1. New pedagogies for social and participatory media
Gráinne Conole,
The Open University, UK
MoodleMootUk, London, 19th April 2011
2. Orientation
Open, social and
participatory media
Mapping pedagogies
to e-learning
A vision of openness –
Open Practices
Open Design
Open Delivery
Open Research
Open Evaluation
Implications for
learning and teaching
3. Today’s educational context
• Fast changing technological
environment
• New digital literacy skills needed
for learners, teacher and the
workplace
• The importance of creativity
• Mechanisms for fostering
creativity
4. Open, social and participatory media
Web 2.0
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
5. Open, social and participatory media
Media sharing
Web 2.0
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
6. Open, social and participatory media
Media sharing
Blogs & wikis
Web 2.0
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
7. Open, social and participatory media
Media sharing
Blogs & wikis
Web 2.0
Social networking
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
8. Open, social and participatory media
Media sharing
Blogs & wikis
Web 2.0
Social networking
Virtual worlds
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
9. Open, social and participatory media
Media sharing Sharing
Blogs & wikis Communicating
Web 2.0
Social networking Networking
Virtual worlds Interacting
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
10. Open, social and participatory media
New tools/practices are
leading to new forms of
learning and teaching
Media sharing Sharing
Blogs & wikis Communicating
Web 2.0
Social networking Networking
Virtual worlds Interacting
Shift from:
Web 1.0 – content repository and static information
Web 2.0 – user generated content and social
mediation
11. 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 forums MSN, Paltalk, Arguementum
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://cloudworks.ac.uk/cloudscape/view/1895 and http://bit.ly/
b08uY2#HEA
16. Peer Open
critiquing
User
generated
content
Networked
The machine is Us/ing us
17. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked
The machine is Us/ing us
18. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
The machine is Us/ing us
19. Effective use of new technologies
requires a radical rethink of the
core learning and teaching
processes; a shift from design as
an internalised, implicit and
individually crafted process to
one that is externalised and
shareable with others. Change in
practice may indeed involve the
use of revised materials, new
teaching strategies and beliefs -
all in relation to educational
innovation.
25. So what is learning?
Thought by itself, however,
moves nothing; what moves us
is thought aiming at some goal
and concerned with action
(Aristotle)
26. So what is learning?
Thought by itself, however,
moves nothing; what moves us
is thought aiming at some goal Human learning… whole
and concerned with action persons construct experiences
(Aristotle) of situation and transform them
into knowledge, skills
attitudes, values, emotions and
the senses, and integrate the
outcomes into their own
biographies (Jarvis, 2004)
27. So what is learning?
Thought by itself, however,
moves nothing; what moves us
is thought aiming at some goal Human learning… whole
and concerned with action persons construct experiences
(Aristotle) of situation and transform them
into knowledge, skills
attitudes, values, emotions and
the senses, and integrate the
outcomes into their own
biographies (Jarvis, 2004)
Knowledge is information
already transformed:
selected, analyzed,
interpreted, integrated,
articulated, tested
evaluated’ (Laurillard, 1993)
28. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
A
29. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
Associative
Focus on individual
Learning through
association and
reinforcement
A
30. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
31. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative
Learning through
social interaction
Learning in context
32. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through
Learning in a
social interaction
networked
Learning in context
environment
33. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
E-training
Drill & practice
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through
Learning in a
social interaction
networked
Learning in context
environment
34. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
E-training Inquiry
Drill & practice learning
Resource-based
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through
Learning in a
social interaction
networked
Learning in context
environment
35. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
E-training Inquiry
Drill & practice learning
Resource-based
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through
Learning in a
social interaction
networked
Learning in context
environment
Experiential,
problem-based,
role play
36. Mayes & De Freitas, 2004
Pedagogies of e-learning Dyke et. al, 2007
Conole, 2010
E-training Inquiry
Drill & practice learning
Resource-based
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through
Learning in a
social interaction
networked
Learning in context
environment
Experiential, Reflective &
problem-based, dialogic learning,
role play Personalised
learning
37. Some case study examples
E-training, Interactive materials,
drill and practice e-assessment
Inquiry learning, Google, media sharing
resource-based repositories, user-
learning generated content
Location aware
Experiential, problem-
devices, Virtual worlds,
based, role play
online games
Reflective and dialogic Blogs, RSS feeds, e-
learning, Personalised portfolios, wikis, social
learning networks
40. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across formal
and informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
41. Resource-based learning
GL
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ake
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Lea
rnin
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bje
cts
U
iTunes
dca sts -
Po
Open Educational
Resources
43. Situated learning – virtual exhibitions
What can avatars do? Virtual
realities in collaborative learning
Li et al., 2010, Edmedia conference
Aims to develop proficient technical
writing and design skills
Cohort of 82 students created a movie
poster of the film, Avatar
Virtual exhibition in SecondLife
Other examples:
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling
45. Role-based learning
Wills et al., 2010
Pheny and Shun, 2009, Ascilite conference
46. Reflective and dialogic learning
Uses
Blogs and E-portfolios for personal reflection
Wikis/social bookmarking for aggregation
Wikis for project-based work
Cohort blogs for shared understanding
Web 2.0 tool to connect beyond the course
E-portfolios for aggregation and evidence
Twitter for just-in-time learning
Joyes, 2009, Ascilite
conference
47. Connectivism
Personalised learning and Connective
knowledge
Critical
literacies
online
49. Pedagogical focus
We are all potential
teachers and learners
We learn well through act
of creating
We learn by observing the
activities of our peers
By understanding the
contexts of others, we can
teach in more
transformative ways
A learning environment
needs to be flexible
Dougiamas, Athens, 2nd October 2010
50. Co-evolution of tools and practice
Affordances (Gibson)
‘All "action possibilities" latent
in an environmentt…
but always in relation to the
actor and therefore dependent
on their capabilities.’
For instance, a tall tree offers the
affordances of food for a Giraffe
but not a sheep.
52. Co-evolution of tools and practice
Affordances of
technologies
Reflection
Dialogue
Aggregation
Interactivity
53. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Aggregation Skills
Interactivity Context
54. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
55. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic
communications
& gestures
56. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic Symbolic
communications representations
& gestures (words, numbers)
57. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies
communications representations (phone, radio, fax,
& gestures (words, numbers) TV, CD/DVDs)
58. Co-evolution of tools and practice
Affordances of Characteristics
technologies of users
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
59. Digital literacies
Performance Simulation
Appropriation Judgement
Networking Multitasking
Collective Transmedia
intelligence navigation
Distributed Negotiation
cognition
Play Jenkins et al, 2006
61. The reality gap
Paradoxes
Technologies not fully exploited
Little evidence of use of OER
Predominance of ‘old practices’
Media sharing
Blogs & wikis
Reasons
Technical, pedagogical,
organisational…
“Lack of time, research vs. teaching,
lack of skills, no rewards, no
support….”
Solutions?
Models and frameworks
Learning design
Pedagogical patterns
Virtual worlds & Social networking
Open Educational Resources
online games
62. Redefining openness…
What is/will be the impact
of an increasingly open
technologically mediated
learning environment in
learning and teaching?
66. Redefining openness…
Design Delivery
Courses design Use of free tools
& shared openly & resources
Peer critiquing
Sharing Repurposing
Open
Networking practices Inquiry
Collective
intelligence
67. Redefining openness…
Design Delivery
Courses design Use of free tools
& shared openly & resources
Peer critiquing
Sharing Repurposing
Open
Networking practices Inquiry
Collective
intelligence
Research
Sharing of
research data
68. Redefining openness…
Design Delivery
Courses design Use of free tools
& shared openly & resources
Peer critiquing
Sharing Repurposing
Open
Networking practices Inquiry
Collective
intelligence
Research Evaluation
Sharing of Critical
research data reflection
69. Open practices
What are the
implications of
adopting more
open approaches?
72. Open design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Learning Design
A design-based
approach to creation
and support of
courses
Encourages reflective, scholarly
practices
Promotes sharing and discussion
Conole, 2010b
75. Open Scholarship 35
Discovery
Integration
Application
Teaching
Open
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/
76. Dialogue and collaboration
A space for sharing and
discussing learning and
teaching ideas
Application of web 2.0
practice
Examples for teachers &
learners to share/discuss
A space for collaboration
& communication
Helps develop skills
needed for engaging
with new technologies’
77. 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, Conferences &
or people Clouds & people workshops
79. Take a digital walking tour
Using cloudworks Cloudscapes
The Cloudworks Cloudquest
Browse Clouds and Cloudscapes
Free search
Explore user profiles
Look at current events
Contribute to the Flash debates
Push the boat out – create a Cloud J
86. Final thoughts
• Boundaries are blurring
• Teachers and learners need new digital skills
• Need to rethink design and support
• Need new pedagogical approaches to make
effective use of new technologies
• Challenges to traditional educational offerings
• Balance of institutional vs. free systems
