conole keynote eden

Teaching as design science: innovations with pedagogies

and technologiesGráinne Conole

University of Leicester 22nd October 2012

7th Annual EDEN Research Workshop, Leuven

National Teaching Fellow 2012

Teaching as a Design 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

Outline

• E-Learning timeline• Technologies trends• Learning Management Systems• Teacher practice and paradoxes• Learning Design• Disaggregation of Education• Conclusion

E-Learning timelineM

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Technological trends

• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Learning analytics

Google glasses project

• Can ‘see’ the Internet on glasses

• Context sensitive information

• Context lenses planned

Learning Management Systems

Content Communication tools

Collaborationtools

Assessment tools

Upload tools

Trackingtools

Library

Finance

Student records

Registration

Timetabling

Conole, forthcoming, UNESCO briefing paper

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

Learning Design

Shift from belief-based, implicit approaches to design-based,

explicit approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to creation and support of

courses

Guidance

Visualisation Sharing

Learning Design of a Learning Activity

Institutional context

External context

Technology affordances

Pedagogies

Teacherpractice

Learner characteristics

http://openclipart.org/

Socio-cultural perspectives

Other teachers and learners can use or repurpose

Vygotsky, Activity Theory

Research focusWhat Mediating Artefacts do teachers use?What Mediating Artefacts can we create to guide the design process?

DesignHas an inherent

Teacher

Learning activityor Resource

Creates

Mediating Artefacts (MA)

Design Mediating ArtefactsConceptsToolsDialoguesActivities

Teacher

Learning activityor Resource

Creates

Mediating Artefacts (MA)

CommunityDivision of

labourRules

Activity Theory

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

• Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics

Facets

• Make assumptions and theoretical bases explicit

• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to

critique• Have multiple accountability

structures• Engage in dialectic among

theory, design and extant literature

Barab, 2006

ConceptualiseWhat do we want to design, who for and why?

ConsolidateEvaluate and embed your design

The 7Cs Framework

DBR and Learning Design

• Builds on theory & prior research

• Pragmatic• Collaborative• Contextual• Integrative• Iterative – problem,

solution, evaluation• Adaptive and flexible• Generalisation

• Builds on ID, OER, Ped Patterns research etc.

• Practical tools & resources• Work with practitioners• Real, authentic contexts• Mixed-method approach• Problem, implementation,

evaluation and refinement• Agile, based on practice• Coherent LD framework

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

Problem and solution

• Teachers want– Design guidance– Means to share and

discuss designs• Solution

– Design representations– Based on empirical

evidence and theory

Course Featureshttp://linoit.com

Course Map

Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Course/module summary: Key words:

http://tinyurl.com/ActivityProfileFlash

Activity Profile

• Assimilative (Read, view, listen)• Information Handling• Communicative• Productive• Experiential• Adaptive• Assessment

Storyboardhttp://linoit.com

SPEEDhttp://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed

Free image courtesy of FreeDigitalPhotos.net

• 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– Moderating Online

• Resources available as OERs

EvaluationWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, an online course, and not just simply as a set of learning activities plus integrated resources.

The visual nature of the tools and the quick and easy way that one could use it without too much elaborative training. They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.

I wanted to have my thinking

challenged with regard to course

design and development and I

definitely left reflecting and

questioning our unit's current

approach and have some good

tools and approaches to pilot with

course design teams.

It’s a way of freeing your mind and putting all the

ideas of all the people in the course team down

somewhere, not having to be so prescriptive. It

was just a much freer and [more] creative

experience than getting the learning outcomes and

writing them as active verbs, and getting in at a

granular level. It was quite sort of a liberating

thing to just have everybody move components

around and say, ‘Do you know I really like all these

features. I’d like to do some problem-based

learning. I’d like to do peer-review.’

Ming Nie

Resources Learning pathways

Support Accreditation

Disaggregation of education

http://www.flickr.com/photos/emclibrary/2459359483/

Image by James Cridland

100 million adults can’t afford university (UNESCO)

Resource-based learning

• Over ten years of the Open Educational Resource (OER) movement

• Hundreds of OER repositories worldwide

• Presence on iTunesU Podcasts - iTunes U

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice

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

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Courses

http://www.olds.ac.uk/

Learning pathways

• Guided pathways through materials• Can promote different pedagogical approaches

Pedagogical approaches

Drill & practicelearning

Mobilelearning

Situated learning

Immersive learning

Drill and practice learning

Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms

Mobile learning

Situated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling

Immersive learning

Support

• Computer assisted• Peer support• Tutor support• Community support• Mentoring

http://www.flickr.com/photos/24289877@N02/5851058394/

Accreditation

www.p2pu.org/en/

Peer to Peer University

wikieducator.org/OER_university/

OER University

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/

http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance

grainne.conole@le.ac.ukhttp://e4innovation.com