Emergent Learning and Learning Ecologies in Web2+  Roy Williams, Dept. Mathematics, Univ. of Portsmouth Regina Karousou, I...
Low Teacher Control  High Teacher Control  High Learner  Control  Low Learner  Control
<ul><li>My institution / organisation is …  </li></ul><ul><ul><ul><li>Innovative and enthusiastic about web 2.0 </li></ul>...
<ul><li>Starting point of the research  </li></ul><ul><li>To explore … </li></ul><ul><li>*  The conditions that enable sel...
<ul><li>Emergent Learning is:  </li></ul><ul><li>Self-organised learning within a network.  </li></ul>
<ul><li>Case Studies: </li></ul><ul><li>Wikipedia:  validation and self-correction  </li></ul><ul><li>Early years childhoo...
<ul><li>Findings  </li></ul><ul><li>Emergent learning increasingly takes place, whether you like it or not.  </li></ul><ul...
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Emergent learning

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Emergent learning

  1. 1. Emergent Learning and Learning Ecologies in Web2+ Roy Williams, Dept. Mathematics, Univ. of Portsmouth Regina Karousou, Independent Researcher Jenny Mackness, Independent Educational Consultant
  2. 2. Low Teacher Control High Teacher Control High Learner Control Low Learner Control
  3. 3. <ul><li>My institution / organisation is … </li></ul><ul><ul><ul><li>Innovative and enthusiastic about web 2.0 </li></ul></ul></ul><ul><ul><ul><li>Cautious about adopting social networking tools. </li></ul></ul></ul><ul><ul><ul><li>Slow to adopt these tools </li></ul></ul></ul><ul><ul><ul><li>Resistant to adoption of these tools. </li></ul></ul></ul>
  4. 4. <ul><li>Starting point of the research </li></ul><ul><li>To explore … </li></ul><ul><li>* The conditions that enable self-organised, emergent learning </li></ul><ul><li>* Possible mechanisms for validating emergent learning </li></ul><ul><li>* Integrating emergent and prescriptive learning. </li></ul>
  5. 5. <ul><li>Emergent Learning is: </li></ul><ul><li>Self-organised learning within a network. </li></ul>
  6. 6. <ul><li>Case Studies: </li></ul><ul><li>Wikipedia: validation and self-correction </li></ul><ul><li>Early years childhood education: beyond prescriptive learning </li></ul><ul><li>Massive Open Online Course: open, diverse, autonomous, connected. + Aggregation and harvesting. </li></ul><ul><li>Masters Course: Self-organising curriculum </li></ul><ul><li>Hole in the Wall: Self-motivating, self-organisation </li></ul>
  7. 7. <ul><li>Findings </li></ul><ul><li>Emergent learning increasingly takes place, whether you like it or not. </li></ul><ul><li>Teachers, managers need to rethink provision. </li></ul><ul><li>Design by negative constraints – as open as possible. </li></ul><ul><li>Balance openness and constraints. </li></ul><ul><li>Needs continuous monitoring, response and recovery, weak-signal detection of outlier events, light touch response (but decisive if necessary). </li></ul><ul><li>Dampening negative, supporting positive emergence. </li></ul>

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