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Ambient Learning City
 

Ambient Learning City

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Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG

Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG

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  • As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
  • As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
  • As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.

Ambient Learning City Ambient Learning City Presentation Transcript

  • Learner-Generated Contexts Group Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG Fred Garnett Manchester University March 3 rd 2011‏ #mosialc
  • Ambient Learning City Topics What is an Ambient Learning City Learner-Generated Contexts & Ambient Learning MOSI-Ambient Learning Open Network Group JISC-Bid Developing Community Content Background to Ambient Learning City idea Emergent Learning Model Integrating Informal, Non-formal & Formal learning Making the Ambient Learning City Work
  • Ambient Learning City VISION; Building Inclusive Learning Contexts *What is an Ambient Learning City? An uninterrupted opportunity to interact with your environment How would you design learning knowing what we know now? *Turn the Institutions inside out, make their interests visible Focus on supporting learner interests not preservation *Design learning Interactions as though learning matters Situate learning in the context in which learners live *Enable learning consequences to be beneficial to context *Design learning resources for appropriation Enable inter-disciplinary learning to emerge Community-responsive curricula Trust the learner!
  • Ambient Learning City Learner-Generated Contexts A Coincidence of Motivations leading to Agile Configurations (2007)
  • Knowledge Curriculum Resources Administration Organisation Environment Underpinning concept: The Ecology of Resources model of context
  • Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
  • Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
  • Ambient Learning City Designing Ambient Learning Start with the Context and Design for Appropriation
  • MOSI-ALONG Bid Elements FOCUS; Developing/Co-creating Community Content a) Review the way MOSI Digital resources are used by learners in informal contexts (PVM); b) Provide opportunities for the crowd-sourcing of digital content, from which can develop new relationships between curators and users; what might be called participative curatorial strategies; (RunCoCo) c) Create new templates for the digitization of museum resources; (Xerte, Web 2.0, media-citizens) d) Review ways that digitally-curated resources can be used for formal learning outcomes; (ELM, LGDL, OCMC) e) Provide guidance and toolkits for all HEIs to build on the lessons of RunCoCo and refresh the way they think about using learning resource creation for community engagement
  • MOSI-ALONG
    • Concepts
    • MOSI-Ambient Learning Open Network Group
    • Emerged from the Ambient Learning City project, derived from a learner-generated digital libraries EU-bid proposal
    • Based on the Emergent Learning Model ELM
    • Concepts from Learner-Generated Contexts Group;
    • A model of informal e-learning (MCC-ALT/Becta, MCGfL)
    • Ecology of Resources (Luckin)
    • Open Context Model of Learning (LGC)
    • Information Obesity & Information Literacy (Drew)
    • ELM designed to meet EU-i2015 targets to integrate Informal, Non-formal & Formal learning by reconceptualising
  • Ambient Learning City Ambient City Background Town-Planning, Kropotkin; Fields Factories & Workshops Van & taxi-driver, situationist flaneurs , psycho-geography Creekside Urban Ecology Centre Mudlarking Ambient Learning Context An Information Ecology of Community Grids for Learning Manchester CGfL (learners.org) CALL initiative, CGfLs supporting distributed learning Northala Ambient Learning Park LB Ealing (DC10 RITA) Kew Participatory Science Gardens Proposal Manchester
  • Emergent Learning Model Concepts “ Informal Learning, the social processes that support learning in any context ” is about People “ Non-formal Learning, Structured Learning Resources without formal learning outcomes ” is about Resources “ Formal Learning, the process of administering accreditation and qualifications ” is about Institutions (See Table)‏ The issue then raised from this proposed structure is 'flow.' Do we start with institutions and impose structures that work for them, or start with the social processes of self-organisation and design systems and resources to support the learning that emerges?
  • ELM Issues So this Model of Learning requires expertise in educational professionals which can support learners as they are served across three phases of the learning process; Informal Learning Phase; enabling models of learner self-organisation that can be recognised by institutions post-hoc Non-Formal Phase; Learning resources have to be designed for learner appropriation . Accreditation opportunities need to embedded & quality assured (through templates?)‏ Formal Learning Phase; Need to support structured resource provision, map to accredited learning outcomes, validating learning and managing financial flows guarantee the security and authentication of learners digital resources will enable learning strategies & policy outcomes to be provided to the government (See Policy Forest outcomes)
  • ELM Background Tech-based Informal Learning ; some factors Metadata for Community Content; Tools & Skills not content ‏ Social Network Model of Learning; participatory, interest lastfridaymob; Creative, Interactive, Participative Tech Design Ecology of Resources; More Able Partner supports learning (see Mitra’s Granny Cloud) Learner Generated Contexts; “ Coincidence of Motivations leading to Agile Configurations ” Open Context Model of Learning; PAH Continuum , 2007 An Organisational Architecture of Participation; nPV 2008I Dynamic Policy Development; PF 2009
  • ELM Flows‏ & Learning Literacy A Learning Literacy will emerge by enabling participatory models of learner self-organisation that create agile configurations dynamically in institutions Non-Formal; Learning resource design have to be designed for appropriation whilst provide accreditation opportunities and allow co-creation (e.g. learning sequences, nQuire)‏ Formal; Need to support resource provision, map to learning accreditation outcomes, provide quality assurance of learning in context & feedforward policy outcomes nationally This key institutional change alters the role of the teacher who work to support the learners 'literacy' in using this model in any context.
  • Making the Ambient Learning City Work Social; (CY) How do we enable & support Howard Rheingold’s Smart Mobs Resources ; Major issues, learning resources, even OERs really poor, don’t allow for co-creation, don’t allow for appropriation don’t recognise content creation as learning David Weinberger’s Everything is Miscellaneous Institutions; Turning the Institution inside out Clay Shirky; Here Comes Everybody Learning Literacy is an Emergent Property. ‘When you home school you realise that everything is learning, you don’t distinguish anymore’
  • Making the Ambient Learning City Work Key Criteria; Put the narrative back into learning Social ; Believe everyone wants to learn Learning is a social process that emerges from context Howard Rheingold; Smart Mobs Resources ; Major issues, learning resources, especially in the UK, even OERs really poor, must allow for co-creation, must allow for appropriation in learning David Weinberger; Everything is Miscellaneous Institutions ; Points of organisation, guarantors of learning Enable the Quality Assurance of resources Support the self-organisation of learning Clay Shirky; Here Comes Everybody
  • Making the Ambient Learning City Work The Industrial Revolution through a bomb into communities It dispersed, people, families, lives, narratives, histories dozens, hundreds, thousands of miles apart The Transport Revolution enabled people to overcome distance and resolve this through travel with devastating environmental effects The Digital Revolution allows us to design people-centric systems that can be appropriated to meet self-determined hyper-local needs. Ambient Learning isn’t next generation technology push, it is about returning people to the centre of their lives. Life is no longer elsewhere it is Right Hear Right Now
  • Learner-Generated Contexts Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG @fredgarnett http://mosialong.wordpress.com/ ‏ #mosialc
  • MOSI-ALONG NCPPE 7 Dimensions Work with Manchester Beacon & Manifesto for PE 1. Student Engagement, 2. Widening Participation, 3. Encouraging Social and Economic Regeneration, 4. Institutional Commitment, 5. Staff Engagement, 6. Public Access to facilities, 7. Public Access to knowledge.
  • MOSI-ALONG RunCoCO Issues
    • How do we find a balance between community generated content and our research moderated digital content?
    • • Is there another way between tagging by the community and metadata provided by a qualified cataloguer?
    • • Community generated content is not necessarily of the same quality as professionally controlled A/V production; how much difference is there? Does it really matter?
    • • It takes a lot of work to support a ‘living archive’ –UGC will help but can it become a #hyperlocal website or forum?
    • • Staff input: will academics always be able to give time to support and moderate research sessions? Will we want this form of moderation? They don’t necessarily have the same ideals as the wider community on ‘relevance’ and ‘scope’
    • • Under REF, who owns the IP?
  • MOSI-ALONG Participatory Museum Co-create & Evaluate 1. Give a voice and be responsive to the community 2. Provide a place for community engagement 3. Help develop skills that support individual & community goals In order to 1. Builds a relationship 2. Foster Dialogue 3. Gives A Sense of Place 4. Encourages Sharing 5. Educate 6. Enables an Understanding of Science and Industry 7. Establish Transparency
  • ELM Projects‏ We are testing this model with a range of Ambient Learning Projects; 1) Ambient Learning Manchester using 'learner-generated Digital Libraries' to integrate institutions in the Manchester 'Digital Corridor' using 'Google Goggles' 2) Participative Science Park – Kew Gardens. Finding ways of integrating a visitor attraction with a world class scientific centre through flora interactions 3) Local Larder & Recipe Walks in Lewisham developing “ psycho-geography you can eat ”
  • Learner-Generated Contexts Group Emergent Model of Learning [email_address] http://heutagogicarchive.wordpress.com/ The Learner Generated Context Group