Your SlideShare is downloading. ×
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Emergent Learning CIDER Webinar
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Emergent Learning CIDER Webinar

230

Published on

Webinar October 2011. Applies complexity theory to Web-based learning.

Webinar October 2011. Applies complexity theory to Web-based learning.

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

No Downloads
Views
Total Views
230
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Emergent Learning in the New Learning Ecologies Roy Williams, Regina Karousou, Jenny Mackness RW …
  • 2. Resource SharingTree-Network …Mycorrhizal Fungi & Douglas Firs (Kevin-Beiler) RW …
  • 3. Some thoughts on Emergent Learning ... The Internet provides new opportunities for taking initiative in learning. This provides new affordances for teaching, learning, and collaborating. ….. But we need new frameworks to help us to understand and respond to these changes. What is ‘emergent learning’, and can it form the basis for a new framework? Questions and discussion. > RK: new opportunities in Web…
  • 4. New opportunities for people to takethe initiative in learningThe Internet makes it possible for people to: Access people and content Create and distribute content Create and participate in networks Explore virtual identities and worlds Social Network Analysis > JM: new affordances 4 learning…
  • 5. This provides New Affordances Particularly in Web 1, 2, and social media. New ways to interact, and organise your own learning, resources, and networks. But … is self-organised learning different from ‘learner centred’ and ‘constructivist’ learning? Social Network Analysis JM …
  • 6. New Affordances ? JM …
  • 7. Some examples …• Reflection and sharing• Recorded conversations• Threaded discussions• Chat (text, audio, video)• Applications sharing – and discussion• Constructing knowledge• Mash-ups of all the above• Mobile space• Virtual space• Poly-synchronous interaction (a hybrid of a/synchronous) > RW: frameworks…
  • 8. We need new frameworks to help us to:•Understand these affordances•Facilitate them•Find ways to benefit from them – i.e. to matchparticular affordances with particular learningcontexts.Note: This assumes that there will always be other affordancesthat are appropriate for other learning contexts – see forexample the section on Prescriptive Learning in the IRRODLpaper. RW …
  • 9. EmergenceTo start with, emergent learning isunpredictable, and is likely to arise …• Where learning is substantially self- organised, and adaptive.• From frequent interaction• Between a large number of people and resources (micro-agents)• Where no-one is able to see (or monitor) everything that is happening• Where participation is as open as possible RW …
  • 10. Emergence is …? Self-organizing Adaptive Unpredictable … frequentinteraction … with open participation … between many people & resources ... …with no-one able to follow all everything. > RK: 1st Case Study…
  • 11. Case Studies … Wikipedia RK …
  • 12. WikipediaSelf-correcting?(External) Validity?Is it too big? Too constrained? (editorialrules have changed recently).Does anyone edit Wikipedia pages?(Roy recently met someone who hasresponsibility for 54 Wikipedia pages!) > JM 2nd Case Study …
  • 13. Case Studies … MAMLL MA Management Learning and Leadership (Lancaster) A. Van Dijk, ISC Websites JM …
  • 14. MAMLLThe students negotiate the curriculum. They areself-organising and self-correcting. To someextent they co-create the institutional structure.The barrier is assessment and the Universityassessment regulations• Open syllabus.• Self-managed, learning.• Co-constructed negotiated curriculum.• Unpredictable, surprising, creativity..• Learner autonomy and control.• Diversity and difference. Collaborative assessment.Dynamic, adaptive system. > RW: 2nd Case Study …
  • 15. Case Studies … Hole in the Wall / SOLE’s RW …
  • 16. Self-Organised Learning Environments / HIW’sSugata Mitra’s radical experiments in:Minimally invasive teaching /SOLE’s.• How much can you remove?• Are the slum children self-organising?• Granny Clouds?• Teachers? Walls?• Curriculum? RW …
  • 17. Emergence is …? (2) Self- Identityorganizing Adaptive Community Unpredictable Networks Open… frequent Co-creation of participation.interaction content. … between many Autonomous people & resources. Co-evolution of Agency & Structure. …without anyone able to follow all that Bounded by is happening . Negative Constraints RW …
  • 18. Future Research • Descriptions / visual analysis of emergence in practice … to create better practice and better strategic frameworks, for … • Designing and using learning spaces / architectures (for co-evolution of agency and structure) • Facilitating emergence < > constraints • Benchmarking emergent learning • Certifying emergent learning • Integrating emergent learning into broader learning practices/ ecologies. (e.g. Mathematics: Kumon, Montessori , LOGO, Problem-based learning, etc). • Relationship to broader ecologies of learning/ knowledge creation/ accumulation/ distribution
  • 19. Questions1. Does emergence require constraints?2. Are ‘learning events’ compatible with emergence?3. Can emergent learning be assessed?4. Can we integrate emergent learning with other kinds of learning?5. Are there examples of learning/events in which emergence could/should play no role at all? RW …
  • 20. ?
  • 21. Many thanks …
  • 22. Domains of Types of Modes of Validation & Modes of Organisation Application Knowledge Production Self-Correction Learning Hierarchy, Centrally ScientificPre- Predictable, Predictive pre- Institutional Method,scriptive Objects & control determined Objectivity,Learning Events Control for users. Elite PeerSystems Review. Open & Openness, Complex- CollaborationEmergent Retrospective distributed. Interaction Adaptive Self-Learning coherence Created at Scale, Organisms Organisation scale Constraints,Networks & Events by users. Ethics. Learning Ecologies
  • 23. The End …

×