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Richard Hall MMU Presentation

Richard Hall MMU Presentation



Richard Hall's seminar presentation on ways in which the read/write web can support and develop student autonomy in Higher Education

Richard Hall's seminar presentation on ways in which the read/write web can support and develop student autonomy in Higher Education



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    Richard Hall MMU Presentation Richard Hall MMU Presentation Presentation Transcript

    • Can higher education enable its learners’ digital autonomy? Richard Hall, rhall1@dmu.ac.uk, @hallymk1
    • Autonomy and decision-making
      • Who sets the agenda for the use of a particular space?
      • Who controls access to that space?
      • What of participation and marginalisation?
      • What of the fusion of internal and external networks?
      • The marriage of read/write strategies and tools can begin to open up spaces for people to engage with deliberation and association
      • Read/write web tools and approaches promote dialogue and a sense that the power relationships within any space have a chance to be democratically-framed
      • Opportunities for prioritising agency and active citizenship
      How do external literacies impact academic literacies? What are the academic implications of our students’ external networks?
    • Technological models
      • Some tutor/techno-centred [pre-Web 2.0]
      • E-moderating [Salmon]
      • Conversational framework [Laurillard]
      • Some learner-centred [progressive pedagogies]
      • Learner Integration Project
      • TESEP
    • e-learning rarely seen as separate or special mix of personal and institutional technologies advanced networking choice, access and control Complexity and blurred boundaries: an “underworld of communication and information sharing” Trying to understand the formal landscape
    • Spaces for non-academic literacies and actions
    • A caveat for the positivists
      • Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies
      • “ The next generation is unlikely to be so accommodating and some rapprochement will be necessary if higher education is to continue to provide a learning experience that is recognised as stimulating, challenging and relevant.” [ http://bit.ly/J1JMf ]
      • Helen Milner, Next step for the digital inclusion manifesto
      • “ Entitlement to basic digital skills for all and simple, universal access recognised in policy, and supported by a new local authority national indicator. ” [ http://bit.ly/4vX1tr ]
    • The read/write web: non-academic opportunities
      • applications that can be utilised by individuals in order to identify aspects of the lives and work of others and to present themselves to those others
      • the relationships between people and content point to the availability of enabling environments where decision-making can be based upon access to other points of view and searchable information
      • the externalised development of the user’s identity and actions within a collective, shared context
      Illich: the questions individuals are empowered to ask coupled to the socio-technical tools available to them, supports personal emancipation
    • Opportunities 1: deliberative democracy
      • Rorty, Phillips, Hirst, Halpin, Giddens: validity, active trust and action
      • “ what beliefs are taken as valid determines the whole tenor of the social order”
      • differences resolved through discussions and shared values: trust /respect
      • defused centres of power and progressive decision-making [c.f. Anstein]
      • [political] action: move from membership to participation is emphasised by the ability to deploy democratic tools in a trustful manner, where agency is afforded through inclusion, flexibility and association
      Dewey and democratic societies: “education which gives individuals a personal interest in social relationships, and the habits of mind which secure social changes without introducing disorder”
    • Opportunities 2: association
      • Linked to multifaceted identity: solidarity around specific issues or interests
      • Recognising and accepting differences
      • Partnership around specific goals
      • The temporary necessity of closed positions
      • Voluntarily associate with others who recognise the validity of their story
      • Deconstruct positions of power, whilst encouraging a proliferation of voices
    • Opportunities 3: decision-making and agency
      • Barnett, Dewey, Driscoll, Illich, Sachs, Vygotsky: mastery and meaning
      • democratic validation of an identity; an ability to judge, decide and act
      • authentic activity; social negotiation; access to multiple modes of representation of knowledge and meaning; nurtured reflexivity; and personalised instruction
      Sachs: “A strong civil society protects liberty because it diffuses the centres of power. It creates fraternity because it encourages people to work together. It promotes equality because it tempers self-help with help to others, and encourage[s] participation and eventually independence”
    • Case 1: Confetti Institute
      • The Confetti Institute on YouTube
      • < http://www.youtube.com/user/TheConfettiInstitute >
      • Ignorant or Immigrant: asking good-enough questions < http://www.youtube.com/watch?v=owvGXo2TPYw >
      • The Confetti Institute’s music portal
      • < http://electricmayhem.co.uk/label/ >
    • Case 2: Placement Student on social media
    • Case 2: Placement Student on academic support
    • Evaluation
      • Interpretive phenomenological analysis [Mayes, 2006]
      • What students say about the impact of the read/write web on their learning experiences, to provide a pragmatic description of their expectations for the use of those tools and approaches in the curriculum
      • Reason: “open communicative space”
      • Elliott: “descriptions of the human environment”
      • In-depth interviews and on-line focus groups with 130students at all levels, including postgraduate, in all five University faculties between 2005-09;
      • Staff evaluations: in-depth interviews with 11 staff before, during and after they introduced read/write technologies into their curricula, 2007-09.
      Are these tools opening up political opportunities in the classroom? Is academia closed to informal learning?
    • Deliberation: environmental control
      • “ It was good to have the criteria for the comments [on a wiki] discussed democratically and agreed”
      • “ if the tutor involves us and finds out what we need or want then that is okay. I’d like to see us more involved in setting [tasks and tools] up as it’s the easiest way to communicate”
      • “ web tools are easy and open software so we can create a structure that we manage”
      • “ the students have discovered and use web-based [tools] – they are migrating themselves into industry toolsets. We need to adapt”
    • Deliberation: access and participation
      • “ [the lecturer] is innovative in using new media and pushes the boundaries in this area… we have an opportunity to progress and apply the tools”
      • “ there is some fear of the plagiarism of our ideas, but we just need to agree rules of engagement”
      • “ we built the community between us and now I am less apprehensive about getting feedback. It removed the fear of isolation”
      • “ The Web2.0 software is ‘owned’ and editable by them, and they can see what each other have done [sic.] and all are free to comment... what staff say has to be encouraging and of value, emotionally, technically, educationally, within a set of guidelines that promote active interest.”
    • identity and external associations
      • “ If I posted my work on a bulletin board here no-one would have an idea but my friends on MySpace are different. I have accepted them as friends because their profile is interesting and I’m interested in why they want to talk to me. I trust their opinion and value their appreciation.”
      • “ I use Web 2.0 technologies because it is an interest thing. I am able to say ‘I found this and what do you think?’ It is a process of self-validation, to have opinions outside [the University]. I want an external view, a wider opinion on my work. I like [our use of read/write tools] as it is an extension of my way of working.”
      • “ exposure to the use of technologies in a variety of creative and discursive ways... “
    • Developing critical literacy: some decisions taken?
      • “ We have to get used to tagging and linking and thinking like this”
      • “ There is a much more relaxed feel about writing a blog, it’s much more natural and still has the potential to raise one’s writing ability.”
      • “ You have to read and discover and discuss these in the tutorials and so the blog complements and summarises points.”
      • “ I like the idea of our constantly updating the wiki, so you have to think and develop it over time.”
      • Caveat: social tools used in a professional setting. “This normally explicit division could easily become blurred with use of Web 2.0, and therefore we must understand where boundaries should be placed to ring-fence both the personal and academic experience these tools offer.”
    • Case study 3: affective learning in History
      • Questioning; social learning; evaluation of sources and evidence; analytical speaking and writing.
      • Positive emotional engagement and personal development.
      • “ [I] was really dreading getting [my work] back and had completely convinced myself it was my worst piece of work ever and it made me feel sick as I sat outside Dr X’s office waiting to get it back. I actually got 67% which i was very surprised and shocked at”.
      • “ University work is getting a lot less scary now and I think I am starting to understand the standard that is expected”
    • Case study 3: affective learning in History
      • Social emotional engagement and personal development.
      • “ As tutors we really want you to gain personal confidence by participating, proposing ideas, discussing etc.”
      • “ hopefully your collective self-confidence is growing - from the learning blog entries the group as a whole seems to value each point-of-view”.
      • The nurturing role of tutors as mentors using technology
      • “ [web tools] made the transition to HE a lot less scary!”
      • “ helped bridge the gap between university and living at home.”
    • A nice AAD example: Game Art Design
      • Use of Blackboard to structure programme and all modules
      • Development of student blogs across all 3 years; sharing of student resources and mentoring
      • [ first year blog second year blog group project blogs ]
      • Use of Facebook to enable students to own and share work
      • The overall environment is focused upon spaces for student interaction, reflection, autonomy and sharing
    • A nice TECH example: student ownership of projects
      • Student-focused wikis and blogs developed
      • External blogging software is used to allow students to have spaces for interaction, allowing them to build, demonstrate and share knowledge
      • Links are made between weekly weblog tasks and external links for workshops. [3, 7 of spades ‘projects, 10 of spades mixtape]
      • Use of web-based collaboration tools for synchronous work and as published lectures [ week 9 ]
    • matters arising: space, place and use
      • Who sets the agenda for the use of a particular space?
      • Who controls access to that space?
      • What of participation and marginalisation? Downes
      • What of the fusion of internal and external networks and tools?
    • Lessons for promoting autonomy
      • Programme-level developments
      • Student/problem/enquiry-based learning
      • Students are an underused resource
      • Strategies for association, deliberation and personalisation