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Professor Grainne Conole Disruptive Education AIT
- 1. Disruptive education: flipping, openness, e-pedagogies and design Gráinne Conole, University of Leicester 16th June 2014 The flipped classroom, facilitating the transition to blended learning Athlone Institute of Technology National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. Outline • The importance of e-learning • E-learning timeline and emergent technologies • Disruptive education – The flipped classroom – Opening up education – E-pedagogies – Learning Design and Technology-Enhanced Learning spaces
- 3. Institute of Learning Innovation • Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice http://www.le.ac.uk/ili
- 4. The importance of 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
- 5. Disruptive education Changing educational paradigms – Ken Robinson
- 6. A day made of glass Via Alice Godwin-Davey
- 7. The future of ICT in education
- 9. E-Learning timeline Multimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94 LearningAnalytics 10
- 10. Emergent technologies • Online, hybrid & collaborative learning • Social media use in learning • The creator society • Data driven learning & assessment • Agile approaches to change • Making online learning natural http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
- 11. 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/
- 12. 2025… • Internet like electricity • Augmented reality enhancements • Disruption of business models • Intelligent analysis of physical and digital worlds http://www.pewinternet.org/2014/03/11/digital-life-in-2025/
- 13. Disruptive elements • The flipped classroom • Opening up education • E-pedagogies • Learning Design and Technology-Enhanced Learning spaces
- 14. The flipped classroom • Inverting the traditional approach: from lecture- centric to activity-centric • Watch videos in advance • Use classroom to discuss and do activities • More collaborative and problem-based • Increasing importance of mobile learning http://net.educause.edu/ir/library/pdf/eli7081.pdf www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
- 16. Opening up education • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC
- 17. The OPAL metromap http://www.oer-quality.org/ Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
- 18. POERUP outputs • An inventory of more than 300 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
- 19. The emergence of MOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • Emergence of large-scale xMOOCs • Recent developments – UK-based FutureLearn – Launch of Massey on Open2Study • List of MOOCs – http://www.mooc-list.com/ • EFQUEL series of blogs – http://mooc.efquel.org/ • ICDE list of MOOC reports – http://tinyurl.com/gconole-MOOC • MOOC research reports – http://www.moocresearch.com/reports • MOOCs for development – http://www.moocs4d.org/media.html
- 20. • Critiques the hype • History of MOOCs • More an interactive textbook than a course • Issue re feedback and assessment • Support models • Issue of support large- scale learning • Degrees of openness http://www.parlorpress.com/invasion_of_the_moocs
- 21. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion 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 JOLT, Vol. 9, No. 2, http://jolt.merlot.org
- 23. A Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment E-pedagogies Mayes & De Freitas, 2004 Conole 2010 E-training Drill & practice Inquiry learning Collective intelligence Resource-based Experiential, Problem-based Role play Reflective & dialogic learning, Personalised learning Associative Focus on individual Learning through association and reinforcement
- 25. Pedagogical approaches Drill & practise learning Inquiry learning Situated learning Immersive learning
- 26. Drill and practise learning
- 28. Flashlets app
- 29. Inquiry-based learning • Promoting inquiry- based approaches for Science – nQuire tools • Developing public understanding of Science – iSpot • Mobile data collection – Sense-It App
- 32. Situated learning Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/ Mark Childs
- 33. Outbreak App
- 35. Beyond cMOOCs or xMOOCs cMOOCs • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media xMOOCs • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
- 36. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs http://e4innovation.com/?p=727
- 37. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 For each dimension, give the MOOC a score: Low=1, Medium=2 High=3
- 38. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3 http://tinyurl.com/OEWBirdConole
- 39. Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang
- 40. Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate. Coursera Songwriting https://www.coursera.org/course/songwriting
- 41. Constructivist Adding meaning to, and building on what I already know Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk
- 42. Situative Learning that occurs in the same context in which it will be used. Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology
- 43. Connectivist About who or what learning resources we have access to. People as resources. George Siemens original Connectivist MOOC http://cck11.mooc.ca/
- 44. MOOCs by pedagogical approach Dimension Associative Chinese Cognitive Songwriting Constructivist OLDS Situative Neuro Connectivist Siemens Context Open 1 1 3 1 3 Massive 1 2 1 2 2 Diversity 1 2 2 2 3 Learning Use of multimedia 3 2 2 2 2 Degree of communication 1 1 2 2 3 Degree of collaboration 1 1 2 2 2 Amt of reflection 1 1 2 1 3 Learning pathway 1 1 2 2 2 Quality assurance 2 2 2 2 1 Certification 1 2 2 2 1 Formal learning 1 1 2 1 1 Autonomy 3 3 3 2 3
- 46. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
- 47. 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
- 48. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 49. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 50. Technology-Enhanced Learning Spaces Aesthetics – pleasure (recognition of symmetry, harmony, simplicity and fitness for purpose) Affordances – the characteristics of the environment Blending – a mix of f-t-f and technologies Comfort - a space that creates a physical and mental sense of ease Equity – considering the needs of cultural and physical differences Flow – the state of mind of the leaner when totally engaged with the learning process Repurposing – the potential for multiple use of the space http://www.skgproject.com/
- 51. Activity profile • Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
- 52. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
- 53. METIS ILDE • Integrated Learning Design Environment • Create designs: – Conceptualise – Author – Implement • Share and adapt designs http://ilde.upf.edu/pg/lds/
- 54. Learning can be achieved by: Interaction Communication & Collaboration Through OER & MOOCs Social Media Facilitated by: Learning Design Leading to: New support and accreditation models Putting it all together…
- 55. Disruptive education • Disruptive technologies are challenging traditional institutions • New business models emerging • New approaches needed for designing and delivering MOOCs • Blurring of boundaries: – formal/informal, real/virtual, teacher/learner, cross cultural • Need for new pedagogies • Disaggregation of education – High quality resources – Learning pathways – Support – Accreditation
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