This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
1. Open practices
What are the
implications of
adopting more open
approaches?
2. Social and participatory media 2
Media sharing Blogging
Mash ups
Messaging
How are social and
Collaborative participatory media Recommender
editing systems
being used to enable
open practices?
Social Virtual worlds
networking and games
Social
Syndication
bookmarking
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 courses
Encourages reflective, scholarly practices
Promotes sharing and discussion
Conole, 2010b
18. Community indicators
Participation Cohesion
Sustained over time Support & tolerance
Commitment from core group Turn taking & response
Emerging roles & hierarchy Humour and playfulness
Identity Creative capability
Group self-awareness Igniting sense of purpose
Shared language & vocab Multiple points of view
Sense of community expressed, contradicted or
challenged
Creation of knowledge links
& patterns
Galley et al., 2010
19. 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?
20. What are the implications for learning, teaching and
research 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.
21. What strategies can we adopt to promote more
open 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?
22. What are the implications of more open practices
for 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?
23. • 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.
24. 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
25. 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://
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
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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.
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