Open Context Model of Learning & Craft of Teaching

Nigel Ecclesfield – Becta Fred Garnett – London Knowledge Lab

Learner Generated Contexts is a Co-Creation Model requiring;
Learners who develop new collaborative and personal literacies for learning
Teachers who develop learners’ abilities to create and manage their own learning
Organisational leaders and policy makers who facilitate and sustain the use of multiple contexts for learning
iPED 2010 - Open Context Model of Learning and the craft of teaching

Learning is seen as the acquisition of desirable employment skills with the needs of employers prioritised at policy and delivery levels in recent UK Government announcements in 2009 and amplified by the new Government in July and August
Change is seen as being primarily in response to the demands of globalisation, with other issues such as climate change not influencing educational policy and therefore practice e.g. Leitch without Stern
Educational policy not seen as having relevance in the context of teaching and learning by practitioners – policy is seen as dealing with system and organisational issues – Jephcote and Salisbury (2008)‏

A requirement for adaptive institutions working across collaborative networks able to move away from mainly reactive stances to policy and become more responsive to learners, staff and communities
Institutions developing dialogic systems of communication and policy formation
The use of a Public Value model as a test of relevance to needs, requiring filters to help establish the utility and relevance of policy and knowledge
Developing dynamic targets that can be negotiated and adapted to circumstance
New conceptions of professionalism
Genuine participation and effective feedback loops in policy development and implementation – “Policy Forest”

In these “turbulent” times for teachers and institutions can we find evidence for learner-generated contexts (lgc) in post-compulsory and other sectors in education?
What are the characteristics of “teaching” in an lgc?
How do these answers relate to the questions raised last year (2009)?

Pedagogy
Understanding the subject matter of learning activities in a way that enables the production of learning resources
Andragogy
Supporting the collaborative processes of the learning group such that communications around shared work amplifies participant understanding of the subject and can lead to group work for formative assessment
Heutagogy
Enabling the development of original responses to the learning being engaged with and original ways of presenting work for summative assessment
This is seen as a continuum in the paper from Luckin et al 2010 – shorthand - PAH

The craft of teaching becomes; The ability to use the framing device of subject delivery to;
Encourage participative group communications; and
Offer the possibility of developing new ways of presenting the resultant learning for assessment

A better learning to learn process
The need for appropriate digital literacies
Web 2.0 technologies offer many tools for the creative development of work for both formative and summative assessment and they can be shared through learning and teaching support units/services and with learners

How do we know our teaching is making a difference and is that difference meeting the needs of learners in their personal and social contexts?
How do we move from engagement with the formality of current learning to participation in the ecology of learning?

How do practitioners engage learners in ways that move them beyond their role as consumers of information in specific curricula? iPED 2010 - Open Context Model of Learning and the craft of teaching

Curriculum of everything – (such as school of everything
Three phases of development for teachers;
1) Deliver as is, 2) refine by correcting flaws, 3)deconstruct and rebuild for learning
Brokering – is about joining
Assessment
Negotiation
Supporting Learning literacy

Sennett argues that craft skills reach maturity after 10,000 hours of practice. Our proposals would work best as the basis for CPD, three years into professional practice
Criteria for the CPD can be elaborated from the elements of the PAH continuum (e.g Thomas Cochrane's work on “Technology Stewardship”)‏

Work by Thomas Cochrane reported in ALT-J – July 2010 on BSc in Product Design
Pedagogically designed learning contexts using the PAH continuum
High level of pedagogic integration
Lecturer modelling of the pedagogical use of tools
Regular formative assessment
Choice/use of appropriate technologies in each context
Technological and pedagogical support

The central aim of the programme is to equip you with a thorough grounding in the methodologies of film and digitally-based photojournalism and documentary photography, as well as the creative and analytical tools and knowledge to establish and develop individual vision and practice.
The course will provide you with a framework in which to locate, analyse and reflect on your own practice within a critical and historical context. This will encourage a more deeply involved, informed, critically aware and challenging approach to the medium. The theory element will also enable you to articulate your personal practice within the various marketplaces and contexts you choose to operate in.
The course also encourages you to develop a wider vision of the practice and potential of the medium of documentary and reportage photography — of its uses and outlets from the classic editorial/magazine spread, to published portfolios, digital portfolios, gallery exhibitions, books, web or CD-based productions, television and other media. The main concerns of photojournalists and documentary photographers are with the real world — exploring and recording the wide range of human experience. Therefore, you may decide to take a journalistically-focused approach. You may also look at other strategies for dissemination, including galleries, books and multimedia presentations.
The MA course is delivered as an intensive programme, with considerable emphasis placed on rigorous and demanding tutorials in which your personal vision will be challenged and developed. Tutorials will be accompanied by a series of lectures, workshops and seminars, delivered by course staff and visiting industry professionals. During the course there will also be a rigorous programme of photographic assignments.

Everyone has something to learn!
Everyone has something to teach!
Technology-based to bring individuals and groups together
Focus on face to face learning in most instances, but e-learning options are starting to be available
Think technology enabled learning exchange

Follows on from the Hole-in-the-wall studies
10-14 year old Tamil speaking children in a remote location were encouraged to learn basic molecular biology (self-organised learning)‏
Outcomes compared with public and private schools
Stage 1 – without “mediator”
Stage 2 – with “mediator” – “grandmother” (in lgc terms a “more able person”)‏
Stage 3 – principles applied in UK

How do people work, learn and socialize together at a distance and through computer media?
Communication, Collaboration, Community
Studies : Online Learning Networks
Social networks / virtual communities
Distributed learners / e-learning
Collaborative research teams / distributed knowledge
Information sharing and learning / ubiquitous learning
Today : What kinds of interactions between people support learning and knowledge creation?
Explore social network perspective and results of social network studies of learners and collaborative research teams

Learning as a relation that connects people
A student learns from a teacher; students learn together from a teacher; novices learn from each other
Learning as production as well as consumption
An individual contributes content to a discussion, wiki, collaborative artwork
Learning as an outcome of relations
A community holds a knowledge of its history, and information resources for dealing with new situations
Learning spaces
Affinity spaces (Gee), third places (Oldenburg), geo-community spaces (libraries, community centers, churches), online learning communities
Crowd and community spaces
Online and face-to-face spaces

Given the undoubted educational potential of web 2.0, we would argue that it is incumbent upon educationalists to seek ways to lessen the gap between informal practices and formal procedures, and encourage and engineer more extensive, expansive, imaginative and empowering uses of web 2.0 by learners and teachers.
Schooling is likely to remain the dominant form of learning in society, at least in the short to medium term. We need to seek to reconcile schooling with the challenges of web 2.0, and to explore opportunities for engineering re-schooling rather than de-schooling. The debate needs to shift towards how best to re-imagine the nature of web 2.0 technologies and the educational settings that they are used in.
“ Education 2.0?: Designing the web for teaching and learning” Commentary of TEL – TLRP - 2009

Re-configuring the role of the teacher
Re-configuring the role of the education institution
Re-configuring forms of assessment
Re-configuring the curriculum
Re-imaging web 2.0 technologies
Stability
Interoperability
Integration of technology for lifelong learning

Re-configuring the role of the teacher
Re-configuring the role of the education institution
Re-configuring forms of assessment
Re-configuring the curriculum
Re-imaging web 2.0 technologies
Stability
Interoperability
Integration of technology for lifelong learning
“ educational technologists need to consider how web 2.0 can be shaped and designed along educational lines, and how education can be re-imagined in the light of new technologies. Educators should now be striving to work with technologists to shape the learning technologies of the near future. Learners require web 2.0 technologies that are fit for purpose alongside pedagogies and practices that are too.” p26 iPED 2010 - Open Context Model of Learning and the craft of teaching

2009 – moving beyond boundaries
2010 - bridging learning contexts
Seeing subjects as literacies
Craft of teaching is engaging in and integrating literacies to extend learning (mastery?)‏

iPED 2010 - Open Context Model of Learning and the craft of teaching Pedagogy Andragogy Heutagogy Locus of Control teacher Learner/teacher dialogue learner Educational sector schools adult education doctoral research Cognition Level cognitive metacognitive epistemic Knowledge Production Context Subject understanding Process negotiation Context shaping

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O’Reilly’s – meme map http://www.readwriteweb.com/archives/web_20_meme_map.php

Nigel Ecclesfield and Fred Garnett (nefg)‏
[email_address]
http:// architectureofparticipation.wordpress.com
Fred Garnett
[email_address]
http:// heutagogicarchive.wordpress.com
Nigel Ecclesfield
[email_address]
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Open Context Model of Learning & Craft of Teaching

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