what will we need to learn, and have evidence for?
Upcoming SlideShare
Loading in...5
×
 

what will we need to learn, and have evidence for?

on

  • 405 views

slides for talk at ePIC 2014, London, July

slides for talk at ePIC 2014, London, July

Statistics

Views

Total Views
405
Views on SlideShare
326
Embed Views
79

Actions

Likes
3
Downloads
1
Comments
0

1 Embed 79

https://twitter.com 79

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

what will we need to learn, and have evidence for? what will we need to learn, and have evidence for? Presentation Transcript

  • Simon Grant What will we need to learn, and have evidence for?
  • What this talk is about • attempting to look which way the wind is blowing • point out where a new direction might be productive • think about the issues involved in this new direction • we should be developing exercises and games that supplement the meagre amount of collaboration that is offered in today's world of education, training and work
  • Characteristics of the expected world • collaboration • sharing • sustainability • resilience • co-creation • the knowledge commons • does this tally with your view – anything missed?
  • Some old -V- new comparisons (to get the idea of how new this new world is) …
  • Nature of work • labour sold to employers for wages -V- • working collaboratively for the common good – (and making a living while doing that, of course)
  • Controllers of work • corporate HR, or entrepreneur employer -V- • consensus of individual and community
  • Communications about work • portfolios displaying abilities to employers -V- • (a) telling others what work satisfies and fulfils you • (b) pointing out what you see as good work
  • How has shaping of identity changed? • “destiny” – context and society around us shapes us – (traditional communities; shades of Goffman, 1959) • what identity? we are just human resources – alienated HR view (Taylor; Ford; ...) • self-authorship – (Baxter Magolda and others, 1990s on) • personal ethical development across contexts – (Grant & Grant, ePortfolio 2006, Oxford) • identity emergent from self-chosen interactions – (co-created, echoes of Simondon)
  • How have new ventures arisen? • the most traditional societies: no new ventures • then: sole entrepreneur; gentleman scientist; DIY • sole architect – team of people realising the one vision – (perhaps age of great individuals ended mid 20th C • what great individuals are still active today?) • pairs of founders recently common in late 20th C, but: – how can there be larger groups of initial founders? – how can a company be run with shared leadership?
  • Signs of the times • the world is too complex for any individual to grasp sufficiently to act usefully • aspects of a good vision, confidence, and realisation often start in separate people • take a classic modern entrepreneur, Tesla's Elon Musk – http://www.teslamotors.com/blog/all-our-patent-are-belong-you – reversing established practice on intellectual property
  • What needs to happen • people need to collaborate, so that issues can be tackled – open knowledge – open source software – open hardware – etc. • can't be achieved simply by exhortation • there needs to be sustainable culture of collaboration and consensus • culture of open
  • What people need to be competent at • sharing • collaboration • consensus • being open in some essential way, open to: – different approaches – different conceptual frameworks – different points of view • these are more than just knowledge and skills • but we can think about how they contribute
  • What people need to learn about • resulting in knowledge and understanding, e.g. – about collaboration and consensus – about themselves and their own motives and needs • and how they work in different contexts – about how they come across to other people – about other people and their needs – about appropriate transparency – about when apparent co-operation is deceptive
  • What people need to learn to do • resulting in skill or practical ability, e.g. – how to communicate openly – how to be open about their own ideas – how to be open to new ideas – how to behave collaboratively – how to promote collaborative behaviour – how to model and lead collaboration – how to facilitate collaborative activities – how to participate in consensus decision making – how to lead consensus decision making – how to detect non-collaborative behaviour
  • Where is the evidence for these? • evidence of knowledge is fairly easy to assess – except when it comes to knowledge about oneself • how do we assess the skills or practical abilities that are the outcome of the learning? • even harder, how do we assess these competences?
  • Possible evidence • (obviously) peer report and reputation – social networks not very helpful yet (not even LinkedIn) • portfolios, if composed collectively • products of analysis – of material written by individuals – about individual and collective values • metrics of actions taken, e.g. on wiki site? – that's something you could look at on e.g. Wikipedia – the “big data” approach
  • Possible assessment • assess most knowledge in the normal ways • portfolio assessment is possible for some abilities • generally, peer assessment may be plausible • but... – what about knowledge of self and others? – what about the subtleties of social abilities? • e.g. detection of insincere collaboration?
  • Assessment by practice • as part of real live work – in apprenticeship / internship / traineeship – but easier to see this for traditional work than for collaboration • live adventure-based exercises • games – what might work? – e.g. Co-opoly ? • development exercises, together with learning? • and, how much does any practice involve enculturation? – real life leaves marks on people – ethics of this?
  • Re-co-venturing idea • newly discovered example of a collaborative development process • provides stimulus and space to explore • opens up thinking along multiple avenues, not just one • designed for collaborative development, not assessment • could be developed into a rich source of evidence for “co-formative” assessment – formative both of personal direction and new ideas – formative for both parties in the conversation • http://www.simongrant.org/rcvi/
  • Re-co-venturing process • reflect on your abilities (classic development practice) • reflect on the situations where you shine (occasional) • think about the ventures you value (new) • craft two “briefs” and bring them to meeting (new) – personal brief about what you want to offer – venture brief about what you want to see happen • series of conversations in which each venture brief meets each personal brief • find a best-fitting role from each conversation • take it forward from there in any way
  • Provisional conclusions • we will need to (re)learn how to collaborate and share • “re-co-venturing” is just a first small pointer to a greatly challenging area of collaborative exercise • collaborative practice, undertaken for its own sake, results in learning, and can provide evidence of learning what is necessary for effective collaboration • existing collaborative practices can be extended to include exercises and games, either of which can also produce evidence, as well as formatively pointing people in a good future direction
  • Thanks: here's your sharing licence This presentation “What will we need to learn, and have evidence for?” by Simon Grant (asimong (gmail etc.); @asimong) of Cetis http://www.cetis.ac.uk/ is licensed under the Creative Commons Attribution 3.0 Unported Licence http://creativecommons.org/licenses/by/3.0/