1. National
Teaching
Fellow 2012
Digital identity and
presence in the
social milieu
Gráinne Conole, University of Leicester
11th April 2013
PELeCON conference, Plymouth
Digital Landscapes:
meeting future challenges

2. Joyce Seitzinger via fb

3. Outline
• Digital landscapes
• A pedagogical meta-model
• Identity, presence and
interaction
• Learning design
• Future challenges

4. Multimedia resources
80s
93
The Internet and the Web
94
Learning objects
Learning Management Systems
95
Mobile devices
98
Learning Design
99
Gaming technologies
00
E-Learning timeline
01
Open Educational Resources
Social and participatory media
04
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses

5. Digital landscapes
Open Distributed
Social Networked
Complex Dynamic
Participatory Distributed
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/

6. The MATEL study
http://www.menon.org/matel/
• Productivity and creativity
• Networked collaboration
• Content creation
• Visualisation and simulation
• Learning Management Systems
• Learning environment
• Games
• Devices, interfaces and connectivity

7. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Conole, et al., 2004

8. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Jarvis, 1972

9. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Dewey, 1916

10. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Laurillard, 2002

11. Pedagogical approaches
Drill & practice Mobile
learning learning
Situated Immersive
learning learning

12. Drill and practice learning

13. Mobile learning
Study calendars
E-books
Learning resources
Online modules
Annotation tools
Mind mapping tools
Communication mechanisms

14. Situated learning
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling http://www.jibbigo.com/

15. Immersive learning

16. Identity, presence and interaction
Interaction
Identity Presence

17. Identity
• How you present yourself
online
• How you interact and
communicate with others
• Facets
– Reputation
– Impact
– Influence
– Productivity
– Openness
http://www.flickr.com/photos/easegill/8481750456/

18. My digital identity

19. Presence
• Presence (markchilds.wordpress.com)
– Mediated presence
• “being there”
• immersion
– Social presence
• projection of ourselves
• perception of others
– Copresence
• being somewhere with others
– Self presence
• or embodiment
http://www.flickr.com/photos/deadair/4250153736/

20. Interaction
• Moore’s (1989)
transactional distance:
– Learners and teachers
– Learners and learners
– Learners and content
• Hillman et al. (1994)
– Learners and interface
http://www.flickr.com/photos/easegill/8481750456/

21. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills

22. Multi-tasking
Digital literacy skills Judgment
Performance Collective
Intelligence
Simulation Transmedia
Navigation
Appropriation Networking
Play Negotiation
Distributed cognition Creativity
Jenkins et al., 2006
Lisa Marie Blaschke on fb http://edudemic.com/2013/04/important-21st-century-skills/

23. http://www.larnacadeclaration.org/
http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by-
means-of-integrated-learning-environments/

24. 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

25. Conceptualise
• Vision for the
course, including: Conceptualise
– Why, who and what you want to
design Course Features
– The key principles and Personas
pedagogical approaches
– The nature of the learners

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

27. Theory based Practice based Cultural
Aesthetics
Professional
Principles
Political
Sustainable
International Serendipitous Community based

28. Inquiry based Problem based Case based
Dialogic
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious Didactic Authentic

29. Learning pathway Mentoring Peer support
Scaffolded
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed Help desk Remedial support

30. Brainstorming Concept mapping Annotation
Assimilative
Modeling
Content &
Activities
Jigsaw
Pyramid
Aggregating Learner generated Information
resources content handling

31. Diagnostic E-Assessment E-Portfolio
Formative
Feed forward
Reflection &
Demonstration
Summative
Reflective
Peer feedback Vicarious Presentation

32. Structured debate Flash debate Group project
Group
Peer critique
aggregation
Communication &
Collaboration
Group
presentation Group project
Question &
Pair debate For/Against debate
Answer

33. Capture
• Finding and creating
interactive materials Capture
– Undertaking a resource audit of
existing OER Resource Audit
Learner Generate
– Planning for creation of Content
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content

34. Communicate
• Designing activities that foster
communication, such as: Communicate
– Looking at the affordances of
the use of different tools to Affordances
promote communication E-moderating
– Designing for effective online
moderating

35. Collaborate
• Designing activities that foster
collaboration, such as: Collaborate
– Looking at the affordances of
the use of different tools to Affordances
promote collaboration CSCL Ped.
Patterns
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.

36. Consider
• Designing activities that foster
reflection Collaborate
• Mapping Learning Outcomes
LOs/Assessment
(LOs) to assessment Assessment
• Designing assessment Ped. Patterns
activities, including
– Diagnostic, formative, summativ
e assessment and peer
assessment

37. Combine
• Combining the learning activities
into the following:
– Course View which provides a Combine
holistic overview of the nature of
the course Course View
– Activity profile showing the
amount of time learners are Activity Profile
spending on different types of
activities Storyboard
– Storyboard: a temporal sequence Learning Pathway
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs

38. Course View
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.
E-tivityRubric: http://tinyurl.com/SPEED-e5

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

40. Learning Outcomes
Start End
Assessment

41. Consolidate
• Putting the completed design
into practice
Combine
– Implementation: in the
classroom, through a VLE or using Implementation
a specialised Learning Design tool
evaluation
– Evaluation of the effectiveness of
the design Refinement
– Refinement based on the Sharing
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks

42. Future challenges
• Disaggregation
of Education
• Digital skills
and jobs gap
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/

43. Disaggregation of education
Resources Learning
pathways
Support Accreditation
http://openclipart.org/

44. Resources
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU

45. 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/

46. POERUP outputs
• An inventory of more than 100 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

47. OER community case studies
POERUP outputs
• 7 case studies • Data collection
– Futurelearn – Survey
– OER University – Interviews
– MOOC UVA • Methodology
– BC Campus – Social Network Analysis
– Wikiwijs to identify the nature of
– HwB the interactions and key
players
– Book in progress

48. Free
Distributed global community
Social inclusion
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

49. Learning pathways
• Guided pathways
through materials
• Can promote different
pedagogical
approaches
– Associative
– Constructivist
– Situative
– Connectivist
Collaborative Pedagogical Patterns

50. Support
• Computer assisted
• Peer support
• Tutor support
• Community support
• Mentoring

51. Accreditation
Peer to Peer University
www.p2pu.org/en/
OER University
wikieducator.org/OER_university/
Mozilla badges
http://openbadges.org/

52. Digital skills and jobs gap
http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0

53. Future of work
• 24/7 culture
• Working across multiple
spaces
• Aging workforce
• Millennials and Gen Y
• Mobile working
• Innovation, collaboration
and new organisational
structures
http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it

54. Conclusion
• Nature of
learning, teaching and
research is changing
• It’s about
– Harnessing new media
– Adopting open practices
• New business models
are emerging

55. http://www.slideshare.net/GrainneConole
http://www2.le.ac.uk/departments/beyond-distance-research-alliance
grainne.conole@le.ac.uk
http://e4innovation.com