Disruptive technologies & open practices

1. EDEN fellow 2013 Disruptive technologies & open practices Ascilite fellow 2012 Gráinne Conole, University of Leicester 20th March 2014 ConsiglioNazionaleDelleRicerche, Genoa National Teaching Fellow 2012

2. Outline • Disruptive technologies • E-learning timeline • Emergent technologies • OER and MOOCs • A new MOOC classification • Pedagogical approaches • Learning Design

3. Institute of Learning Innovation http://www.le.ac.uk/ili • Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice

4. Disruptive technologies or pedagogies? Changing educational paradigms – Ken Robinson

5. A day made of glass Via Alice Godwin-Davey

6. The importance ofe-learning • For learning • Potential to support interaction, communication and collaboration • Developing digital literacy skills • Promoting different pedagogical approaches • Fostering creativity and innovation • Connecting students beyond the formal course • For life • Preparing students for an uncertain future • Improving employability opportunities • Increased importance of technology in society

7. E-Learning timeline Learning Management Systems Social and participatory media Massive Open Online Courses Open Educational Resources E-books and smart devices Multimedia resources Gaming technologies Learning Analytics Learning Design Learning objects Mobile devices Virtual worlds The Web 99 80s 93 95 98 00 01 04 05 07 08 94 10

8. Emergent technologies • Online, hybrid & collaborative learning • Social media use in learning • The creator society • Data driven learning & assessment • Agile approaches to change • Making online learning natural http://www.nmc.org/pdf/2014-horizon-he-preview.pdf

9. Innovating pedagogy • MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo-learning • Learning from gaming • Maker Culture • Citizen inquiry http://www.menon.org/matel/ http://www.open.ac.uk/blogs/innovating/

10. 2025… • Internet like electricity • Augmented reality enhancements • Disruption of business models • Intelligent analysis of physical and digital worlds http://www.pewinternet.org/2014/03/11/digital-life-in-2025/

11. OER and MOOCs • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC

12. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/

13. POERUP outputs • An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers

14. The emergence of MOOCs • CCK08 • Connectivist MOOC (cMOOC) • Siemens, Downes and Cormier • Evaluation (Fini, 2009) • http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • What are MOOCs? • http://www.youtube.com/watch?v=eW3gMGqcZQc • Emergence of large-scale xMOOCs • Recent developments • UK-based FutureLearn • Launch of Massey on Open2Study • List of MOOCs • http://www.mooc-list.com/ • EFQUEL series of blogs • http://mooc.efquel.org/ • ICDE list of MOOC reports • http://tinyurl.com/gconole-MOOC

15. Free Distributed global community Social inclusion Massive Open Online Courses (MOOCs) 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 www.evolllution.com/distance_online_learning/massive-open-online-learning-creativity-and-competency/ JOLT, Vol. 9, No. 2, http://jolt.merlot.org

16. The eMundus project • Aim • Strengthen cooperation and awareness amongst EU and strategic partners of exploiting potential of MOOCs and virtual mobility to support long-term, balanced, inter-cultural partnership http://wikieducator.org/Emundus/Home

17. Objectives • Map state of the art of MOOCs and Virtual Mobility • Sharing of knowledge, tools and practices around MOOCs and their implications • Promote and mainstream MOOCs and VM • Help institutions, networks and policy makers to develop effective MOOC strategies

18. Learning can be achieved by: Interaction Communication & Collaboration Through OER & MOOCs Social Media Facilitated by: Learning Design Leading to: New support and accreditation models

19. Mayes & De Freitas, 2004 Conole 2010 E-pedagogies A E-training Drill & practice Inquiry learning Collective intelligence Resource-based Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Reflective & dialogic learning, Personalised learning Experiential, Problem-based Role play

20. https://tinyurl.com/hotelproject

21. Pedagogical approaches Drill & practise learning Inquiry learning Situated learning Immersive learning

22. Drill and practise learning

24. Flashlets app

25. Inquiry-based learning • Promoting inquiry-based approaches for Science – nQuiretools • Developing public understanding of Science – iSpot • Mobile data collection – Sense-It App

26. http://nquire.open.ac.uk

28. Sense-it App • Set of sensors to collect data • Available on smartphones and tables • Record data and create graphs • Can set up project • Can share with others https://play.google.com/store/apps/details?id=org.greengin.sciencetoolkit

29. Springpadcuration

30. Situated learning Mark Childs Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/

31. Swift project Paul Rudman and Suzanne Lavelle

32. Outbreak App

33. Immersive learning

34. Connectivist MOOCs • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media http://etmooc.org/sample-page/ http://www.connectivistmoocs.org/

35. A taxonomy of MOOCs http://e4innovation.com/?p=727

36. A new MOOC classification For each dimension, give the MOOC a score: Low=1, Medium=2 High=3

37. A new MOOC classification How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3 http://tinyurl.com/OEWBirdConole

38. AssociativeAssociating a stimulus with a response – operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang

39. Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate. CourseraSongwriting https://www.coursera.org/course/songwriting

40. Constructivist Adding meaning to, and building on what I already know Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk

41. SituativeLearning that occurs in the same context in which it will be used. Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology

42. ConnectivistAbout who or what learning resources we have access to. People as resources. George Siemens original Connectivist MOOC http://cck11.mooc.ca/

43. MOOCs by pedagogical approach

44. Formal Trad. campus courses Blended courses DL courses DL+ social media APEL ePortforlios OERu Badges Social Individual OER + Social media OER cMOOCs xMOOCs Informal

45. Promise and reality Social and participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free resources and tools Replicating bad pedagogy Lack of time and skills

46. The 7Cs of Learning Design Vision Conceptualise Activities Create Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

47. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration

48. Activity profile • Types of learner activities • Assimilative • Information Handling • Communication • Production • Experiential • Adaptive • Assessment

49. Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Learning Outcomes LO1 LO2 LO3 LO4 Start End LO1 LO2 Assessment LO3 LO4

50. METIS ILDE • Integrated Learning Design Environment • Create designs: • Conceptualise • Author • Implement • Share and adapt designs http://ilde.upf.edu/pg/lds/