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Conole keynote eden
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
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Conole keynote eden
- 1. National Teaching Fellow 2012 Teaching as design science: innovations with pedagogies and technologies Gráinne Conole University of Leicester 22nd October 2012 7th Annual EDEN Research Workshop, Leuven
- 2. Teaching as aDesign Science • Need evidence-based and creative approach to design • Learning design: a new methodology for design • Promoting creativity and innovation • Tension between design as Science and Art
- 3. Outline • E-Learning timeline • Technologies trends • Learning Management Systems • Teacher practice and paradoxes • Learning Design • Disaggregation of Education • Conclusion
- 4. Multimedia resources 80s 93 The Internet and the Web Learning Management Systems 95 Mobile devices 98 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04 Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses
- 5. Technological trends • Mobiles and e-books • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Learning analytics
- 6. Google glasses project •Can ‘see’ the Internet on glasses • Context sensitive information • Context lenses planned
- 7. Learning Management Systems Communication Library Content tools Registration Collaboration Assessment Finance tools tools Timetabling Student Upload Tracking records tools tools Conole, forthcoming, UNESCO briefing paper
- 8. Promise and reality Socialand participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free Replicating bad pedagogy resources and tools Lack of time and skills
- 9. Learning Design Guidance Shift frombelief-based, implicit approaches todesign-based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussion Visualisation Sharing
- 10. Institutional External context context Learning Design of a Learning Activity Teacher Learner practice characteristics Technology Pedagogies affordances http://openclipart.org/
- 13. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherent Research focus What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to can use or repurpose guide the design process? Vygotsky, Activity Theory
- 14. Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division of Rules Community labour
- 15. Design-Based Research A systematic,but flexible methodology aimed to improve educational practice through iterative analysis, design, development and implementation, based on collaboration between researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. Wang and Hannafin, 2005
- 16. • Means ofdealing with real learning contexts • Iterative: design, implementation, evaluation, refine • Gives rich insights into complex dynamics
- 17. Facets • Make assumptionsand theoretical bases explicit • Collect multipletypes of data • Conduct ongoing data analysis • Invite multiple voices to critique • Have multiple accountability structures • Engage in dialecticamong theory, design and extant literature Barab, 2006
- 18. Conceptualise What do wewant to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
- 19. DBR and LearningDesign • Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc. • Pragmatic • Practical tools & resources • Collaborative • Work with practitioners • Contextual • Real, authentic contexts • Integrative • Mixed-method approach • Iterative – problem, • Problem, implementation, solution, evaluation evaluation and refinement • Adaptive and flexible • Agile, based on practice • Generalisation • Coherent LD framework
- 20. Problem and solution •Teachers want – Examples of good practice – Others to talk to • Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation http://cloudworks.ac.uk
- 21. Problem and solution •Teachers want – Design guidance – Means to share and discuss designs • Solution – Design representations – Based on empirical evidence and theory
- 22. Course Features http://linoit.com
- 23. Course Map Course/module summary: Keywords: Guidance and support Content and experience Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. Reflection and demonstration Communication and collaboration Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7.
- 24. Activity Profile • Assimilative (Read, view, listen) • Information Handling • Communicative • Productive • Experiential • Adaptive • Assessment http://tinyurl.com/ActivityProfileFlash
- 25.
- 26. SPEED http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed • JISC-funded, Transformation • Embed benefits from DUCKLING and 7Cs to: – Liverpool John Moores – London South Bank – Northampton – Derby • Repackage resources into 3 categories: – Course Design – Activity Design Free image courtesy of – Moderating Online FreeDigitalPhotos.net • Resources available as OERs
- 27. Evaluation Ming Nie
- 28. Disaggregation of education Resources Learning pathways Support Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
- 29. 100 million adultscan’t afford university (UNESCO) Image by James Cridland
- 30. Resource-based learning • Overten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU
- 31. The OPAL metromap Evaluationshows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/
- 32. Outputs • Inventory of more than 100 OER initiatives • 11 country reports and 13 mini-reports • 7 in-depth case studies • 3 EU-wide policy papers • 7 options brief packs for EU nations/regions
- 33. Massive Open Online Courses http://www.olds.ac.uk/ http://www.youtube.com/watch?v=eW3gMGqcZQc
- 34. Learning pathways • Guidedpathways through materials • Can promote different pedagogical approaches
- 35. Pedagogical approaches Drill &practice Mobile learning learning Situated Immersive learning learning
- 36. Drill and practicelearning
- 37. Mobile learning Study calendars E-books Learningresources Online modules Annotation tools Mind mapping tools Communication mechanisms
- 38. Situated learning Archeological digs Medicalwards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
- 39.
- 40. Support • Computer assisted • Peer support • Tutor support • Community support • Mentoring http://www.flickr.com/photos/24289877@N02/5851058394/
- 41. Accreditation Peer to PeerUniversity OER University www.p2pu.org/en/ wikieducator.org/OER_university/
- 42. Implications for institutions •Disaggregation: resources, learning pathways, support and accreditation • What is the role of traditional institutions? • Tension of institutionally support systems and Cloud services • More open approaches to learning, teaching and research http://www.flickr.com/photos/ssoosay/6738302627/
- 43. http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance [email protected] http://e4innovation.com