1. Designing for learning in an open world:
e-Pedagogies and transformation
Gráinne Conole, University of Leicester
Southern Cross University
5thMarch 2012

2. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free
resources
Blogs & wikis Media sharing
Reasons
Technical, pedagogical,
organisational…
“Lack of time, research vs. teaching,
lack of skills, no rewards, no
support….”
Solutions?
Virtual worlds & Case studies, support networks
online games Learning Design Social networking

3. Course views
Mediating How to ruin a
Artefacts course
Pedagogical
Cloudworks Activities
framework
Metaphors Affordances
Intervention
framework

4. 1. Cloudworks
• Social networking
site for sharing and
discussing learning
and teaching ideas
• Boundary crossing
• Best of web 2.0
functionality and
practices
• Do the Cloudquest
challenge!

5. Quick language guide
Cloud:
Anything to do with learning
and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow: RSS feeds: Attend:
Cloudscapes, Clouds For Cloudscapes, Clouds
Conferences &
or people & people workshops

6. Take the Cloudquest challenge!
• http://cloudworks.ac.uk/cloud/view/4891
• Useful, far-reaching, intuitive
• Uncluttered, navigatable, logical
• open, networked, immediate

7. 2. How to ruin a course
• Issues and strategies important for the success
of a course
• Check list for design and evaluation of a course
• Activity:
– List 10 ways that technologies can make your course fail
– Compare and discuss
– Look at other examples:
http://cloudworks.ac.uk/cloud/view/2597

8. 3. Representation
How are courses typically represented?
How explicit is the inherent design?
The Open University, UK
KE312
Working together with children
What‟s the problem?
Text-based/focus on content
Doesn‟t show what the course is
really like or what it consists of

9. Moving beyond content
The power of visualisation
Shift emphasis away from content
Help articulate designs
Supports effective design
Provides focus at different levels
Acts as a dialogic mediating artefacts
Provides a design record
Encourages reflective practice
Enables sharing of designs

10. Visualisation tools
Pen, paper
Mind mapping tools
and stickers
Excel templates

11. Course views
Pedagogy Profile
Course Dimensions Course Map Task Swimlane
Learning Outcomes

12. Financial health check game:
conceptual design tools
Pedagogy profile
Learning intervention
Dimensions Task swimline
overview
Learning outcomes

13. Learning intervention overview
Guidance & Support
Linear guided pathway
Content & Activities
Online survey, 2-index game, survey, Communication
AUC game and SI game with sensors &Collaboration
as input, mindfulness (exercises , Online forum
phone app.and game)
Reflection & Demonstration
Diagnostic feedback via video,
Reflective diary
Summary Key words
Regulating the disposition effect and awareness of Smart phone app, survey,, serious games and finance,
emotion regulation emotion, sensors

14. Pedagogy profile

15. Dimensions view
Generic course dimension
• Breaks down
nature of Delivery-…
100
Human… Course- created
course Support…
Guided…
80
60
40
Activity-based
Student-…
against the 4 Delivery-…
20
0 Delivery-…
higher level Recorded… Tuor-guided Generic course dimension
Summative Peer…
categories Formative…
Delivery-…
Collaboration

16. Task
swimline

17. Learning
outcomes
view
• Maps
learning
outcomes to
activities and
outputs

18. 3a. Course map
• This activity produces an ‘at a glance’ view of a course
• Produces a map of a course
• Activity:
– Use the course map guide, fill in the six boxes for
your course
– Compare and discuss
– Look at other examples:
http://cloudworks.ac.uk/cloud/view/3422

19. Guidance &
Support
Course structure and timetable
e.g. course calendar, study
guide, tutorials
Content &
Activities
Course materials, prior
experience, learner-
generated content, e.g. Reflection &
readings, DVDs, podcasts,
labs Demonstration
Internalization and reflection, e.g.
in-text questions, blogs, e-
portfolios
Diagnostic, formative or
summative assessment
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

20. Feedback

21. 3b. Pedagogy profile
Map of learner tasks to time periods
(weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
Learning Design Taxonomy - Conole, 2008

22. Feedback

23. 3c. Course dimensions
Guidance & Content &
Support Activities
Reflection & Communication
demonstration & Collaboration

24. 24
3d. Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs‟ work (1999) on
constructive alignment
Maps course and highlights any
gaps

25. Feedback

26. 3e. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mindmapping tools –
CompendiumLD, CMap, Freemind
Pen, paper and stickers

27. Learning activities
• This activity produces a task swimlane of an activity and the tools and resources
used
• Produces a swimlane diagram
• Activity:
– Decide on the learning outcomes, tools, resources
and assessment for this activity
– Map out the activity
– Use pens and arrows to add explanations
– Compare and discuss
– Look at other examples:
http://cloudworks.ac.uk/cloud/view/3422

28. Working between the views
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane

29. 29

30. 4. Affordances
Characteristics of Characteristics of
tools people
Reflection Preferences
Affordances (Gibson)
„All "action possibilities" latent in
Dialogue an environmentt… Interests
but always inEvolving to the actor
relation
practices
and therefore dependent on their
Aggregation
capabilities.‟ Skills
For instance, a tall tree offers the
affordances of food for a Giraffe
Interactivity a sheep.
but not Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

31. Technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson)
Costly to produce
All "action possibilities"
latent in an environmentt…
Dialogue Time consuming (support)
but always in relation to the
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry Difficult to navigate
sheep.
Authenticity New literacy skills

32. An ICT framework
Communication+
Virtual worlds,
online games &
Audio & video immersive environments
conferencing Social networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

33. Effective choice of tools
• Confusing array of tools which should you use and
when?
• Number of things to consider:
– Nature of your students and context, your expertise and
preferences, time to learn the tool, time to develop, etc.
• Aim of the next exercise
– Explore some tools and consider relevance
– Brainstorm how you might use them
– Map in terms of communication and interactivity
– Consider other factors to take into consideration
– Strategies to make quick pragmatic judgements about which
tools to use before investing time in exploring further
33

34. Comparing four tools
• About: this activity will introduce you to 4 tools
(Twitter, Wordpress, Wallwisher and Wordle) and
help you think about their use.
• Production: a map
• Acitivity
– Visit the tool websites
– Explore, look at any overviews about them or examples
– Map the tools onto the ICT framework
– Compare and discuss
– Look at other examples - http://cloudworks.ac.uk/cloud/view/3930
34

35. Tools in use
• In this activity you will explore the term ‘affordances’ and decide on tools based
on their positive and negative affordances
• Produce a map
• Activity
– Choose a task and 3 tools
– Put the task in centre of paper and tools on the
outside
– Add positive and negative affordances
– Decide which tool to use
– Compare and discuss
– Look at other examples:
http://cloudworks.ac.uk/cloud/view/4042

36. Feedback

37. Twitter: the good and the bad
Ejemplos Issues
Posting queries Your „a-ha‟ moment
Commenting The right network
Backchannel Your digital voice
Crowdsourcing Inappropriateness
Gathering opinions Personal/private
Sharing ideas Too much!
Brainstorming Use with other tools
Social presence A passing fad?

38. 5. A pedagogy framework
Social
Information
Informal Formal
Experience
Individual

39. Mapping e-Pedagogies to technologies
Pedagogies Technologies
• Problem-Based Learning (PBL) • Virtual Worlds (VW)
• Inquiry-Based Learning (IBL) • Google
• Didactic (Did) • E-Books
• Reflection (Ref) • Blogs, e-Portfolios
• Dialogic Learning (Dial) • Discussion Forums (DF)
• Collaboration (Collab) • Wikis
• Assessment (Ass) • MCQs
• Communities of Practice (CoP) • Google+
• IBL – social • Twitter
• User-Generated Content (UGC) • Youtube

40. Social
Information
Informal Formal
Experience
Individual

41. IBL/Twitter Social PBL/VW
CoP/Google+ Dial/forum
Dial/Skype Collab/Wiki
Informal Formal
Ref/Blog Ref/e-Portfolio
IBL/Google Did/e-Book
UGC/YouTube Individual Ass/MCQs

42. Social
Information
Informal Formal
Experience
Individual

43. Ref/Blog Experience PBL/VW
CoP/Google+ Ref/e-Portfolio
Dial/Skype Dial/Forum
Informal Formal
IBL/Twitter Coll/Wiki
IBL/Google Did/e-Book
UGC/YouTube Information Ass/MCQs

44. Activity
• Pick three different pedagogical approaches
• Decide on an activity to facilitate these using a
particular tool
• Map the three learning interventions onto the
framework

45. 6. Mediating Artefacts
Mediating
Design Mediating Artefacts
1.Concepts
Artefacts (MA)
•Tools
•Dialogues
•Activities
Creates Learning activity
Learner or Resource Has an Design
inherent
Research focus
What Mediating Artefacts do teachers use? Other teachers and learners
What Mediating Artefacts can we create to can use or repurpose
guide the design process?
Vygotsky, Activity Theory

46. Activity
• Discuss the concept of Mediating Artefacts and
how it might be used to facilitate sharing and
discussion of learning and teaching designs

47. 7. Intervention framework
Horizon scanning OER
Learning design
Virtual worlds
Research
Learner experience Web 2.0
Blackboard rollout Design practice
Policy Teacher practice
OER/iTunes
Use of technologies
Learning spaces
Cloud computing
Learner practice
Use of technologies Diversity/culture

48. Activity
• Draw an intervention framework for your
context.
• Consider:
– What are the key research drivers?
– What are your current strategic and policy
drivers?
– What do you know about how your learners are
using technologies?
– What do you know about teacher practice and
what are the challenges to ICT uptake in your
context?

49. Reflection
• What three words would you use to
describe this workshop?
• What did you like about this workshop?
• What could have been better?
• What three words would you use to
describe Cloudworks?
• What three words would you use to
describe the course views?
• What action points will you do as a
result?

50. Designing for learning in an open world:
e-Pedagogies and transformation
Gráinne Conole, University of Leicester
Southern Cross University
6thMarch 2012

51. Other activities
1. Using social media
2. Pedagogical Planners
3. Digital learning environments
4. OPAL OER guidelines
5. CSCL Pedagogical Patterns
6. 8 LEM model
7. Presentation tools
8. Useful links and resources

52. 1. Social media
• Review of the affordances of social media
• Consideration of how they can be used in
learning, teaching and research

53. A typology of new technologies
Technology Examples
Media sharing Flckr, YouTube, Slideshare, Sketchfu
Media manipulation and mash ups Geotagged photos on maps,
Voicethread
Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum
forums
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg,
Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us
Syndication/RSS feeds Bloglines, Podcast, GoogleReader
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf

54. Digital identity
Finding your digital voice Working across tools
Degree of openness Personal/professional

55. New digital literacies
Play Collective intelligence
Performance Judgement
Participatory culture shifts the
focus of literacy from one of
individual expression to
Simulation community involvement. The Transmedia
new literacies almost all involve navigation
social skills developed through
collaboration and networking
Appropriation Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006

56. Using new media for research
• Blogs
• facebook
• Twitter
• Working across social media
• Courses and conferences
• Publishing as you go
56

57. So why use blogs?
• Of the moment reflections
• Digital archive
• The power of peer review
• Record of events, reviews and resources
• Wider audience reach and hence profile
• Link into facebook and Twitter
• Complements traditional publication routes

58. Blogs: promoting digital
scholarship

59. Using facebook

60. Twitter - ideas for harnessing Web 2.0?

61. Twitter and facebook #fb

62. Tips and hints
• Think about strategies to make the most of each
of the following and then think about how you
can do this both in a face-to-face and virtual
context
– Conferences
– Networking
– Publishing
62

63. Conferences A personal example
• Purpose:presentation & feedback
• Network, network, network!
• Potential collaborators & bid partners
• Put in a symposium of experts
• Expertvalidation workshops
• Put papers/presentations online
• Follow upcontacts afterwards:
email, fb, Twitter, blogs, etc.
• Work up into aresearch paper
• Work the hashtag
• Live blog or follow conference-related
blogs

64. Networking
• Build links with international
colleagues
• Get on national-level committees
• Invite key researchers in your field
to be involved in a joint research
activity
• Invite people to give seminars at
your institution
• Build connections online via
Twitter, facebook, etc.
• Participate in online events
• Leave comments on blogs

65. Publishing
• Write books - edited or single authored (post drafts)
• Become an editor for a special issue of an online
journal
• Keep publication list up to date in your research
repository
• Set up a writing group or workshop (real/virtual)
• Co-write with lots of different people (using a wiki)
• Disseminate publications via Tweet, fb etc
• Post up drafts for comment on blogs etc
• See Twitter, blogs, journals, books as complementary

66. 2. Pedagogical Planners
• Explore the Learning Designer and Phoebe
pedagogical planners:
– Learning Designer
– Phoebe
• Reflect on their pros and cons
• Consider how you might use them in your
practice
• Links

67. 3. Digital learning environments
• Draw your digital
learning environment
• What core tools do you
use for what?
• What other tools do
you use?
• How has your
environment changed in
the last ten years?

68. 4. OPAL OER guidelines

69. Activity
• The guidelines provide advice on:
– Benchmarking current OER practices
– Creating a vision and an implementation plan
• Reflect on relevance for your context

70. 5. CSCL pedagogical patterns
• Derived from Alexander’s
work
• “Solutions to problems”
– Introduction
– Context
– Problem headline
– Solution
– Picture
– Similar patters

72. Deposits
OER
Creates
Designer
Design Deposits
Quiz + beginners route
Uses
Learner A
OER Quiz + advanced route
Chooses Learner B Uses
Design
Repurposes
Tutor & deposits

73. Prior designs
Process design New designs
& resources
Content:
(OER repositories, etc)
Designs:
New OER
(Pedagogical
& designs
Patterns,
CompendiumLD designs)

74. Activity
• Useful resources:
– CSCL Pedagogical Patterns
– Olnet CSCL pedagogical patterns workshop
• Explore the CSCL Pedagogical Patterns
• Think about how they can be used to
transform the Spanish Learning Activity into a
collaborative activity

75. 6. 8 LEM model
• Explore th8LEM model and resources site
• Think of a learning activity
• Break down into learning events
• Consider:
– Learning & teacher interactions
• Record on the mapping grid

76. 7. Presentation tools
• Explore the following presentation tools:
– Prezzi
– Sliderocket
• Reflect on the pros and cons of each tool

77. 8. Useful links and resources
• Conole, G. (forthcoming), Designing for
learning in an open world, New York: Springer
• http://cloudworks.ac.uk
• http://slideshare.net/grainne
• Evidence hub for Open Education
• The OPAL initiative
• The Pedagogical Patterns Project