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Trajectories of e-learning Gráinne Conole University of Leicester 25 th November 2013 National Teaching Fellow 2012 Ascilite fellow 2012 EDEN fellow 2013

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Trajectories of e-learning

Gráinne ConoleUniversity of Leicester

25th November 2013

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

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About me…

• Irish but living in England• PhD in Chemistry• Two girls (15 and 18)• Professor of Learning

Innovation at the University of Leicester

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Institute of Learning Innovation

• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice

http://www.le.ac.uk/ili

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Areas of research• Openness (OER, MOOCs, digital scholarship)

– POERUP, OER in Rwanda • Learning Design

– SPEED and METIS • Mobile learning

– eBooks and PLACES, iPads for reading strategies, podcasts • Virtual worlds

– SWIFT • Social media

– use for research • Learner experience/teacher practice

– use with teachers • Digital literacies and creativity

– PELECON • Technology-Enhanced Pedagogies

– Overview and SCENE

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Outline

• Disruptive technologies or pedagogies?

• Why e-learning?• E-learning timeline and back

to the future• Emergent technologies• Pedagogical approaches• Learning Design

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Disruptive technologies or pedagogies?

Changing educational paradigms – Ken Robinson

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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

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E-Learning timelineM

ultim

edia

reso

urce

s

80s

The

Inte

rnet

and

the

Web

93

Lear

ning

Man

agem

ent S

yste

ms

95

Ope

n Ed

ucati

onal

Res

ourc

es

01

Mob

ile d

evic

es

98

Gam

ing

tech

nolo

gies

00So

cial

and

par

ticip

ator

y m

edia

04

Virt

ual w

orld

s

05

E-bo

oks

and

smar

t dev

ices

Mas

sive

Ope

n O

nlin

e Co

urse

s

07 08

Lear

ning

Des

ign

99

Lear

ning

obj

ects

94

http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

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A glimpse of the future…

• MOOCs• Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies

http://tinyurl.com/horizon2013

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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.open.ac.uk/blogs/innovating/http://www.menon.org/matel/

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Pedagogical approaches

Drill & practiselearning

Inquiry learning

Situated learning

Immersive learning

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Drill and practise learning

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Inquiry-based learning

• Promoting inquiry-based approaches for Science –nQuire tools

• Developing public understanding of Science - iSpot

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Situated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/

Mark Childs

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Swift project

Paul Rudman and Suzanne Lavelle

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Immersive learning

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E-Assessment• Types: Diagnostic, Formative,

Summative• Examples

– Computer-marked tests to assess knowledge level

– Tutor feedback via email, comments on blogs, annotation of essays

– Audio feedback– E-portfolios to evidence learning

achieved– Peer feedback– Group presentations and marking http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx

http://www.e-assessment.com/

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A

ConstructivistBuilding on prior knowledgeTask-orientated

SituativeLearning through social interactionLearning in context

ConnectivistLearning in a networked environment

From E- to ‘M-pedagogy’ Mayes & De Freitas, 2004Conole 2010

E-trainingDrill & practice

Inquiry learningCollective intelligenceResource-based

Experiential, Problem-based Role play

Reflective & dialogic learning, Personalised learning

Flashlets App Springpad App

Solve Outbreak App

Social media & MOOCs

AssociativeFocus on individualLearning through association and reinforcement

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Flashlets app

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Springpad curation

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Outbreak App

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OLDS MOOC

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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

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http://www.larnacadeclaration.org/

• Definition of Learning Design• Teachers need guidance to make informed

design decisions that are pedagogically effective and make appropriate use of technologies

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Engage with

students

ReflectionProfessional Development

Design and Plan

Learning Environment: Characteristics & Values

External Agencies InstitutionEducator Learner

All pedagogical approachesAll disciplines

Educational Philosophy

A range based on assumptions about the Learning Environment

Theories & Methodologies

Guidance Representation Sharing

Core Concepts of Learning Design

Tools Resources

Implementation

Program

Module

Session

Learning Activities

Level of Granularity

Teaching Cycle

Feedback Assessment Learner Analytics Evaluation

Learner Responses

Creating learning experiences aligned to particular pedagogical approaches and learning objectives

Challenge

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The 7Cs of Learning DesignConceptualise

Vision

CommunicateCapture ConsiderCollaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

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Conceptualise

• Vision for the course, including:– Why, who and what you want to

design– The key principles and

pedagogical approaches– The nature of the learners

Conceptualise

Course Features

6 design frames

Personas

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Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

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Principles

Theory based Practice based Cultural

Aesthetics

Political

International Serendipitous Community based

Sustainable

Professional

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Pedagogical approaches

Inquiry based Problem based Case based

Dialogic

Situative

Vicarious Didactic Authentic

Constructivist

Collaborative

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Guidance & Support

Learning pathway Mentoring Peer support

Scaffolded

Study skills

Tutor directed Help desk Remedial support

Library support

Step by step

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Content & Activities

Brainstorming Concept mapping Annotation

Assimilative

Jigsaw

Aggregating resources

Learner generatedcontent

Information handling

Pyramid

Modeling

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Reflection & Demonstration

Diagnostic E-Assessment E-Portfolio

Formative

Summative

Peer feedback Vicarious Presentation

Reflective

Feed forward

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Communication & Collaboration

Structured debate Flash debate Group project

Group aggregation

Grouppresentation

Pair debate For/Against debate Question & Answer

Group project

Peer critique

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Capture

• Finding and creating interactive materials– Undertaking a resource audit of

existing OER– Planning for creation of

additional multimedia such as interactive materials, podcasts and videos

– Mechanism for enabling learners to create their own content

Capture

Resource Audit

Learner Generate Content

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Communicate

• Designing activities that foster communication, such as:– Looking at the affordances of

the use of different tools to promote communication

– Designing for effective online moderating

Communicate

Affordances

E-moderating

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Collaborate

• Designing activities that foster collaboration, such as:– Looking at the affordances of

the use of different tools to promote collaboration

– Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.

Collaborate

Affordances

CSCL Ped. Patterns

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Consider

• Designing activities that foster reflection

• Mapping Learning Outcomes (LOs) to assessment

• Designing assessment activities, including– Diagnostic, formative,

summative assessment and peer assessment

Collaborate

LOs/Assessment

Assessment Ped. Patterns

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Combine

• Combining the learning activities into the following:– Course View which provides a

holistic overview of the nature of the course

– Activity profile showing the amount of time learners are spending on different types of activities

– Storyboard: a temporal sequence of activities mapped to resources and tools

– Learning pathway: a temporal sequence of the learning designs

Combine

Course View

Activity Profile

Storyboard

Learning Pathway

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Course View

E-tivity Rubric: http://tinyurl.com/SPEED-e5

Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

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Activity profile

• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment

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Start End

Learning OutcomesLO1LO2LO3LO4

Assessment LO1LO2 LO3 LO4

Week 1Topic 1

Week 2Topic 2

Week 3Topic 3

Week 4Topic 4

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Storyboard for a design workshop

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Consolidate

• Putting the completed design into practice– Implementation: in the classroom,

through a VLE or using a specialised Learning Design tool

– Evaluation of the effectiveness of the design

– Refinement based on the evaluation findings

– Sharing with peers through social media and specialised sites like Cloudworks

Combine

Implementation

evaluation

Refinement

Sharing

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METIS Integrated Learning Design Environment

• Conceptualize• Author• Implement

http://ilde.upf.edu/

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A pedagogical meta-model

Two uses:1. To map different learning theories

2. Map use of a technology in a particular context

Conole, et al., 2004

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Individual Social

Information

Experience

A pedagogical meta-model

Non Reflective

Reflective

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Individual Social

Information

Experience

A pedagogical meta-model

Pre-conscious learningJarvis, 1972

Non Reflective

Reflective

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Individual Social

Information

Experience

A pedagogical meta-model

Reflective learningDewey, 1916

Non Reflective

Reflective

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Individual Social

Information

Experience

A pedagogical meta-model

Dialogic learningLaurillard, 2002

Non Reflective

Reflective

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Mapping e-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube

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Social

Individual

Informal Formal

Information

Experience

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Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

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Social

Individual

Informal Formal

Information

Experience

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Experience

Information

Informal Formal

PBL/VWRef/e-PortfolioDial/Forum

Ref/BlogCoP/Google+Dial/Skype

IBL/TwitterIBL/GoogleUGC/YouTube

Coll/WikiDid/e-BookAss/MCQs

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Mapping m-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Tech/app/platform• ‘Solve Outbreak’• iTunesUCourse, Futurelearn• E-Books, iTunesU, TEDTalks• Springpad, Tumblr• Facebook group or page • Google doc• Google forms quiz in context• Scoop.it, Group blog, • Twitter (FB, Google+)• Youtube, SoundCloud,

Instagram, Vine

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Conclusion

• Nature of learning, teaching and research is changing

• Changing roles• Technology Enhanced

Learning spaces• It’s about

– Harnessing new media– Adopting open practices

• New business models are emerging

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http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili

[email protected]://e4innovation.com

@gconole

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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 Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,

RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@

0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-

literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop