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Education2.0 or Economy 3.0

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Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building ...

Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation

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  • Dialogical opportunities help us to satisfy not sate our curiousity. Dialogue is generative not definitive for learning.
  • Dialogical opportunities help us to satisfy not sate our curiousity. Dialogue is generative not definitive for learning.
  • Dialogical opportunities help us to satisfy not sate our curiousity. Dialogue is generative not definitive for learning.

Education2.0 or Economy 3.0 Education2.0 or Economy 3.0 Presentation Transcript

  • I am Curious; #Digital Education 2.0 or Economy 3.0? Campus Party @fredgarnettLondon Knowledge Lab
  • I Am Curious; #Digital • Before the Digital Economy 3.0 • 1984Year of IT – Information Technology • George Osborne inspired by the BBC Micro • Basic Programming & Turtle Mindstorms • I was Inspired by BBC “Will Tomorrow Work?” • 5 programmes on the impact of computers on work at a time when we called the Knowledge Economy the “Information Society”
  • I Am Curious; #Digital • 3 Inspirations for Social Impact of IT 1984 • Kondratieff who talked about meta-technology • Hazel Henderson, an “anti-economist” who said that “technology is the essence of politics” • Jonathan Gershuny (SPRU) who said “we need a two-way, broadband, interactive, multi-media, optical-fibrenetwork connecting every home” • (what we would now call a platform)
  • I Am Curious; #Digital • I developed my teaching using these principles • As the micro-chip as ‘meta-technology’ was invented in 1971 (Intel – Mountain View) • I focussed my teaching on 2021 50-year cycles • I noticed that as meta-technologies became ubiquitous (trains, cars, phones) they evolved; • Networks, Services Users (transport, mobility, communications)
  • I Am Curious; #Digital • In 1984 futurist Yoneji Masuda (MITI) published ‘Managing in the Information Society’ • Identifying a ‘high mass-knowledge creation society’ relying on a ‘global information utility’ • Like Masuda and others I thought that we were facing a post-industrial shift in civilization. Agrarian, Industrial, Information (Digital). • If this is true then more than just tools change • Homi & the NeXT One (1989)
  • I Am Curious; #Digital • Kondratieff argued that a major socio-economic shift was coming by 2021 Masuda & Toffler were arguing for a millenial socio-economic shift • Either way we are facing Economy 3.0. Digital technologies replace earlier analogue tech, and enable technological convergence. Convergence is far more socially transformational as it can disrupt existing economic patterns built around old technologies & replace those technologies
  • I Am Curious; #Digital • What is Education 2.0? • I was a lecturer at Lewisham College teaching business computing. I knew nothing about computers but I “knew how to teach” • I developed a style of teaching I called “brokering” or Andragogy. I let the subject deliver itself. I focussed on learners motivations and interests and supported their interests • This was conversational model of learning
  • I Am Curious; #Digital • Plato’s Academy, from which ‘Academic’ derives • This had a 3-part estate • 1. Academy – talk to wise men like Socrates • 2. Orchard – walk around holding peer- conversations (“what the hell?”) • 3. Gymnasium - Exercise and relax • This too was a conversational model of learning – see Diana Laurillard &Sugata Mitra
  • I Am Curious; #Digital • Steve Spaz Williams the craft of CGI – Willow, Terminator 2, Jurassic Park • I had 2 paths improving my teaching • 1. working closer with student motivations • 2. Developing an interest in technology change & its social consequences • Eventually they came together
  • In 1992 the Internet Society Internet Society; http://en.wikipedia.org/wiki/Internet_Society World Wide Web; http://en.wikipedia.org/wiki/World_Wide_Web The Internet Society wrote its mission “We envision a future in which people in all parts of the world can use the Internet to improve their quality of life, because standards, technologies, business practices, and government policies sustain an open and universally accessible platform for innovation, creativity, and economic opportunity” As Ted Nelson had predicted with Xanadu (1960) Tim Berners-Lee finally invented the World Wide Web &digital convergence became possible online.
  • I Am Curious; #Digital • Internet Society 1992 (V-Cerf) Web 1994 • But we were teaching technology as products not technology as processes… • As an exemplar I did a riff on the history of Encyclopedias, Diderot, Encyclopaedia Britannica, Encarta (then came Wikipedia) • We now know that Diderot was inspired by the ‘Republic of Letters’ project in the 17th C
  • I Am Curious; #Digital • Business Uses of the Internet 1995 – DLR website was a student project • Information Systems IN Society 1997 • As Blended Learning I realised the learning process would have to change • Learning Skills Portfolio 1) Search and Evaluate - Yale Medical School 2) Contact & Discuss 3) Collaborate 4) Support 5) Moderate - netiquette
  • I Am Curious; #Digital • Not a hacker – but I hacked an intranet 1997 • Was on the only Curriculum Committee supporting the roll-out of the NGfL (Lewisham) • Formed TaLENT – Teaching and Learning w/ Educational Networks • Built a Community Grid for Learning based on a Community of Practice model structured around content BUT users went to the ‘coffee area’ and just discussed practice
  • I Am Curious; #Digital • Head of Community Programmes – working on £250m Community Access to Lifelong Learning • Informal e-learning in Community Centres & libraries – the Peoples Network • Asked to develop a “digital divide content strategy” • Commissioned the Metadata for Community Content programme.
  • I Am Curious; #Digital • Researched informal e-learning (2002) • Learning was interest-driven, supported by trusted intermediaries, community-responsive curricula, centres have “lifecycles” & there is NO Content that solves the digital divide in itself • We built content-creation toolkits that could be contextualised by centres / users • We identified e-learning as based in Andragogy
  • I Am Curious; #Digital • CREATIVITY & learning… • In presenting these ideas we held a research workshop with ALT (Association of Learning Technologists) now celebrating 20 years • I mentioned that I noticed that people good at e-learning were “failed musicians” First 4 presenters admitted to this playfulness. • So in making sense of new tech it helps to be creative & curious (I’m more of a playwright)
  • I Am Curious; #Digital • Cybrarian - a government website that will “solve the digital divide” • A key member of our team GH said we need a high concept to sell it “Amazon for e-learning” • Actually it was social network in which users owned their data & a prototype was working in 2002. What we had missed is the need for NEW METAPHORS
  • I Am Curious; #Digital • One of the activities I started getting involved in then was creating new organisational forms • lastfridaymob • Public Technology pressure group • How do we move from hierarchical society to • An Internet of People (Ben Hammersley) • Creative / Interactive / Participative
  • I Am Curious; #Digital • I had been an advisor to NOF & Museums e- learning, but NOF was replaced by • Big Lottery Fund (2006) • What had NOF learnt about e-learning? • We had learnt the necessity of moving • From Access to Content to Context • ( provide access, adapt content, make context appropriate)
  • I Am Curious; #Digital • Learner-generated Contexts Research Group • Social networks exist, web 2.0 is participative, we have UGC (User Generated Content) • A Coincidence of Motivations leading to Agile Configurations • How do we change our learning contexts? • (R. Luckin – Redesigning Learning Contexts) • Ecology of Resources Model…
  • Post-scarcity Ecology of Resources model Making Curricula, Organisation, Administration Adaptive
  • I Am Curious; #Digital • Learner-generated Contexts Research Group • Open Learning – OU Open Learn 2007 • BUT open learning needs a pedagogy • An Open Context Model of Learning… • PAH Continuum – teaching to stimulate curiosity • Pedagogy - Subjects • Andragogy - Collaboration • Heutagogy - Creativity
  • P A H Teacher School Teacher/ Learner Learner Research Cognition Epistemic Cognition Meta- Cognition Adult
  • I Am Curious; #Digital • London Knowledge Lab – TEL Projects • We build next generation, or Education 2.0 technology • HAPtel, Synergy Net, nQuire, TARDIS, etc • Development Frameworks not benchmarking • Digital Literacies DF >Critical Thinking, Media Literacy, Participatory Culture, Digital Citizenship, Digital Inclusion
  • In 2002 the Web went participative What is Web 2.0?; http://oreilly.com/web2/archive/what-is-web-20.html
  • I Am Curious; #Digital • What is Education 2.0? • Education & Universities represent • “temporarily useful eccentricities” • Web 2.0 has features letting us rethink education (for a post-scarcity world) • Web as a platform, perpetual beta, own your own data, services, remix (curate) • (organisational) Architectures of Participation
  • Education 2.0 roles change – teachers need to search, provide and evaluate Level Responsibility Aim Strategic Senior Managers Technical Infrastructure Enabling Platform Staff Course Team Learning Resources Learning Ecology Students Students Union New Technologies Resource Discovery as Technology Stewards in Digital Habitats A Development Framework
  • I Am Curious; #Digital • What is Education 2.0? Post Bologna (EU) • IST-7 ‘Future of Learning’ strand • “In the classroom of the future” • i2020 is looking at the links between formal, non- formal and informal learning in institutions • BUT Web 2.0 has created social, informal and participatory models of learning • Learning is Emergent
  • I Am Curious; #Digital • Emergent Model of Learning focusses on “where the students are” (JP Barlow) • We argue that learning; • a) starts with social processes • b) uses, curates, or creates resources as needed • c) produces outputs relevant to their learning • Learning does not begin in institutions… • Emergent Learning Model
  • I Am Curious; #Digital • Education 2.0 >> Learners generating Contexts • Ambient Learning City Manchester (MOSIALONG) • Digital Cabinets of Curiosity (Metaphors) • Aggregate then Curate (Processes) • WikiQuals – from the University Project • Self-managed learning with affinity partners • Personal Learning Networks • QR Codes as real-time wearable accreditation
  • I Am Curious; #Digital The Digital Practitioner LSIS (BIS) research
  • Are we moving into a connectedworld?
  • Or one of digital utilities? #FB
  • Are you Curious about the future?
  • So are we…
  • learners need to play, discover &share
  • So, how can we encourage curiosity?
  • in intentional Communities of Practice
  • 39 We surveyed 1000 practicingColle ge teachers
  • 40 Higher level thinking Indicative description 1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or the Manual. Making technology bring learning to life. Personalising learning through the use of technology 2 Ability to adapt technology to purposeful pedagogy The ability to make technology contribute to learning for learners rather than seeing technology as an end in itself. Includes widening participation, increasing retention, particularly amongst hard-to-reach learners 3 Vision to create imaginative blended learning design Learning and demonstrating the skill of redesigning teaching and learning by blending in technology to other forms and methods of teaching and learning. This refers to skills developed through practice and engagement with peers and learners rather than in formal sessions or using formal learning resources 4 Curiosity to involve learners in curriculum delivery & design The Learner Voice. Involving learners in the design and personalising of learning. Student e-learning monitors in classes. Involving learners in the experience of learning in the widest sense 5 Imagination to develop future learning plans Using technology in helping learners to develop management of their own journey, to account for their learning and plan future learning. Improving the tutorial process, making learning more relevant to the needs of each individual learner 6 Desire to account for personal and purposeful effectiveness Using technology to develop the skills of reflective thinking. Capturing ideas and themes to inform teacher learning journeys through personal learning space. Developing professional accountability 7 Capacity to develop collaborative and cooperative working To look across and out of the organisation to work with and for others. An open mindedness. Working adaptively to accommodate the ideas of others. Assimilation of the best ideas. to reflect on their feelings bout using technology
  • 41 Turns out they were curious digital so what did their curiosity reveal?
  • Curiosity leads to flexible &adaptive thinking Jonathan Mugan – The Curiosity Cycle
  • Starting with their personal experiences of using technology not professional development
  • They enhanced their professional practice with confidence
  • They were student-centred, reflective practitioners
  • Developing new teaching and Learningstrategies
  • In their lives, Moodle is a given
  • Apps offer opportunities
  • Ideas emerge from exploring technology personally
  • Transformation comes from; Designing “artfully-constructed, student-centred learning experiences”
  • We found that Digital Practitioners; Explore; • With Confidence • Think Divergently Trust in; • A Tapestry of Technology • Student Play • Bring Your Own Device (BYOD) Use; • Personal curiosity to discover resources & Collaborate confidently
  • The personal is professional The confident digital practitioner will help create the e-mature institution
  • I Am Curious; #Digital • Education 2.0 >> Learners generating Contexts • Meta-technologies create new services for users • Web 2.0 is a participative platform • Learning is a social process based on trust • Education must offer new learning experiences • Learner curiosity needs andragogic support & heutagogic challenges • WikiQuals – Open Learning Labs
  • WikiQuals #Open #Learning Lab http://bit.ly/WQAbout
  • I am Curious; #Digital – Education 2.0 “This time learning is personal” Own your own learning Collaborate Generate your own contexts for learning Play with technology Play with form Use your curiosity to inform your learning Say “I am Curious; #Digital”
  • How will you develop your curiosity? • Digital Practitioner • (http://www.slideshare.net/fredgarnett/digital-practitioner-2011 • Craft of Teaching • http://www.slideshare.net/fredgarnett/the-craft-of-teaching-2011 • Technology Stewards • http://www.slideshare.net/fredgarnett/heutagogy-technology-stewardship • Co-creating Open Scholarship • http://www.slideshare.net/fredgarnett/cocreating-open-scholarship • mlearning • http://prezi.com/kr94rajmvk9u/mlearning/ • Networked Learning • http://www.scoop.it/t/networked-learning-learning-networks
  • I Am Curious; #Digital - Resources
  • Further Resources • Web 2.0 tech for Learning; Charles Crook et al • What is Web 2.0? O’Reilly • Digital Habitats; Etienne Wenger • Intentional Communities of Practice; Thomas Cochrane • Social Networks of Learning; Caroline Haythornthwaite • Open Context Model of Learning & the Craft of Teaching • Aggregate then Curate with xtlearn.net • Architecture of Participation • The Heutagogic Archive • CROS Alternative University • Self-managed Learning – Stewart Hase & Chris Kenyon – Bloomsbury • Images Fred Garnett, Naomi Grew, Geoff Rebbeck as well as creative commons via Google Images, let us know any errors - thanks
  • I am Curious; #Digital Thank You  Campus Party Education 2.0 @fredgarnettSeptember 2013