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Disruptive technologies and the opening up of Education Gráinne Conole, University of Leicester 14 th November 2013 PVC Forum, London National Teaching.

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Presentation on theme: "Disruptive technologies and the opening up of Education Gráinne Conole, University of Leicester 14 th November 2013 PVC Forum, London National Teaching."— Presentation transcript:

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

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 Multimedia resources 80s The Internet and the Web 93 Learning Management Systems 95 Open Educational Resources 01 Mobile devices 98 Gaming technologies 00 Social and participatory media 04 Virtual worlds 05 E-books and smart devicesMassive Open Online Courses 0708 Learning Design 99 Learning objects 94

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

8 Open Social Distributed Participatory Collative aggregation Networked ComplexDynamic Conole and Alevizou, 2010

9 A personal perspective What are the most effective uses of mobile and online technologies for education?

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 Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills

12 The 7Cs of Learning Design Conceptualise Communicate Capture Consider Collaborate Combine Consolidate

13 Course features 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 Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4

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

18 POERUP outputs An inventory of more than 300 OER initiatives 11 country reports and 13 mini-reports 7 in-depth case studies 3 EU-wide policy papers

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20 The emergence of MOOCs CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009) – Emergence of large-scale xMOOCs UK-based FutureLearn Launch of Massey on Open2Study What are MOOCs? – List of MOOCs – EFQUEL series of blogs – ICDE list of MOOC reports –

21 Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise JOLT, Vol. 9, No. 2,

22 DimensionCharacteristics Context OpenDegree to which the MOOC is open MassiveHow large the MOOC is DiversityThe diversity of the learners Learning Use of multimediaExtent of use of rich multimedia Degree of communicationAmount of communication incorporated Degree of collaborationAmount of collaboration incorporated Amount of reflectionWays in which reflection is encouraged Learning pathwayDegree to which the learning pathway is supported Quality assuranceDegree of quality assurance CertificationMechanisms for accreditation Formal learningFeed into formal learning offerings AutonomyDegree of learner autonomy A taxonomy of MOOCs

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

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

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26 References Conole, G. (2010) Review of pedagogical frameworks and models and their use in e- learning, 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 Education 43(1-2): Learning Design workshop resources


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