Future Learning Systems presentation oct 2011
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Future Learning Systems presentation to the Open University eLearning Community, presented by Will Woods in October 2011.
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Future Learning Systems presentation oct 2011
- 1. Future Learning Systems Will Woods 18th October 2011
- 2. The best way to predict the future is to invent it. (Alan Kay)
- 3. Some Trends in e-learning • Commoditisation • Horizontal Structures • Self Learning • From Presumed Authority to Collective Credibility • Learning (and Learner!) Analytics • Move towards social, informal and personal learning • Decentralisation and „widgets‟ • Open Source Education • Learning as Connectivity and Interactivity • Customising and adapting content • Greater use of complex media and richer assessment • Efficient course design using design processes
- 8. The Google effect? + =
- 9. Tensions • Literacy • Availability and Accessibility • Fear of being wrong • Killing creativity by introducing structure • Learner centred v Centrally controlled • Traditional HE Framework v Design for 21st c learners • Managed support v flexible study • Monetising v Open Education • Production at scale v narrowcasting and specialist • Innovative and exploratory v Economic conservatism
- 10. “Visioning” • Future Learning Systems Programme (IET) • OU Learning Systems Visioning Group • Learning and Teaching Strategy Group • …and us!
- 11. Constantly changing Landscape.. Image: Shore by JarkkoS (flickr)
- 12. Essential features of future LMS • Personalised learning plans • Integration with enterprise applications • Integration with informal and social spaces • User generated content • Usability (Web 2.0) for learners • Certification • Cloud-based delivery • … (source Expertus - survey of 144 organisations)
- 13. Some of the many OU projects…
- 14. E-Learning Quotes… • "The best learning happens in real life with real problems and real people and not in classrooms." • Charles Handy • "The biggest obstacle to innovation is thinking it can be done the old way." • Jim Wetherbe, Texas Tech, 1990. • "Online you get to know your students' minds not just their faces." • Harasim, L et al. "The 'e' in e-learning stands for experience."
- 15. Personas
- 16. Options: 1. Participate in the persona workshop. 2. Ask us questions 3. Take the free coffee 4. All of the above! www.open.ac.uk
Editor's Notes
- Alan Curtis Kay (born May 17, 1940) is an American computer scientist, known for his early pioneering work on object-oriented programming and windowing graphical user interface design, and for coining the phrase, "The best way to predict the future is to invent it."
- 1. Self LearningSelf-learning has bloomed; discovering online possibilities is a skill now developed from early childhood through advanced adult life.2. Horizontal StructuresGiven the range and volume of information available and the ubiquity of access to information sources and resources, learning strategy shifts from a focus on information as such to judgment concerning reliable information, from memorizing information to how to find reliable sources. In short, from learning that to learning how, from content to process.3. From Presumed Authority to Collective CredibilityLearning is shifting from issues of authoritativeness to issues of credibility. A major part of the future of learning is in developing methods, often communal, for distinguishing good knowledge sources from those that are questionable . . . We find ourselves increasingly being moved to interdisciplinary and collaborative knowledge-creating and learning environments in order to address objects of analysis and research problems that are multidimensional and complex, and the resolution of which cannot be fashioned by any single discipline.4. A De-Centered PedagogyIn secondary schools and higher education, many administrators and individual teachers have been moved to limit use of collectively and collaboratively crafted knowledge sources, most notably Wikipedia, for course assignments or to issue quite stringent guidelines for their consultation and reference.26 This is a catastrophically anti-intellectual reaction to a knowledge-making, global phenomenon of epic proportions. . .Instead, leaders at learning institutions need to adopt a more inductive, collective pedagogy that takes advantage of our era.5. Networked LearningThe power of ten working interactively will almost invariably outstrip the of one looking to beat out the other nine.6. Open Source EducationNetworked learning is predicated on and deeply interwoven into the fabric of open source culture.29 Open source culture seeks to share openly and freely in the creation of culture, in its production processes, and in its product, its content. It looks to have its processes and products improved through the contributions of others by being made freely available to all.If individualized learning is largely tethered to a social regime of copyright-protected intellectual property and privatized ownership, networked learning is committed in the end to an open source and open content social regime. Individualized learning tends overwhelmingly to be hierarchical: one learns from the teacher or expert, on the basis overwhelmingly of copyright-protected publications bearing the current status of knowledge. Networked learning is at least peer-to-peer and more robustly many-to-many.7. Learning as Connectivity and InteractivityThe connectivities and interactivities made possible by digitally enabled social networking in its best outcomes produce learning ensembles in which the members both support and sustain, elicit from and expand on each other’s learning inputs, contributions, and products. Challenges are not simply individually faced frustrations, Promethean mountains to climb alone, but mutually shared, to be redefined, solved, resolved, or worked around—together.8. Lifelong LearningIt has become obvious that from the point of view of participatory learning there is no finality. Learning is lifelong.9. Learning Institutions as Mobilizing NetworksNetwork culture and associated learning practices and arrangements suggest that we think of institutions, especially those promoting learning, as mobilizing networks. The networks enable a mobilizing that stresses flexibility, interactivity, and outcome.10. Flexible Scalability and SimulationNetworked learning both facilitates and must remain open to various scales of learning possibility, from the small and local to the widest and most far-reaching constituencies capable of productively contributing to a domain, subject matter, knowledge formation and creation. New technologies allow for small groups whose members are at physical distance to each other to learn collaboratively together and from each other; but they also enable larger, more anonymous yet equally productive interactions.
- SocialLearnDOULSOULDILEAP2Virtual WorldsRAPCBMLDData Triangulation
- Mention Pearson and Google collaboration to create OpenClass LMS on 13/10/11
- In November 2010, Expertus and Training Industry, Inc. partnered to conduct a survey about the state of learning management systems (LMSs). The survey was designed to better understand how learning professionals would grade their LMS, what their top challenges are and what features and functionalities are most critical to include in future LMSs. Learning professionals can use these results to inform decisions on how to customize, upgrade or select their LMS. The survey was completed by 144 corporate and government training professionals in organizations with varying sizes throughout 22 industries. Technology companies were the largest industry represented with 19% of all survey-takers, followed by Education, Banking/Finance, Healthcare and Business Services/Consulting.