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The ecology of distributed education

by Frank Rennie on Jan 27, 2011

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Slides to accompany a keynote presentation on online learning and sustainable rural development at a conference in Gothenburg, 2011

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Slides to accompany a keynote presentation on online learning and sustainable rural development at a conference in Gothenburg, 2011

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e-learning distributed education uhi personalisation rural development ple web.20 selfregulated learning

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  • frankrennie Frank Rennie at Frank Rennie Part of the answer to the bombardment is better filtered searching of the web, eg semantic web applications, and a (large) part of it is educating today's learners how to better discern and undertand what information is use, in which context. As educators we are notoriously bad at educating perople to learn how to learn, rather than simply pointing them in the direction of more infomation. When I was a student we were given HUGE reading lists at the start of every term (most of which was only marginally relevant and much of which was out of date) now, with the internet, the volume and the speed of infomation provision has hugely increased, but the basic problem remains the same. The modern context, however, is that today's educators are no longer to point their students to EVERYTHING that is educationally relevant, so I maintain my insistence that the role of the perfect educator is to assist the students to learn how to learn, how to identify and use information in context, and to FACILITATE the process of joining the student to 1) examples of trusted resources and 2) to learning appropriate proceses to enable the student to continue effective life-long learning well after he/she has left the learning institution. 1 year ago Reply
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  • TaraMorrison Tara Morrison While I absolutely agree with the concept of distributed learning and that the individual now has far greater control over not only the access to learning but also the form and pace of that learning; my concern is with the conversion of information to knowledge that can inform practise. The sheer volume of information available to us is growing exponentially and while your model of learning is accurate to a certain degree, what you do not include is reflection - thinking....and this is crucial to the learning cycle. When we reflect is when we truly learn and my worry is that the information bombardment does not allow that reflection - where information becomes knowledge.

    You maintain the education facilitator role is actually more crucial - for which I am very glad to hear - being one myself. So my question is really how do we, as facilitators, ensure information conversion to knowledge, and conversion of knowledge to application in a meaningful way - that also validates the learning both in terms of the learner and the educational institution? And if the answer is appropriate assessment - what does this look like?     1 year ago Reply
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The ecology of distributed education — Presentation Transcript