Disruptive technologies and the opening up of Education

1. EDEN fellow 2013 Disruptive technologies and the opening up of Education Ascilite fellow 2012 Gráinne Conole, University of Leicester 14thNovember 2013 PVC Forum, London National Teaching Fellow 2012

2. Outline • Disruptive technologies or pedagogies? • Why e-learning? • E-learning timeline • Emergent technologies • Focus on • Social media and open practices • OER and MOOCs • Learning Design

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

4. Why e-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

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

6. E-Learning timeline Learning Management Systems Social and participatory media Massive Open Online Courses Open Educational Resources E-books and smart devices The Internet and the Web Multimedia resources Gaming technologies Learning Design Learning objects Mobile devices Virtual worlds 99 80s 93 95 98 00 01 04 05 07 08 94 http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

7. 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/

8. Open Distributed Networked Social Complex Dynamic Collative aggregation Participatory Conole and Alevizou, 2010

9. A personal perspective • What are the most effective uses of mobile and online technologies for education? http://e4innovation.com/?p=788

10. Open practices • Digital scholarship • Sharing and exchange of teaching ideas • Beyond the classroom • A distributed, global community • Peer critique and support • Challenging established paradigms

11. 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

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

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

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

15. 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

16. 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

17. 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/

18. 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

19. http://www.col.org/PublicationDocuments/Assess-Accred-OER_2013.pdfhttp://www.col.org/PublicationDocuments/Assess-Accred-OER_2013.pdf

20. 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 • Emergence of large-scale xMOOCs • UK-based FutureLearn • Launch of Massey on Open2Study • What are MOOCs? • http://www.youtube.com/watch?v=eW3gMGqcZQc • 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

21. 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

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

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

24. Conclusion • Nature of learning, teaching and research is changing • New business models emerging • Challenging traditional institutions. • Technology Enhanced Learning spaces • Need for appropriate pedagogies • Disaggregation of education • High quality resources • Learning pathways • Support • Accreditation

25. http://www.slideshare.net/GrainneConole http://www.le.ac.uk/ili grainne.conole@le.ac.uk http://e4innovation.com @gconole

26. References • Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education. • Conole, G., M. Dyke, et al. (2004). Mapping pedagogy and tools for effective learning design. Computers and Education43(1-2): 17-33. • Learning Design workshop resources http://tinyurl.com/LD-workshop.