1. Exploring the
potential of new
open, social and
participatory media
for learning, teaching
and research
Gráinne Conole,
The Open University, UK
Estonian e-University Conference
7th April 2011

2. Outline
• The characteristics of new
media
• The changing landscape of
education
• Innovative approaches
• Harnessing the potential
through representation
and dialogue
• Key questions and issues

3. Limitless
• Unbounded
intelligence
• Unlocking
potential
• Distributed
cognition (people
and technologies)
Trailer

4. The machine is Us/ing us

5. Peer
critiquing
The machine is Us/ing us

6. Peer
critiquing
User
generated
content
The machine is Us/ing us

7. Peer
critiquing
User
generated
content
Networked
The machine is Us/ing us

8. Peer Open
critiquing
User
generated
content
Networked
The machine is Us/ing us

9. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked
The machine is Us/ing us

10. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
The machine is Us/ing us

11. Evidence
• Horizon report, 2011
• NSF Cyber-infrastructure
report, 2008
• IPTS e-learning 2.0 report,
2008
• Review of Web 2.0 tools &
practices, 2010

12. Horizon report 2011
• Abundance of resources challenging
traditional educational roles
• People expect to be able to work &
learn anywhere, anytime
• World of work increasingly
collaborative
• Technologies increasingly cloud based
• Importance of digital literacies
• New evaluation metrics for new forms
of scholarship and publishing
• New business models needed
• Challenge of keeping abreast of new
technologies

13. Technologies to watch
• E-books
• Mobiles
• Augmented learning
• Game-based learning
• Gesture-based learning
• Learning analytics

14. Conole and Alevizou, 2010
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.
Gill Clough
Giota Alevizou

15. 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

17. Pedagogies of e-learning
A
Conole, 2010a

18. Pedagogies of e-learning
Associative
Focus on individual
Learning through
association and
reinforcement
A
Conole, 2010a

19. Pedagogies of e-learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Conole, 2010a

20. Pedagogies of e-learning
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
Conole, 2010a

21. Pedagogies of e-learning
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
Conole, 2010a

22. Pedagogies of e-learning
E-assessment
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
Conole, 2010a

23. Pedagogies of e-learning
E-assessment Inquiry learning
Drill & practice Associative Constructivist Resource-based
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
Conole, 2010a

24. Pedagogies of e-learning
E-assessment Inquiry learning
Drill & practice Associative Constructivist Resource-based
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
Conole, 2010a

25. Pedagogies of e-learning
E-assessment Inquiry learning
Drill & practice Associative Constructivist Resource-based
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
Role play Personalised
Conole, 2010a

26. Use in teaching Web 2.0 tools Use in research
Ability to
customise and Personalised digital
Personalised learning
personalise, use of research environment
RSS feeds, etc
Situated, experiential,
Location aware Field data collection
problem-based learning,
devices, 3D-worlds virtual ethnography
role play
Search engines,
Access to research
Role play, inquiry- online resources
materials and expertise,
learning User-generated
publishing of data and
Resource-based learning content tools,
research findings
media repositories
Blogs, wikis, e-
Reflective, dialogic and Communication and
portfolios, social
peer-based learning collaboration
networks

27. Open resources

28. Open resources

29. Open resources

30. Open resources

31. Open courses

32. 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

33. Making design explicit

34. Making design explicit
Course map

35. Making design explicit
Learning outcomes
Course map

36. Making design explicit
Learning outcomes
Course map
Pedagogy profile

37. Making design explicit
Learning outcomes
Course map
Pedagogy profile
Course dimensions

38. Making design explicit
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane

39. Open research

40. Open research

41. Open research

42. Open research

43. Cloudworks

44. New digital literacies
Participatory culture shifts the
focus of literacy from one of
individual expression to
community involvement. The
new literacies almost all
involve social skills developed
through collaboration and
networking
Jenkins et al., 2006

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

46. Creativity • Derived from Latin ‘creo’
to create/make
• About creating
something new (physical
artefact or concept) that
is novel and valuable
• Ability to transcend
traditional ideas, rules,
partners, relationships
and create meaningful
new ideas, forms,
methods, interpretations

47. Why is it important?
• Essential skill to deal
with today’s
complex, fast and
changing society
• Discourse and
collaboration are
mediated through a
range of social and
participatory media

48. Stages
• Preparation: identifying
the problem
• Incubation: internalisation
of the problem
• Intimation: getting a
feeling for a solution
• Illumination: creativity
burst forth
• Verification: idea is
consciously verified,
elaborated and applied

49. Technologies
• Can promote creativity in
new and innovative ways
• Enable new forms of
discourse, collaboration
and coopertation
• Access and repurpose
knowledge in different
forms of representation
• Aggregation and scale -
distributed and collective

50. Key questions
• What is the nature of creativity?
• What are its key characteristics?
• What is the relationship between
creativity and general intelligence?
• How can creativity be fostered and
supported?
• What is the nature of collaborative
creative practices?
• How can technologies be used to
promote and support creativity?

51. Final thoughts
Open, participatory and social media enable new forms
of communication and collaboration
Communities in these spaces are complex and
distributed
Learners and teachers need to develop new digital
literacy skills to harness their potential
We need to rethink how we design and support learning
Open, participatory and social media can provide
mechanisms for us to share and discuss teaching ideas
in new ways
We are seeing a blurring of boundaries: teachers/
learners, teaching/research, real/virtual spaces, formal/
informal modes of communication and publication

52. The future?
• Limitless potential of
technologies
• Individual, tools and
collective
• Augmented and
gesture technologies
• Blurring the
boundaries of real World Builder
and virtual worlds

53. References
 Conole, G. (forthcoming), Designing for learning in an open world, Springer
 Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http://
cloudworks.ac.uk/cloud/view/2982
 Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th
June 2010, http://cloudworks.ac.uk/cloud/view/4001
 Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building
and evaluating community activity on Cloudworks, Interactive Learning Environments.
 Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher
Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/
Conole_Alevizou_2010.pdf
 Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature
Review, An HE Academy commissioned report.
 Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE
Academy commissioned report.
 Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of
interactions, networking and community in a social networking site for academic practice, The
International Review of Research in Open and Distance Learning.
 Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to
foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(3):
679 - 692.
 Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of
Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.

54. References
• Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and
Weigel, M., (2006), Confronting the challenges of participatory
culture: media education for the 21st Century, http://
digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-
AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
• Loveless, A M (2007) Creativity, technology and learning – a
review of recent literature Futurelab, http://archive.futurelab.org.uk/
resources/documents/lit_reviews/Creativity_Review_update.pdf
• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/
• http://www.youtube.com/watch?v=nvIQP-EBPqc
• http://vimeo.com/3365942
• http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st-
cent.html
• Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/