Travels in the new learning landscape


Published on

Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013

Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.

Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • within education technologies have been regarded as “tools” (Papert 1980) however, with the advent of online social spaces and technology’s ability to blur the boundary of the classroom and alter the context of learning (Parry, 2008; Ebner et al., 2010), Goodfellow (Goodfellow and Lea, 2007) suggests that more accurately technologies should be viewed as “sites of practice” (p. 50), in acknowledgement that application and meaning making is shaped by social relations emanating from the wider social and institutional setting. Further, he cautions that identities within these sites must be taken account of, as they are likely to be contested.
  • Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005
  • rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. A rhizome has no beginning or end… like the learning process.The rhizome is, in a manner of speaking, a kind of network. It’s just a very messy, unpredictable network that isn’t bounded and grows and spreads in strange ways. The nomads make decisions for themselves. They gather what they need for their own path. I think we should be hoping for nomads.Nomads have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts. They are not looking for ‘the accepted way’, they are not looking to receive instructions, but rather to create.
  •, 2000, p. 1, as cited in Gardner, Hase, Gardner, Dunn, & Carryer, 2007, p. 252)
  • as design puts the focus on learning
  • Travels in the new learning landscape

    1. 1. Travels in the New Learning Landscape. by Helen Crump MOOCing about: digitised pedagogies – a point of no return? Centre for Research in the Social Professions [CRiSP] IT Sligo 15th Nov 2013 Image source:
    2. 2. Introductions. I live in Rossinver, Co. Leitrim. I work in community education, supporting and helping people with their literacy practices. I’m a recent graduate of St. Angela’s College, Sligo where I completed an M.A. in Technology, Learning, Innovation and Change. My dissertation investigated the disposition of HE lecturers towards the adoption of Twitter practices. Digital Literacies: my take. Social, situated practices. Context is key. Not simply skills and/or competencies. Practices form important part in meaning making and identity. They embed ideologies. I’m a literacies practitioner and a learner.
    3. 3. Literacy practices are changing. …becoming more digital and connected.
    4. 4. eLearning: VLE or Web 2.0? small pieces loosely joined Conole et al., 2006, p. 95 students have ‘marked lack of enthusiasm’ for institutional VLE.
    5. 5. Social media. Source: Goodfellow and Lea, 2007, p.50 participatory; ‘sites of practice’, not ‘tools’.
    6. 6. Microblogging and social networking. Twitter, a tool for professional development.
    7. 7. Trivial and terrific tweets. opportunities arise.
    8. 8. Open education. Welcome! The Program for Online Teaching Certificate Class, an open online class, will begin again in September 2013.. The class is free, offered by the Program for Online Teaching (not an accredited institution), run by volunteer faculty and participants, and open to everyone. We offer a certificate for those who fulfil the syllabus requirements, and open participation for anyone not interested in the certificate. Learningcreep is born, a blog to take my learning forward.
    9. 9. MOOCs. • • • • • • • MOOC MOOC #moocmooc Jan 6th to 12th, an examination of the MOOC phenomenon offered by Hybrid Pedagogy. Open Learning Design Studio’s MOOC – “Learning Design for a 21st Century Curriculum” #OLDSMOOC Jan 10th to Mar 13th, offered by JISC. Educational Technology & Media #ETMOOC Jan 13th to Mar 30th, offered by Alex Couros @courosa and ‘conspirators’. eLearning and Digital Cultures #EDCMOOC Jan 28th to Mar 3rd, offered on the Coursera platform by a team from Edinburgh University. Social Media #CNSoMe Feb 25th to May 5th, offered on the Canvas Network. Open Course in Technology Enhanced Learning #ocTEL April 3rd to June 21st, offered by The Association for Learning Technology (ALT). Exploring Personal Learning Networks #xplrpln Oct 7th to Nov 7th, offered by Northwestern University, Chicago, Illinois, MSLOC my MOOCs (so far).
    10. 10. Classification of MOOCs. Grainne Conole, “the current discourse around the concept of xMOOCs and cMOOCs is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them.” Suggested twelve dimensions of MOOCs: 1. degree of openness 2. scale of participation (massification) 3. amount of use of multimedia 4. amount of communication 5. extent to which collaboration is included 6. type of learner pathway (from learner centred to teacher-centred and highly structured) 7. level of quality assurance 8. extent to which reflection is encouraged 9. level of assessment 10. how informal or formal it is 11. autonomy 12. diversity Variety of ways to engage (variety of ways to think about success too).
    11. 11. Connectivism. (Siemens, 2004, Downes, 2006) The central aspect of connectivism is the metaphor of a network with nodes and connections. The network metaphor allows for the notion of "know-where“ - where to find knowledge when it’s needed. Downes: “at its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks”. connections create meaning.
    12. 12. Rhizomatic learning. Deleuze & Guttari, 1980; Cormier, 2011 A rhizome is the stem of a plant that sends out roots and shoots as it spreads (creeping buttercup). It’s unbounded and messy; it grows and spreads in unpredictable and strange ways. It has no beginning or end… like the learning process. Rhizomatic learning acknowledges that learners come from different contexts, that they need different things, *…+. It is a commitment to multiple paths. The metaphor for a successful rhizomatic learner is that of a nomad. Nomads have the ability to learn rhizomatically, that is to ‘selfreproduce’, to grow and change ideas as they explore new contexts. learning nomads gather what they need for their own path.
    13. 13. Lurking and learning vicariously. Lave and Wenger, 1991 ; Bandura, 1962 Learning vicariously: learning, and the acquisition of new behaviours, through observing the behaviour of others. Lurking: newcomers enter a community of practice by a process of “legitimate peripheral participation”. Over time, this participation becomes more engaged and more complex,and increasingly drawn towards the centre of the community. look and learn; legitimate peripheral participation.
    14. 14. More pedagogies of web 2.0 • • • • • • • Emergent learning (Williams et al., 2011) Participatory Learning (Davidson and Goldberg 2009) Learning 2.0 (Downes, 2005) Networked Learning (Goodyear et al. 2004) Ubiquitous Learning (Cope and Kalantzis 2008) Communities of Inquiry (Wenger 1998, Garrison and Anderson 2003) Abundant learning Weller (2011) learning on the open web.
    15. 15. Heutagogy. Hase and Kenyon, 2000 : Blaschke (2012) Heutagogy: the study of self-determined learning. In self- determined learning it is important that learners acquire both competencies and capabilities. Competency: proven ability in acquiring knowledge and skills. Capability: learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings”. “I’m convinced the best learning takes place when the learner takes charge” – Seymour Papert Heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces. the realisation of which can come from the learning design.
    16. 16. Design like a pyro technician. for the learner experience and stand back (with safety plan).
    17. 17. Design with the teacher as learner. negotiate content and methods; support each other through social media, peer assessment and discussion groups.
    18. 18. Design along the PAH Continuum. Pedagogy: start with a known subject, the delivery of which a teacher is confident with Andragogy: negotiate with the learners how they might study that subject in ways that motivate them Heutagogy: offer creative ways in which the learners might express what they have learnt Garnett, 2010 help learners become more autonomous & purposeful in how they learn.
    19. 19. Assessment and accreditation. Digital artefacts Open badges and digital certificates Source: Amy Burvall “digital life has changed who we are”. Source: Tanya Lau “we shape our tools… and then our tools shape us”.
    20. 20. New tools & technologies; new affordances & constraints. Steve Wheeler: • New societal needs require new methods of teaching • New methods of teaching need new theories - theories for the information age. • New theories must be applied to explain and underpin the new practices that need to emerge to meet the new expectations. • New methods cannot be fully explained or justified by old theories. and a new mind set.
    21. 21. Social learning. Social learning - you’re already doing it. It’s going on all the time; it’s just that social media helps enable it on a much larger scale - Jane Bozarth learners are increasingly coming to expect a social experience.
    22. 22. Online communities: communities of practice [CoPs]. a shared passion, and a desire to learn how to do it better.
    23. 23. Learning online. it’s all learning.
    24. 24. Social media literacies. Howard Rheingold Social media literacies Howard Rheingold’s 5 social media literacies: get net smart and thrive online.
    25. 25. Information overload. Clay Shirky: “it’s not information overload; it’s filter failure.” Information filters: • technical algorithms (search engines) • personalised algorithms (RSS feeds) so what can I do to fix it? • social algorithms (network connections)
    26. 26. Personal learning network [PLN]. design your PLN: build your filter.
    27. 27. A PLN is your professional lifeline. PLNs, or personal learning networks, are trusted digital networks of people (experts and peers) and resources (websites and tools) which serve as sources of support and information, and which may be enriched by reciprocal sharing. The main benefit of a PLN is often derived from the conversations, personal connections and the relationships formed. Alec Couros: “the tools come and go, but the relationships endure.” it can play an important role in CPD & lifelong learning.
    28. 28. Personal knowledge management [PKM]. Harold Jarche: “As a single node in a network, you have to show that you are of some value. This means contributing your knowledge, in whatever form you like. *…+ If you do not share, you will not benefit from a knowledge network or community of practice. But, knowledge sharing requires practice, like working out loud or narrating your work”. seek-sense-share, work out loud or narrate your learning.
    29. 29. Use your PLN and PKM skills to work smarter. Work smarter: • make connections • get feedback and inspiration from others • collaborate on projects and research • be more innovative Harold Jarche: “we need to make social networks, communities of practice and narrative part of the work”. It’s a matter of developing both strong and weak network ties. Image source: co-operate, collaborate and innovate.
    30. 30. All the while building your reputation. take charge of your digital identity, and your destiny.
    31. 31. Learning practices are changing, becoming more digital and more connected. But remember: these are emergent practices and pedagogies. Therefore, experimentation, evaluation and research is needed so that individuals can identify those that are relevant to them and will provide lasting value. time to experiment.
    32. 32. Thank you, if you’d like to connect. Twitter: @crumphelen Blog: LinkedIn: Email: