Conole research practice
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Thank you for the interesting presentation. It was insightful to learn about your research on technology paradoxes in education and examples of innovative practice. Please feel free to share any other resources that may be helpful.
Conole research practice
- 1. Sharing: from research to practice Gráinne Conole, Leicester University 11th June 2012, UNISA
- 2. Examples • Technology paradoxes • E-learning research at Leicester • Case studies – A framework for technological intervention – From OER to Open Educational Practices – Learning design – Using the VLE as a Trojan horse
- 4. Teacher practices: paradoxes • Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopters (Rogers) • Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, 4 Ehlers)
- 5. Current status • Beyond Distance Research Alliance (BDRA) – Research focus • Curriculum Design and Development unit (CDDU) – Institutional support for DL programmes
- 6. Future directions • Merge BDRA and CDDU • Rename the Institute of Learning Innovation – Shaping Policy, Supporting Practice, Enabling Innovation in learning • Focus on research, policy and practice • Media zoo to be renamed the Learning Innovations Lab
- 7. Mission and vision • Mission – To research and apply learning innovations to inform policy and shape practice • Vision – To enable creativity, quality and innovation in learning and teaching to enhance the learner experience
- 8. Structure ILI Research Service MSc/PhD Projects Project
- 9. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
- 10. Framework for technological intervention Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practice OER/iTunes Use of technologies Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture
- 11. Consultanc Research Practice Policy Teaching External y JISC Roll out of Carpe Learning Participatio OULDI learning Dieme design n in project design workshops internationa EU-funded OER and OER l Openness Horizon POERUP iTunes workshops conference scanning s and Tailored and other Use of workshops, workshops, Embedding VLE audit VLE audit activities to PGCert, technologie publishing feed into s in journals Masters in relevant and books, Learning Innovative Flagship committees Innovation, invited Innovation Second Life (LTMG, case keynotes, initiatives PhD DLAG, VLE studies active use programme Digital project of social Feed into board, etc.) media literacy/creati iCreatNet Workshops practice (blogs, vity wikis, fb, Learner and Twitter, Seek new Focus teacher etc.) projects groups
- 12. The VLE as a Trojan horse • VLE as a safe nursery slope • Shift from content to activities • Promote reflection and collaboration • Mobile VLE • Integration with cloud computing
- 13. Blackboard audit • Data – Online survey (260 returns) – Departmental visits • Key findings – Used as content repository and administration – Pockets of innovation – More support needed on effective design strategies – Tension between teaching and research – Usability issue
- 14. Blackboard+ at Leicester BB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
- 15. Embedding -VLE relaunch • Upgrade to 9.1 by Sept 2012 • VLE project board established • Four themes: technology, communication, staff development and pedagogy • VLE audit via survey and interviews – Current usage of the VLE – Gaps in provision (across institution and functionally) – What kind of support do staff want – Use of other tools and VLEs
- 16. Conferences A personal example • Purpose:presentation & feedback • Network, network, network! • Potential collaborators & bid partners • Put in a symposium of experts • Expertvalidation workshops • Put papers/presentations online • Follow upcontacts afterwards: email, fb, Twitter, blogs, etc. • Work up into aresearch paper • Work the hashtag • Live blog or follow conference-related blogs
- 17. Networking • Build links with international colleagues • Get on national-level committees • Invite key researchers in your field to be involved in a joint research activity • Invite people to give seminars at your institution • Build connections online via Twitter, facebook, etc. • Participate in online events • Leave comments on blogs
- 18. Publishing • Write books - edited or single authored (post drafts) • Become an editor for a special issue of an online journal • Keep publication list up to date in your research repository • Set up a writing group or workshop (real/virtual) • Co-write with lots of different people (using a wiki) • Disseminate publications via Tweet, fb etc • Post up drafts for comment on blogs etc • See Twitter, blogs, journals, books as complementary GO OPEN!!!!
- 19. Final thoughts • 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 rethinkhow 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
- 20. Activity • What strategies do you adopt at UNISA to promote the use of technologies? • How effective are they? • What are the challenges?
- 21. http://www.slideshare.net/GrainneConole/conole-workshop-jtelss Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk