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Serendipity and fun as ingredients for transforming practice
Gráinne Conole, Open University, UKLearning Design Conference, VancouverSimon FraserUniversity, 21/10/09
More info, slides and references:
http://cloudworks.ac.uk/
http://static.worldarchitecturenews.com/news_images/11190_3_JLB%20PREFERRED%20External%20Image%201000px%20wide.jpg
+Converging practices
Modern technologies Modern learning & teaching Web 2.0 practices Location aware technologies Adaptation & customisation Second life/immersive worlds Google it! “Expert badges”, World of warcraft User-generated content Blogging, peer critiquing Cloud computing
From individual to social
Contextualised and situated
Personalised learning & teaching
Experiential learning & teaching
Inquiry learning & teaching
Peer learning & teaching
Open Educational Resources
Reflection
Distributed cognition
+The gap between promise & reality Common reactions:
“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”
Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly
Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support
OER Little reuse
Array of technologies
Not fully exploited
+Addressing the “What’s in it for me?” The inertia dilemma – why
has so little innovation spread?
Too difficult, bewildering, no incentive or support, no recognition
Want examples, someone to talk to,
Needs to be fun, motivating and useful
Web 2.0 practices: egocentric, addictive, motivational, peer support/regulation
Evolving ecology of tools and practices
People connected using tools: collective technical infrastructure
Changing practice – new ways of interacting and communicating
The problem A socio-technical “space”
+Policy
Teacher practice
Research & development
The learner’s experience
The solution? Connection…Institutional & national fundingEmbedding in strategyAligning to technology trends
Changing user behaviourDrivers and challenges
Actual use in practiceWhat’s in it for me?
Evidence of impact
+Bridging the gap
Characteristics of good pedagogy
PersonalisedSituativeSocialExperientialReflective
Affordances of new technologies
AdaptiveContextualNetworkedImmersiveCollective
“Open Design”
ExplicitShareableCross boundariesCollectiveCummulative
+Realising “open design”
Open University Learning Design
Initiative&
The Olnet network
Evidence base(interviews, surveys,observation, web stats, expert panels, focus groups)
Development(resources, methods, tools, session types, interventions)
Trialing (within the OU, workshops & conferences, project partners)
+OU Learning Design Initiative
Design methods:schema & patterns
Tools: Visualisation & guidance
Events:
Cloudworks: sharing & discussing
Olnet: redefining openness
+Open design and mediation
Designer DesignHas an inherent
Learning activityor OERCreates
Mediating artefacts
Mediating artefacts1.Visualisation: CompendiumLD2.Methods: Schema & patterns3.Sharing: Cloudworks
Can we develop new innovative mediating artefacts?How can we make the design more explicit and sharable?
User – can now repurpose
+Mediating artefacts
Individuals use a range of mediating artefacts to achieve something – write a paper, design a learning event
With new technologies there is now a greater range of MA and new ways for individuals to connect and communicate with others
Taking a socio-cultural approach allows us to make sense of this because it helps articulate the MA and look at the context of use – rules, community, division of labour, as well as look over time at the evolving system as user-practice changes and co-evolves with the technologies
Open Design: Visualising and sharing
+Explicit design
Design, use, reuse
Designer
OER
Design
Creates
Deposits
Deposits
Learner A
OER
DesignLearner B
Tutor
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
Process designPrior designs & resources New designs
Content: (OER repositories, etc)
Designs: (Pedagogical Patterns, CompendiumLD designs)
New OER & designs
+Open design: Social and collective
+Key concepts: Clouds
Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems
+
+Key concepts: CloudscapesCloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
+
+Key concepts: Activity streams
Clouds Cloudscapes Comments Links References Extra content
+
+Theoretical perspectives
“Social objects”Social networking makes little sense if we leave out the objects that mediate the ties between peopleEngeström
Design framework for socialityEnabling practiceMimicking realityBuilding identityActualising selfBouman et al.
+Approach Agile development: initially build in Drupal, now Codeigniter Series of phases: design decisions, development, evaluation Empirical evidence
Web stats including google analytics Interviews and focus groups Cloudfests Workshops and conferences Observation and reflective diaries Critical friends group and design summits
+Principles Open Drawing on web 2. practices Intentionally both built around “communities”/’clusters of
interest” and cross-boundaries Clouds as core objects – social, cummulative, intelligent Dynamic and evolving through use alongside real events as
well as virtual ones Variety of types of activities and uses but focus always on
sharing, finding and discussing educational ideas and designs
+Design decisions
Cloud metaphor
Seeding the site
Including social features
Tagging by pedagogy, tool, discipline
Low barrier to entry
No private content
User profiles
Cloud types
Using: Workshops, focus groups, surveys, “cloudfests”
“What’s in it for me”? Privacy and provenance Sustainability Barriers to sharing Lack of spontaneous use
Phase 1 Evaluation
+Design decisions
Amalgamate cloud types Increase social features Foster communities -
cloudscapes Follow functionality My cloudstream
Usability report Lack of spontaneous use Navigation Quality control
Phase 2 Evaluation
+Design decisions
Add RSS feeds Integrate streams from
other web 2.0 sites Merge tag categories Improve homepage
New patterns of behaviour Divided views about “open” Cognitive barrier to getting
use to the tool and then using it
Significant increase in use of the site as a result of tools
Phase 3 Evaluation
+Emergent patterns of use Events: conferences and workshops
ALT-C conference, 8-11th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870
Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266
Eliciting expertise and open reviews Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872
Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776
+Conclusions
Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach: development of a range of resources, tools, methods and events to support this
Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments
Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
+Conclusions
Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach: development of a range of resources, tools, methods and events to support this
Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments
Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?