Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience Richa...
<ul><li>The plan: </li></ul><ul><li>whizz through some theory, in order to position some emergent examples; </li></ul><ul>...
<ul><li>a life-wide curriculum is the most appropriate concept for a higher education experience that sets out to help stu...
What is the place of social media in the twenty-first century University? <ul><li>DEMOS Edgeless University/Resilient Nati...
<ul><li>PREMISE: a need for “learning in an infinitely complex ever changing world” or dealing with disruption </li></ul><...
Caveats <ul><li>a tendency for both teachers and learners to ‘rein in’ these potentially radical and challenging effects o...
<ul><li>Possibilities for social media to impact learner-activism in C21st civil society </li></ul>
 
Resilience <ul><li>Rob Hopkins:  Transition Culture </li></ul><ul><li>“ the capacity of a system to absorb disturbance and...
Ravensbourne, 2008 Inclusive networks.  Hall , 2009; after Ravensbourne, 2008
Resilience <ul><li>we have a choice between reliance on government and its resources, and its approach to command and cont...
Towards post-digital relationships <ul><li>LLiDA  report (2009) </li></ul><ul><li>  there is a tension between recognising...
Source, TallBlog: http://bit.ly/5MH79O
<ul><li>exploration through personal technology :  MoLeNet </li></ul><ul><li>exploration through personal contexts/spaces:...
<ul><li>Do you have any matters arising? </li></ul>
<ul><li>PREMISE: a need for “learning in an infinitely complex ever changing world” or dealing with disruption </li></ul><...
Towards co-governance: the curriculum <ul><li>Mentoring/students as guides </li></ul><ul><li>Game Art Design: mentoring an...
Towards co-governance: the curriculum <ul><li>2. Curriculum learning environments </li></ul><ul><li>Integrated learning  i...
Towards co-governance: the curriculum <ul><li>3.  Life-wide  reward for students </li></ul><ul><li>UCPD [WBL] for  Placeme...
Curriculum: towards co-governance? <ul><li>Reclaiming innovation within traditional, safe paradigms </li></ul><ul><li>Is i...
Matters arising: towards a programme of work <ul><li>Strategic: how does edtech enable your educational and social values?...
<ul><li>How open are you/your values? </li></ul>
 
 
The institution and social media <ul><li>How open are you?  </li></ul><ul><li>How does this impact your social relations? ...
<ul><li>Do you have any matters arising? </li></ul>
Licensing This presentation is licensed under a Creative Commons, Attribution-Non-Commercial-Share Alike 2.0 UK: England &...
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Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience

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My preso for the SCEPTrE Lifewide Learning Conference, at the University of Surrey, on 14 April 2010. http://sceptreserver.co.uk/sceptre/?p=1185

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Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience

  1. 1. Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience Richard Hall (rhall1@dmu.ac.uk, @hallymk1) e-Learning Co-ordinator, National Teaching Fellow
  2. 2. <ul><li>The plan: </li></ul><ul><li>whizz through some theory, in order to position some emergent examples; </li></ul><ul><li>to take and discuss some matters arising; </li></ul><ul><li>to look at some DMU examples, and discuss possibilities; </li></ul><ul><li>to take and discuss any matters arising. </li></ul><ul><li>So: use the chat function; tweet @hallymk1; or put your hand-up. </li></ul><ul><li>N.B. There are no dumb questions. </li></ul>
  3. 3. <ul><li>a life-wide curriculum is the most appropriate concept for a higher education experience that sets out to help students develop themselves for a lifetime of learning in an infinitely complex ever changing world </li></ul><ul><li>Jackson, 2008 </li></ul>
  4. 4. What is the place of social media in the twenty-first century University? <ul><li>DEMOS Edgeless University/Resilient Nation: what is the idea of the University? </li></ul><ul><li>Digital Economy Act: what is the idea of co-producion? </li></ul><ul><li>JISC Report, Thriving in the 21st century ; FutureLab, Beyond current horizons : what is the idea of learning? </li></ul><ul><li>Committee of Inquiry into the impact on HE of students’ use of Web 2.0 : what is the idea of teaching? </li></ul><ul><li>Revised HEFCE Strategy: what is the place of social media in HE? </li></ul>
  5. 5. <ul><li>PREMISE: a need for “learning in an infinitely complex ever changing world” or dealing with disruption </li></ul><ul><li>ISSUES: does social media help us to deal with disruption? [ economy , environment , cloud , social relations/values , techno-determinism ] </li></ul><ul><li>POSSIBILITIES: resilience; post-digital; co-governance </li></ul>
  6. 6. Caveats <ul><li>a tendency for both teachers and learners to ‘rein in’ these potentially radical and challenging effects of the new media formations, to control and constrain them within more orthodox understandings of authorship, assessment, collaboration and formal learning </li></ul><ul><li>Hemmi et al ., JCAL, 25(1), 2009 </li></ul><ul><li>educational technology as a profoundly social, cultural and political concern </li></ul><ul><li>Selwyn, JCAL, 26(1), 2010 </li></ul>
  7. 7. <ul><li>Possibilities for social media to impact learner-activism in C21st civil society </li></ul>
  8. 9. Resilience <ul><li>Rob Hopkins: Transition Culture </li></ul><ul><li>“ the capacity of a system to absorb disturbance and reorganise while undergoing change, so as to retain essentially the same function, structure, identity and feedbacks” </li></ul><ul><li>Systemic diversity, modularity, feedback </li></ul>
  9. 10. Ravensbourne, 2008 Inclusive networks. Hall , 2009; after Ravensbourne, 2008
  10. 11. Resilience <ul><li>we have a choice between reliance on government and its resources, and its approach to command and control, or developing an empowering day-to-day community resilience. Such resilience develops engagement, education, empowerment and encouragement </li></ul><ul><li>Political action or civil action? [DEMOS, nef] </li></ul>
  11. 12. Towards post-digital relationships <ul><li>LLiDA report (2009) </li></ul><ul><li> there is a tension between recognising an ‘entitlement’ to basic digital literacy, and recognising technology practice as diverse and constitutive of personal identity, including identity in different peer, subject and workplace communities, and individual styles of participation </li></ul><ul><li>Literacies emerge through authentic, well-designed tasks in meaningful contexts </li></ul>
  12. 13. Source, TallBlog: http://bit.ly/5MH79O
  13. 14. <ul><li>exploration through personal technology : MoLeNet </li></ul><ul><li>exploration through personal contexts/spaces: PLEs a growth model </li></ul><ul><li>exploration through personal identity: This Is Me ; Visitors and Residents </li></ul><ul><li>exploration through personal outcomes: mixing affective and cognitive via digital story-telling and portfolios </li></ul>Towards co-governance
  14. 15. <ul><li>Do you have any matters arising? </li></ul>
  15. 16. <ul><li>PREMISE: a need for “learning in an infinitely complex ever changing world” or dealing with disruption </li></ul><ul><li>OPPORTUNITY: Beyond current horizons </li></ul><ul><li>Principles: challenge assumptions; people not technologies; values and politics; responsibilities </li></ul><ul><li>a ‘curriculum for networked learning’; open, flexible and networked relationships; a mentoring and networking workforce; public forums for debate </li></ul><ul><li>Facer and Sandford JCAL, 26(1), 2010 </li></ul>
  16. 17. Towards co-governance: the curriculum <ul><li>Mentoring/students as guides </li></ul><ul><li>Game Art Design: mentoring and co-creation </li></ul><ul><li>Peer-mentoring : story-telling between students </li></ul>
  17. 18. Towards co-governance: the curriculum <ul><li>2. Curriculum learning environments </li></ul><ul><li>Integrated learning in History </li></ul><ul><li>Leading and Managing at a Distance </li></ul><ul><li>The Virtual Lab in HLS </li></ul>
  18. 19. Towards co-governance: the curriculum <ul><li>3. Life-wide reward for students </li></ul><ul><li>UCPD [WBL] for Placement students in PCS </li></ul><ul><li>Social Media Development @ DMU </li></ul>
  19. 20. Curriculum: towards co-governance? <ul><li>Reclaiming innovation within traditional, safe paradigms </li></ul><ul><li>Is it possible to develop a curriculum modelled upon personal integration and social enquiry? </li></ul><ul><li>What do we know about the specific strategies that are deployed by learners using social software? </li></ul><ul><li>Do we risk promoting ‘digital dissonance’? </li></ul><ul><li>Are there sources of frustration, lack of skills and lack of opportunity for some? </li></ul><ul><li>[See: JCAL ; Futurelab ] </li></ul>
  20. 21. Matters arising: towards a programme of work <ul><li>Strategic: how does edtech enable your educational and social values? </li></ul><ul><li>Institutional: how do you address differential experience, expertise, demand and workloads? </li></ul><ul><li>Professional: how does edtech underpin professional identity? </li></ul><ul><li>Learner: how do you make and act upon good-enough decisions? </li></ul><ul><li>Think people, tech, data, policy, process, outcomes, benefits, projects </li></ul>
  21. 22. <ul><li>How open are you/your values? </li></ul>
  22. 25. The institution and social media <ul><li>How open are you? </li></ul><ul><li>How does this impact your social relations? </li></ul><ul><li>How does this impact the management, admin and delivery of your curriculum? </li></ul><ul><li>Are the technologies/data that support your curriculum sufficiently diverse and modular? </li></ul><ul><li>How do you work beyond silos and manage complexity? </li></ul><ul><li>Do you reward and recognise innovation? </li></ul>
  23. 26. <ul><li>Do you have any matters arising? </li></ul>
  24. 27. Licensing This presentation is licensed under a Creative Commons, Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license See: http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
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