging? 49 comments 1027 views summaries & additional content 19 links 6 references Matt has set up a quick survey to ask people how using twitter has impacted on how much they blog or not.
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- 30. An evolving use-taxonomyEvents cloudscapes ETUG workshop, OER Meeting, Monterey, Int. conf on open and distance learning Debate cloudscapes The changing nature of conferences, Is Twitter Killing Blogging? Open review cloudscapes Literature review of Web 2.0, Positioning of educational technologists Expert elicitation cloudscapes OPAL project review of OER and associated practices Resource or topic cloudscapes Horizon reports, Using mindmapping in teaching Learning and teaching cloudscapes Masters students, Business school tutors Design cloudscapes Design course team Reading cloudscapes ELESIG virtual reading cycle
- 31. Some stats…. 2376 registered users Aspect Everyone Team Non-team Cloudscapes 289 100 189 Clouds 2408 1214 1194 Comments 3414 1012 2402 Links 3268 1678 1590 Added Sept . From 165 countries
- 32. Theoretical perspectives DesignAnalysis “ Social objects” Social networking makes little sense if we leave out the objects that Mediate the ties between people Engeström Design framework for sociality Enabling practice Mimicking reality Building identity Actualising self Bouman et al . Ritual performance Social life as ritual How participants frame their contributions based on perceived audience and dynamics of specific situations Goffman Collective intelligence The power of the collective Distributed cognition Social dispersal of meaning Levy, Solomon, Surowiecki
- 33. Transformation? Towards education2.0 Yes Rich multi-representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and content No Digital divide narrower but deeper Increasing complex digital landscape Significant cultural differences Individual ‘position’ on technology
- 34. References and linksConole, G. and Alevizou, P. (2010), The use(s) of web 2.0 in HE, Report for the HE Academy, Open University: Milton Keynes Conole, G. (2010), A review of pedagogical models and frameworks, available online at http://cloudworks.ac.uk/index.php/cloudscape/view/2009 Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education , 54(2): 679 – 692. Conole, G. and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature. De Freitas, S. and Conole. G. (forthcoming), Learners experiences: how pervasive and integrative tools influence expectations of study, in R. Sharpe and H. Beetham (Eds), Rethinking learning for a digital age, RoutledgeFalmer: London.
- 35. Images used fromFlckr Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/ Digital divide - http://www.flickr.com/photos/chrysti/2337913120/ One world-oneweb http://www.flickr.com/photos/psd/2731067095/ Network http://www.flickr.com/photos/seeminglee/2053060997/ Logos http://www.flickr.com/photos/mandymaarten/503716476/