Start an information riot! Student led collaborative knowledge construction in a connected world
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The response of higher education programmes to the transformative and creative spaces promulgated by web 2.0 and social media has been both inconsistent and intermittent, ignoring and embracing the potential for collaboration, knowledge construction and bricolage (Franklin & Harmelen 2007; Grosseck 2009). Outside the constraints of a Virtual Learning Environment and the University firewall, web 2.0 can support a deconstruction of the role of the teacher, a significant re-evaluation of the way knowledge is constructed and shared and a dramatic re-thinking of the inter-connections between learners, the crowd and their wider, separate networks in which learning can also occur (Downes 2009; O'Reilly 2003; Siemens 2005). This case study will look at the use web 2.0 and social media in the design and delivery of the BA Professional Practice programme at Middlesex University. The programme utilised a set of enhanced literacies centred on a do-it-yourself inquiry philosophy, the application, sharing and reflection upon social experiences and the construction of professional identity, ‘for’ the practice of work, ‘at’ the practice of work and ‘through’ the practice of work (Garnett & Workman 2009; Hanley 2011; Kamenetz 2010).
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Start an information riot! Student led collaborative knowledge construction in a connected world
- 1. Student led collaborative knowledge construction in a connected world
- 2. the questions ? What is the case you are making?
- 3. Social construction of knowledge „Our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions‟ (Brown and Adler 2008)
- 4. Can the modern University facilitate the social construction of learning? Is there a need for a new pedagogy?
- 6. Pedagogy and technology moving at different rates Learners accessing different information skills sets Which comes first?the egg? The chicken or
- 8. don't know what I want but I know how to get it
- 9. „Punk erupted into my life in the autumn of 1977... Swathes of my existing record collection had to be disavowed, [but]... it was OK to have three Van Der Graaf Generator albums because Johnny Rotten said he liked their singer’ Alan Medhurst 1999
- 11. ‘…in order to render a subculture non- threatening, it must be pulled into the mainstream and commodified’ Dick Hebdige
- 12. „Within six months the movement had been bought out. The capitalist counter- revolutionaries had killed with cash. Punk degenerated from being a force for change, to becoming just another element in the grand media circus. Sold out, sanitised and strangled, punk had become just another social commodity, a burnt-out memory of how it might have been‟ Penny Rimbaud of Crass
- 14. Dear Diary, Things to do today: 1. get typewriter 2. find some recycled paper 3. look for my favourite pen 4. start an information riot
- 15. “When she talks I hear the revolution. In her hips there's revolution. Where she walks the revolution's coming. In her kiss I taste the revolution” – „Rebel Girl‟ Bikini Kill
- 17. Here is a VLE…
- 19. Now, go make learning happen!
- 20. The emergence of student-led collaboration, knowledge construction and social interaction
- 21. a punk moment?
- 22. …it's better to burn out than to fade away Neil Young
- 24. What are the consequences of democratising the construction of knowledge for the practice of teaching? Where does the use of social media leave the VLE? Are universities engaging with learners in the language and modes they use themselves? Is a web 2.0 learning environment a privilege itself? Does it continue to create a cavernous space in the digital divide?
- 25. the end Peter Bryant p.j.bryant@gre.ac.uk www.peterbryant.org “Ever get the feeling you've been cheated? Goodnight.” John Lydon
Editor's Notes
- is there an imperative for student-led, social and collaborative construction of knowledge within a HE programme?is higher education having a punk moment?what the heck is e-learning 2.0 or ‘edupunk’?
- There is significant literature to support the benefits of social construction of knowledge
- There is also significant debate about whether teaching and learning has been able to facilitate effectively the social construction of knowledge in a digital world (Anderson & Balsamo 2007; Davidson & Goldberg 2009; Hanley 2011) ‘We’ll have to abandon our institutional identities as users and clients to embrace more inventive, experimental, self-conscious identities. Well have to become bricoleurs.’ (Hanley 2011) NotesLarry Hanley is his article about the changing face of higher education teaching ‘Mashing up the Institution’ published in Radical Teacher argues that the teacher in the new digital age faces a difficult choice; He goes to further to suggest what this means at the interface of learners and teachers by saying; ‘The bricoleur-faculty draws on and engages students in the expanding new literacies fostered by Web 2.0s new openness. Whether via blogs or more explicit multimedia tools…the bricoleur-faculty asks students to make meaning through new conjunctions of sound, image, and text. In the process, the bricoleur-faculty explicitly develops both students and his or her multi-literacies – navigating new semiotic landscapes that require new skills and new creativities.’ (Hanley 2011)
- Pedagogy and technology are moving at different rates, with some arguing that pedagogy should not be moving at all, whilst the skills of learners are changing radically
- We are at a critical point in Higher Education. Pedagogy and technology are moving at different rates, with some arguing that pedagogy should not be moving at all, whilst the skills of learners are changing radically Play Performance Simulation Appropriation Multitasking Distributed Cognition Collective Intelligence Judgment Transmedia Navigation Networking Negotiation (Jenkins 2009) NotesO’Donnell and Sharp (2012) argue that there is not a thing as online pedagogy, and that the critical issue for institutions is to find a way to maintain the pedagogy whilst using new technology.(O'Donnell & Sharp 2012)
- HE is at a similar juncture as music was in 1976-77. An ever-spiralling replication of what had gone before, just in newer, shiner jumpsuits (picture of ABBA). Music audiences saw record companies, artists and ‘the industry’ as dinosaurs. Examples of bloated excess (Led Zeppelins own 747 for example). The industry was not real to them. Our audience might see HE as a ‘dinosaur’…the way we teach and assess, what we teach and assess and its relevance to the modern digital world. Medhurst noted of punk ‘Punk erupted into my life in the autumn of 1977... Swathes of my existing record collection had to be disavowed, [but]... it was OK to have three Van Der Graaf Generator albums because Johnny Rotten said he liked their singer, Peter Hammil
- What is a punk moment and why is punk important to this debate about pedagogy in HE
- HE is at a similar juncture as music was in 1976-77. An ever-spiralling replication of what had gone before, just in newer, shiner jumpsuits (picture of ABBA). Music audiences saw record companies, artists and ‘the industry’ as dinosaurs. Examples of bloated excess (Led Zeppelins own 747 for example). The industry was not real to them. Our audience might see HE as a ‘dinosaur’…the way we teach and assess, what we teach and assess and its relevance to the modern digital world. Medhurst noted of punk ‘Punk erupted into my life in the autumn of 1977... Swathes of my existing record collection had to be disavowed, [but]... it was OK to have three Van Der Graaf Generator albums because Johnny Rotten said he liked their singer, Peter Hammil
- PUNK centred on a DIY ethic, rebellion, youth unemployment, dissatisfaction with excess Punk abandoned ‘institutional identities’ record labels, jets with bands names on them, formal training and PR and became more ‘inventive and experimental’. PUNKS were bricoleurs. They made zines, clothes, released their own records, formed a community and changed music, by repurposing, reabsorbing, remixing and recycling (things such as regaae, left wing politics and the notion of the teenage rebel)
- What was punk become…The Ramones are a brand name on a t-shirtThe Sex Pistols called their reunion tour ‘Filthy Lucre’Bands have reformed to sell tickets on the reunion circuit and reissues of the recordsPunk bands with no original members trade on the memory of the band PUNK has gone from challenging the establishment to being the establishment ‘The classical subculture ‘died’ when it became the object of social inspection and nostalgia, and when it became so amenable to commodification’ (Clark 2003) Penny Rimbaud of the band Crass noted…‘Within six months the movement had been bought out. The capitalist counter-revolutionaries had killed with cash. Punk degenerated from being a force for change, to becoming just another element in the grand media circus. Sold out, sanitised and strangled, punk had become just another social commodity, a burnt-out memory of how it might have been’ (Rimbaud 1998)
- Penny Rimbaud of the band Crass noted…‘Within six months the movement had been bought out. The capitalist counter-revolutionaries had killed with cash. Punk degenerated from being a force for change, to becoming just another element in the grand media circus. Sold out, sanitised and strangled, punk had become just another social commodity, a burnt-out memory of how it might have been’ BUTPunk never died. Sub-cultures formed and re-formed. Cultural identities were forged and new cultures emerged. Revolt against the established orthodoxies had led not to the death of punk but as Clark notes it’s ‘(re)birth’
- RIOT GRRRLEmerged in Olympia WA and Portland OR in the early 1990s as a response to the misogynistic, white, male punk rock scene that emerged as punk was commercialised (‘early punk’ was far less male-centric with strong characters like Siouxse Sioux, The Slits etc) (Rosenberg & Garafolo 1998; Schilt 2003) ‘BECAUSE we girls want to create mediums that speak to US. We are tired of boy band after boy band, boy zine after boy zine, boy punk after boy punk after boy…BECAUSE we need to talk to each other. Communication/inclusion is the key. We will never know if we don’t break the code of silence…BECAUSE in every form of media we see us/myself slapped, decapitated, laughed at, objectified, raped, trivialized, pushed, ignored, stereotyped, kicked, scorned, molested, silenced, invalidated, knifed, shot, choked and killed. BECAUSE a safe space needs to be created for girls where we can open our eyes and reach out to each other without being threatened by this sexist society and our day to day bullshit’ ‘Erika Reinstein, Riot Grrrl NYC #2, 1992 Riot Grrrl bands, fans and makers also were influenced by the DIY ethic. The made badges, zines, clothes and music. They formed record labels and bands. There was anger in the movement (Grrrl was used to symbolize a growl) ‘Riot Grrrl is:BECAUSE we know that life is much more than physical survival and are patently aware that the punk rock ‘you can do anything’ idea is crucial to the coming angry grrrl rock revolution which seeks to save the psychic and cultural lives of girls and women everywhere, according to their own terms, not ours.(“Riot Grrrl Is” 44)Better to burn out than to fade away – the influence however created the space for a new generation of women artists, talking honestly and openly about their experiences
- A wide lens…is PUNK the first generation of e-learning? Tools are easy to use, sometimes crude, accessible, e-learning ‘fans’ often rebel against the ‘old guard’ who perhaps represent the bloated excess of the ‘academic’ world. Here’s a tool, here’s a platform, here’s an iPad, now go make learning happen? Does e-learning need a ‘riot grrrl’ moment where experiences (context) become critical, connections are formed between people in order to share experiences and knowledge, the university reminded that knowledge is not held solely within the academy?
- Does e-learning need a ‘riot grrrl’ moment where experiences (context) become critical, connections are formed between people in order to share experiences and knowledge, the university reminded that knowledge is not held solely within the academy?
- We found that collaboration knowledge construction and social interaction was occurring more organically as the programme progressed, with special interest groups forming around particular topics of inquiry and learners asking for and receiving engagement around relevant topics. Social interaction was the method by which learners filtered, validated or challenged the authenticity or application of the knowledge they were acquiring and constructing. networks). However, the social interaction evolved in a more interesting way. Each semester, a number of learners became ‘critical friends’ to the network. The topics under discussion were learner-led and veered away from those seeded in the course materials. These critical friends took on the pastoral care role more commonly associated with the teacher, transforming support for learning into a learner-owned and managed space. The assertion of a DIY attitude within a supportive and creative community was evident as the learners began to use their trans-disciplinary skills and knowledge beyond the boundaries of the academy and the programme and for contexts and purposes of their own choosing. There were a significant number of learners who continued to interact between modules, when there was no formal coursework occurring. Some have even continued to post to the blog after graduation.
- The BAPP programme is a small example of where e-learning 1.0 and e-learning 2.0 have diverged. Where there has been a change not just in the technology but the pedagogy. If chalk and slate had have provided this programme with the appropriate tools then that is what we would have used because it was the shifting of the learner, the requirements of professional practice and the mode of teaching and learning that changed first. There was a need to make connections, share and collaborate, develop networks, conduct inquiries and critically reflect, with learners located 200m and 2000 miles from each other. The network is open. I still participate now, even after leaving 12 months ago. Learners are still posting to their blogs, sharing their videos and photos and engaging with each other (in small numbers but growing). The learners also led a change in the pedagogy towards one that was more DIY and even more democratic. Has the way we see e-learning become like punk, in need a rebirth as its has been over-commercialised, bloated, more concentrated on image not impact?Does e-learning need a riot grrrl moment…where these are challenged, questioned and the movement itself burns brightly then fades away?