Collective learning and charting:   new approaches to learning Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin M...
Extending reputation
<ul><li>Individual learning </li></ul><ul><ul><li>Learners as  </li></ul></ul><ul><ul><li>consumers of courses </li></ul><...
<ul><li>Individual learning </li></ul><ul><ul><li>Learners as  </li></ul></ul><ul><ul><li>consumers of courses </li></ul><...
<ul><li>Individual learning </li></ul><ul><ul><li>Learners as  </li></ul></ul><ul><ul><li>consumers of courses </li></ul><...
collective intelligence <ul><li>Individual learning </li></ul><ul><ul><li>Learners as  </li></ul></ul><ul><ul><li>consumer...
collective intelligence <ul><li>Individual learning </li></ul><ul><ul><li>Learners as  </li></ul></ul><ul><ul><li>consumer...
CONSUMPTION CONNECTION CONTRIBUTION CHARTING
You Your  goal
You Your  goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious)  Formal Learning Recommended Resources The ...
You Your  goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared reso...
You Your  goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared reso...
You Your  goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared reso...
You Your  goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared reso...
You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. del...
How do we support the achievement of goals? ME MY GOALS
The Ideal? <ul><li>Everything you do contributes towards achieving your goals. </li></ul><ul><li>Actually, this is too sim...
The Ideal (2) <ul><li>Not every activity  contributes towards achieving  your goals and you will periodically assess and r...
The Reality <ul><li>Goals may actually evolve over time. </li></ul>ME MY GOALS MY GOALS
Charting <ul><li>Helps you relate where you are to where you started and where you want to be. </li></ul>ME MY GOALS
Charting (2) <ul><li>Helps you relate where you are to where you started and where you want to be </li></ul><ul><li>…  ove...
Charting (3) <ul><li>Charting presents an opportunity to make use of people and resources to fine tune your plans at each ...
 
 
Knowledge consumption, creation & contribution  Self-regulated learning  The role of collective in learning and work  Barr...
Survey and semi-structured interviews  Pilot in Production Chemistry community (PECNet) Full scale study underway in Knowl...
    Learning in the workplace is structured by and deeply integrated within work tasks
    Learning in the workplace is not a clearly delineated, step-by-step process
    Lack of deliberate and systematic self-reflection
    Learning is a deeply collective and relational phenomenon
    Fragmentation of organisational knowledge bases is a source of frustration
Panel session: Implications for the sectors   Professor Mike Smith Professor Allison Littlejohn Dr Anoush Margaryan Dr Col...
Upcoming SlideShare
Loading in …5
×

Cal Shell Partnership Event 131108

1,897 views
1,861 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,897
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
18
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • How do universities prepare students for jobs that don’t yet exist? Harold Jarche recently presented this grand challenge to Education and Industry. And it’s highly relevant to the development and growth of talent for industry and for the economy. Society, the workplace - even knowledge - is rapidly changing, bringing about the emergence of new economic paradigms. Production is no longer in the hands of organisations. In the information age we all can be – and are increasingly expected to be – in control of our own knowledge, our work and our learning. Knowledge - rather than machines - is the means of production. And ownership s is in the hands of individuals. So it is difficult predict what new roles will emerge over the next decade, never mind by the end of the first half of this century.
  • Cal Shell Partnership Event 131108

    1. 1. Collective learning and charting: new approaches to learning Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Caledonian Academy Glasgow Caledonian University, UK www.academy.gcal.ac.uk
    2. 2. Extending reputation
    3. 3. <ul><li>Individual learning </li></ul><ul><ul><li>Learners as </li></ul></ul><ul><ul><li>consumers of courses </li></ul></ul>CONSUMPTION
    4. 4. <ul><li>Individual learning </li></ul><ul><ul><li>Learners as </li></ul></ul><ul><ul><li>consumers of courses </li></ul></ul><ul><li>2. Group learning </li></ul><ul><ul><li>Learners as contributors </li></ul></ul>CONSUMPTION CONTRIBUTION
    5. 5. <ul><li>Individual learning </li></ul><ul><ul><li>Learners as </li></ul></ul><ul><ul><li>consumers of courses </li></ul></ul><ul><li>2. Group learning </li></ul><ul><ul><li>Learners as contributors </li></ul></ul><ul><li>3. Networked </li></ul><ul><ul><li>Learners connect </li></ul></ul><ul><ul><li>and share knowledge </li></ul></ul>CONSUMPTION CONNECTION CONTRIBUTION
    6. 6. collective intelligence <ul><li>Individual learning </li></ul><ul><ul><li>Learners as </li></ul></ul><ul><ul><li>consumers of courses </li></ul></ul><ul><li>2. Group learning </li></ul><ul><ul><li>Learners as contributors </li></ul></ul><ul><li>3. Networked </li></ul><ul><ul><li>Learners connect </li></ul></ul><ul><ul><li>and share knowledge </li></ul></ul><ul><li>Collective </li></ul><ul><li>Learners connect, </li></ul><ul><li>consume, contribute knowledge </li></ul>CONSUMPTION CONNECTION CONTRIBUTION
    7. 7. collective intelligence <ul><li>Individual learning </li></ul><ul><ul><li>Learners as </li></ul></ul><ul><ul><li>consumers of courses </li></ul></ul><ul><li>2. Group learning </li></ul><ul><ul><li>Learners as contributors </li></ul></ul><ul><li>3. Networked </li></ul><ul><ul><li>Learners connect </li></ul></ul><ul><ul><li>and share knowledge </li></ul></ul><ul><li>Collective </li></ul><ul><li>Learners connect, </li></ul><ul><li>consume, contribute knowledge </li></ul>CONSUMPTION CONNECTION CONTRIBUTION COLLECTIVE INTELLIGENCE
    8. 8. CONSUMPTION CONNECTION CONTRIBUTION CHARTING
    9. 9. You Your goal
    10. 10. You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources The collective Smart Information Your Knowledge
    11. 11. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information Your Knowledge
    12. 12. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME Your Knowledge
    13. 13. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge
    14. 14. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge CONTRIBUTE
    15. 15. You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge You and Your Peers Your goals CONTRIBUTE
    16. 16. How do we support the achievement of goals? ME MY GOALS
    17. 17. The Ideal? <ul><li>Everything you do contributes towards achieving your goals. </li></ul><ul><li>Actually, this is too simplistic </li></ul>ME MY GOALS
    18. 18. The Ideal (2) <ul><li>Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort. </li></ul>ME MY GOALS
    19. 19. The Reality <ul><li>Goals may actually evolve over time. </li></ul>ME MY GOALS MY GOALS
    20. 20. Charting <ul><li>Helps you relate where you are to where you started and where you want to be. </li></ul>ME MY GOALS
    21. 21. Charting (2) <ul><li>Helps you relate where you are to where you started and where you want to be </li></ul><ul><li>… over and over … </li></ul><ul><li>providing the opportunity to dynamically interact with your goals and personal development. </li></ul>ME MY GOALS
    22. 22. Charting (3) <ul><li>Charting presents an opportunity to make use of people and resources to fine tune your plans at each point. </li></ul>ME MY GOALS Useful resources, Useful people
    23. 25. Knowledge consumption, creation & contribution Self-regulated learning The role of collective in learning and work Barriers and enablers
    24. 26. Survey and semi-structured interviews Pilot in Production Chemistry community (PECNet) Full scale study underway in Knowledge Sharing Global Network & Procurement and Contracting community Coming up: Learning Professionals community
    25. 27. Learning in the workplace is structured by and deeply integrated within work tasks
    26. 28. Learning in the workplace is not a clearly delineated, step-by-step process
    27. 29. Lack of deliberate and systematic self-reflection
    28. 30. Learning is a deeply collective and relational phenomenon
    29. 31. Fragmentation of organisational knowledge bases is a source of frustration
    30. 32. Panel session: Implications for the sectors Professor Mike Smith Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Dr Sebastian Graeb-Konneker Mr Mark Batho

    ×