Learner Generated Contexts

Shock of the Old 2008 A Coincidence of Motivations leading to Agile Configurations Fred Garnett FRSA The Learner Generated Context Group http://learnergeneratedcontexts.pbwiki.com/

Learner Generated Contexts Topics Learner-Generated Contexts Group A Coincidence of Motivations; Learning & pedagogies Open Context Model; Issues and Questions Agile Configurations; Developing an Architecture of Participation Developmental e-maturity E-learning and Public Value Adaptive Institutions; Issues and Questions

Learner Generated Contexts
A Coincidence of Motivations looking to Agile Configurations;
“ What can existing pedagogical theories and frameworks tell us about the effective deployment of personal and collaborative tools in teaching and learning? Are new theories and frameworks needed?
What issues must be addressed to achieve this?
Co-incidence of Motivations; to enable the co-design of learning
Agile Configurations; to enable the supporting adaptive institutions
Learner-Generated Contexts Group ; Professors, Learner-centred Design, Researcher in narratives and learning; “mediacitizens” (participative media), Participant Community Informatics, “obuchenie” researcher, interactive learning space designer, multi-media designer, OFSTED Inspector, philosophical theoretician, software developers, m-learning researcher, policy wonks, ecologist.

Learner Generated Contexts “ The Future is already here It is us unevenly distributed” (William Gibson)

Learner Generated Contexts Our working definition of Learner Generated Contexts; Learning is a social process occurring across a continuum of contexts Learning must be “ Fit for Context ”; Learner Generated Contexts are a; “ Coincidence of Motivations leading to Agile Configurations” “ A Learner Generated Context can be defined as a context created by people interacting together with a common, self-defined learning goal. The key aspect of Learner Generated Contexts is that they are generated through the enterprise of those who would previously have been consumers in a context created for them”

What follows from this?
Developing context-based models as the organising principle for designing learning (see Open Context model - JIME)
2. Re-aligning the relationship between learning & institutionalisation
3. Challenging the relationship between consumption and creation in the formal learning process
And in so doing find ways to re-negotiate the issues concerning roles , expertise , knowledge , pedagogy , accreditation , power , technology , participation and democracy

Learner Generated Contexts Learning & pedagogies; a developmental view Pedagogy ; develops the learners understanding of a subject Andragogy ; develops an understanding of how to negotiate the learning process Heutagogy ; develops an understanding that you are empowered to look at the learning context afresh and take decisions in that context What do these approaches mean? Can we integrate them as the Open Context Model of Learning?

Learner Generated Contexts Learning & pedagogies; the age differential e-learning is communicative, collaborative, process-based Changes the role of pedagogy; need andragogy & heutagogy Delivered in the PAH Continuum; Pedagogy Andragogy Heutagogy Locus of Control teacher learner learner Educational sector schools adult education doctoral research Cognition Level cognitive metacognitive epistemic Knowledge Production Context Subject understanding Process negotiation Context shaping

Learner Generated Contexts Learning & pedagogies; The Open Context Model; (a collaborative pedagogy?)

The Open Context Model; Issues and Questions
Teachers; (Facilitation)
Can use model to develop & co-design learning goals & strategies
Decide whether to integrate participatory tools into learning
Learners (Empowerment)
1. Develop Learning to Learn skills
Show teachers how to use participatory tools
Understand knowledge creation issues
Institutions (Flexibility)
Provide appropriate CPD strategies
Developing Adaptive e-mature institutions

Learner Generated Contexts Developing an Architecture of Participation E-learning & Public Value; Outcomes designed for “public value” as well as individual targets; Outcomes seen as services of value to learners, users and the public; Transparency of conception, delivery and review of strategy; outcomes negotiated between users, providers and wider groups (collaborative co-creation); Trust being both the precondition for strategy development and implementation and deriving from good service provision; Networks central to pulling together practitioners, managers and key client/constituent groups. Shared outcomes collaboratively negotiated across networks

Learner Generated Contexts A “developmental” e-maturity framework (EMFFE) Two-year project working with 15 Pilot Colleges 5x5 Model of e-maturity iterated over 3 cycles mapped to drivers Leadership, Contexts, Resources, Support, Learning & Teaching Reviewed and applied to WBL, PCDL, OeL 3. Networked, 4. pro-active network, 5. integrated external networks Lessons learnt; better (integrated) strategic planning, enables technology planning, better inspection prep and response, integrates learning and management Key use as a self-assessment resource

Learner Generated Contexts Developing an Architecture of Participation Using e-maturity frameworks as a developmental tool will enable institutions to improve their flexibility (EMFFE) Develop knowledge networks and organisational strategies Introduce enhanced public value measures of outcomes, services, transparency, trust, networks and negotiated collaborative outcomes Use these elements to introduce co-creation and co-design of learning Develop self-assessment and self-review strategies as part of e-mature collaborative networks educational institutions will be able to influence the policy landscape “ adaptive institutions working across collaborative networks”

Learner Generated Contexts Examples from our practice

Learner Generated Contexts Developing an Institutional Architecture of Participation Issues and Questions; 1. How do we create a developmental approach to e-maturity? 2. How do we develop a co-creation and co-design model of learning? 3. Have we learnt enough from JISC Designing for Learning? 4. Can we develop KPIs and system measures that capture learning? 5. How do we re-engineer institutions to use the affordances of technology? 6. Can we integrate internal and external networks (eg 14-19 Diploma, Colleges, Offender Learning, ELGG, web 2.0)? 7. Can we self-regulate education? 8. How can we work with learners to help achieve this?

References;
http://learnergeneratedcontexts.pbwiki.com/
http://learnergeneratedcontexts.pbwiki.com/jime/
http://ematurityframework.pbwiki.com/
http://www.lboro.ac.uk/library/eLit2006/
http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
http://web.forret.com/tools/mememap.asp (meme map tool)
An Open Context Based Model of Learning; Luckin et al JIME 2008
Developing an organisational architecture of participation; Garnett et al BJET May 2008

Shock of the Old 2008 A Coincidence of Motivations leading to Agile Configurations Fred Garnett FRSA [email_address] http://learnergeneratedcontexts.pbwiki.com/

Learner Generated Contexts

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