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Conole opal

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Conole opal

  1. 1. Open practices What are the implications ofadopting more open approaches?
  2. 2. Social and participatory media 2 Media sharing Blogging Mash ups Messaging How are social andCollaborative participatory media Recommenderediting systems being used to enable open practices? Social Virtual worlds networking and games Social Syndication bookmarking
  3. 3. Open resources
  4. 4. Open resources
  5. 5. Open resources
  6. 6. Open resources
  7. 7. Open courses
  8. 8. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of coursesEncourages reflective, scholarly practices Promotes sharing and discussion Conole, 2010b
  9. 9. Open research
  10. 10. Open research
  11. 11. Open research
  12. 12. Open research
  13. 13. Open scholarship 8
  14. 14. Open scholarship 8DiscoveryIntegrationApplicationTeaching
  15. 15. Open scholarship 8DiscoveryIntegrationApplicationTeachingOpenDigitalNetworked Weller:
  16. 16. CloudworksCloudworks audio presentation
  17. 17. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
  18. 18. Discussion• Consider each of the following: design, delivery, research and evaluation - what are the implications for learning, teaching and research of adopting more open practices?• What strategies can we adopt to promote more open practices?• What are the implications of more open practices for educational institutions?
  19. 19. What are the implications for learning, teaching andresearch of adopting more open practices? • Some -ve implications: some institutions may think there will be a lose of students, investment and revenues. But many +ve implications. Teacher can spread their work with many more students, can interact with many other teachers about the quality of their materials. • NDLR in Ireland, could we have an equivalent for schools? Reuable learning tools can become siloed, need an explaination of how they can be embedded in a classroom. Need to convince teachers of the benefits and how to implement them. Benefits of networking: confidence and interaction, and sharing. Demonstrate that it is not wasting time. Develop participatory culture.
  20. 20. What strategies can we adopt to promote moreopen practices? • Adopt an approach for openning up the minds of teachers and learners, also at an institutional level. How synchronised are these 3 levels? Bottom-up vs. top-down? What about the experiences of the institutions? Compare between institutions. What are the reasons why things do or don’t happen? Could case studies help?
  21. 21. What are the implications of more open practicesfor educational institutions? • Institutions are different and dynamic and have different cultures. Why should I be open to the materials of others. Different cultures - research and teaching. How do we replicate the culture of mutual use and trust evident in research community to a teaching context? • Take as a given that OER are being used, there is an opportunity for great collaboration between institutions and individuals. • To what extent are OER being really used? How much reinvention is going on? Can trust and sharing help?
  22. 22. • Boyer: we need to think of teaching as researchable. Australia/NZ - research-led teaching, changing curriculum to make it more research focussed (Angela Brew).• Example of a success story - EU consortia where they bring in all their materials and then explain the inherent design behind them, have processes of mutual trust.• Adopting a global approach might help.• Adopting open practices is likely to have a big impact on institutions and the way they work. Shift from competitive to collaborative mode of operation. Harnessing the power of the Internet.
  23. 23. 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, support and assess 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
  24. 24. References Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag. Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http:// Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th June 2010, 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, 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,
  25. 25. Websites•••••
  26. 26. Other 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, %7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/ JENKINS_WHITE_PAPER.PDF• Weller, M (2011) The Digital Scholar. Bloomsbury Academic• Loveless, A M (2007) Creativity, technology and learning – a review of recent literature Futurelab, documents/lit_reviews/Creativity_Review_update.pdf• Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social software for e-Learning, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Quebec. Retrieved Feb (Vol. 16, pp. 2008).• Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.• Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner- interface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
  27. 27. URLs•••• cent.html• Questionmark
  28. 28. Acknowledgements• Snoopy• Juggling• Social media• Creativity improve-your-creative-thinking.WidePlayer.jpg• 8LEM• Voicethread• Secondlife Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg• Pandora’s box• Clouds• Students• Community