1. Learning innovations through social and
participatory media
Gráinne Conole, University of Leicester
E-learning for a changing world conference
3rd November 2011, Vilnius
http://www2.le.ac.uk/departments/beyond-distance-research-
Thursday, 3 November 11

2. New$technologies$
E/Pedagogies$
Learner$experience$
Teacher$prac8ce$
New$approaches$
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3. Today’s educational context
• Rapidly changing
technological
environment
• New digital literacy skills
needed for learners and
teachers
• New open practices are
emerging
• New forms of online
community and
interactivity
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4. Social & participatory media 4
Media sharing Blogging
Mash ups
Messaging
How are social and
Recommender
Collaborative participatory media being
editing systems
used to enable open
practices?
Social Virtual worlds an
networking games
Social
Syndication
bookmarking
Conole and Alevizou, 2010
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5. The machine is Us/ing us
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6. Peer
critiquing
The machine is Us/ing us
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7. Peer
critiquing
User
generated
content
The machine is Us/ing us
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8. Peer
critiquing
User
generated
content
Networked
The machine is Us/ing us
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9. Peer Open
critiquing
User
generated
content
Networked
The machine is Us/ing us
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10. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked
The machine is Us/ing us
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11. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
The machine is Us/ing us
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12. E-Pedagogies 6
A
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13. E-Pedagogies 6
Associative
Focus on individual
Learning through
association and
reinforcement
A
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14. E-Pedagogies 6
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
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15. E-Pedagogies 6
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
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16. E-Pedagogies 6
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context
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17. E-Pedagogies 6
E-training
Drill & practice
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context
Thursday, 3 November 11

18. E-Pedagogies 6
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context
Thursday, 3 November 11

19. E-Pedagogies 6
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context
Experiential,
Problem-based,
Role play
Thursday, 3 November 11

20. E-Pedagogies 6
E-training Inquiry learning
Drill & practice Resource-based
Mobile learning
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through social Learning in a
interaction networked environment
Learning in context
Experiential, Reflective & dialogic
Problem-based, learning,
Role play Personalised learning
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21. Mobile learning 7
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22. Mobile learning 7
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms
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23. Mobile learning 7
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting
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24. Inquiry-based learning 8
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
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25. Inquiry-based learning 8
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
Thursday, 3 November 11

26. Inquiry-based learning 8
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
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27. Virtual genetics lab 9
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
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28. 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
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29. New digital literacies
Play Collective intelligence
Performance Judgement
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
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006
Thursday, 3 November 11

30. New digital literacies
Creativity
Play Collective intelligence
Performance Judgement
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
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006
Thursday, 3 November 11

31. Learner experience 11
• Technology immersed
• Learning approaches: task-
orientated, experiential, just
in time, cumulative, social
• Personalised digital learning
environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials with
free resources Sharpe, Beetham and De Freitas, 2010
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32. Teacher practices: paradoxes 12
• Technologies not extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and funding
little evidence of
transformation (Cuban,
Ehlers)
Pandora’s box
Thursday, 3 November 11

33. Teacher practices: paradoxes 12
• Technologies not extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopted (Rogers)
• Despite rhetoric and funding
little evidence of
transformation (Cuban,
Ehlers)
Pandora’s box
What would it mean to adopt more open
practices? Open design, open delivery, open
research and open evaluation?
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34. x
Open practices 13
Pandora’s box
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35. x
Open practices 13
Open design
Pandora’s box
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36. x
Open practices 13
Open design Open delivery
Pandora’s box
Thursday, 3 November 11

37. x
Open practices 13
Open design Open delivery
Pandora’s box
Open dialogue
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38. x
Open practices 13
Open design Open delivery
Pandora’s box
Open dialogue Open research
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39. 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
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40. Representation 15
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41. Representation 15
The Open University, UK
KE312
Working together
with children
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42. Representation 15
The Open University, UK
KE312 What’s the problem?
Text-based/focus on content
Working together Doesn’t show what the course
is really like or what it consists
with children
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43. Course views 16
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44. Course views 16
Course map
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45. Course views 16
Learning outcomes
Course map
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46. Course views 16
Learning outcomes
Course map
Pedagogy profile
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47. Course views 16
Learning outcomes
Course map
Pedagogy profile
Course dimensions
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48. Course views 16
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task
swimlane
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49. Open resources
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50. Open resources
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51. Open resources
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52. Open resources
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53. Open courses: MOOC
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/
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54. Open accreditation
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55. Open accreditation
Peer to Peer University
http://www.p2pu.org/en/
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56. Open accreditation
Peer to Peer University OER University
http://www.p2pu.org/en/ http://wikieducator.org/OER_university
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57. Open dialogue: Cloudworks 20
http://cloudworks.ac.uk
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58. Open dialogue: Cloudworks 20
• A space for sharing and
discussing learning and
teaching ideas and designs
• Application of the best of
web 2.0 practice for teaching
• To bridge the gap between
technologies and use
• Teachers say they want:
examples, want to share &
discuss
• Helps develop skills needed
for engaging with new
technologies’
http://cloudworks.ac.uk
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59. Quick language guide 21
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
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60. Open scholarship 22
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61. Open scholarship 22
Discovery
Integration
Application
Teaching
Boyer
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62. Open scholarship 22
Discovery
Integration
Application
Teaching
Open Boyer
Digital
Networked
Weller: http://nogoodreason.typepad.co.uk/
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63. Open research
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64. Open research
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65. Open research
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66. Open research
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67. Thursday, 3 November 11

68. 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 and research 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
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69. 26
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk
Chapters available on dropbox
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