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A SOCIO-TECHNICAL
HIGHER EDUCATION
PERSPECTIVE (STHEP):
THE IMPORTANCE OF PERSONAL LEARNING
NETWORKS
BY NIC FAIR – PHD RES...
SOCIO-TECHNICAL SYSTEMS THEORY
Society
Technology
Socio-technical systems focus “on the
interdependencies between and
amon...
SOCIO-TECHNICAL TRANSFORMATIONS
Landscape
Regime
Niche
- Physical and external
context = slow
transformations
- Semi-coher...
STHEP 1
The learner can not be separated from the
technology used for learning
HE learnER + technology
= fully integrated
...
STHEP 2
HE students sit at the centre of their
own Personal Learning Network (PLN)
Autonomously
created
Online AND
offline...
STHEP 3
Learning Theory may benefit from
reformulation through a socio-technical lens
Meaningful
interactions and
connecti...
STHEP 4
Personal Learning Networks (PLNs) can
provide an outlet for High Impact HE
PedagogiesPLNs are autonomously created...
STHEP 5
HEIs must embed the development of Digital
Literacies and Networking Skills in all teaching &
learning activities
...
CONCLUSION – THE 5 STHEPS
The centrality of
Personal Learning
Networks
Socio-technical
Constructivism
Personal Learning
Ne...
REFERENCES
• Bijker, W.E., Hughes, T.P. and Pinch, T. J., eds. 1987. The social construction of technological systems: New...
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International Federation of National Teaching Fellows World Summit 2017 - presentation

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A Socio-technical Higher Education Perspective (STHEP): the importance of personal learning network

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International Federation of National Teaching Fellows World Summit 2017 - presentation

  1. 1. A SOCIO-TECHNICAL HIGHER EDUCATION PERSPECTIVE (STHEP): THE IMPORTANCE OF PERSONAL LEARNING NETWORKS BY NIC FAIR – PHD RESEARCHER, WEB SCIENTIST AND DIGITAL EDUCATOR WWW.NICFAIR.CO.UK WWW.EFOLIO.SOTON.AC.UK/BLOG/INNOVATIONINHE/ @NIC_FAIR NSRF1G12@SOTON.AC.UK
  2. 2. SOCIO-TECHNICAL SYSTEMS THEORY Society Technology Socio-technical systems focus “on the interdependencies between and among people, technology and the environment” (Cummings, 1978) Technology is “socially embedded – i.e. seamlessly intertwined with the expectations and skills of technology users, with institutional structures and with broader infrastructures” (Borri & Grassini, 2014)
  3. 3. SOCIO-TECHNICAL TRANSFORMATIONS Landscape Regime Niche - Physical and external context = slow transformations - Semi-coherent ‘rules’ within a community = moderately slow transformations - Space for individual innovation = rapid, dynamic transformations (Geels, 2002) TENSION
  4. 4. STHEP 1 The learner can not be separated from the technology used for learning HE learnER + technology = fully integrated HE learnING + technology = partially integrated (at best) TENSION
  5. 5. STHEP 2 HE students sit at the centre of their own Personal Learning Network (PLN) Autonomously created Online AND offline Preferred devices and services Range of people and institutions Wide range of distributed information sources
  6. 6. STHEP 3 Learning Theory may benefit from reformulation through a socio-technical lens Meaningful interactions and connections through your Personal Learning Network Socio- technical Constructivis m Humans Technology ActionActivity Social Relationships
  7. 7. STHEP 4 Personal Learning Networks (PLNs) can provide an outlet for High Impact HE PedagogiesPLNs are autonomously created PLNs are a space for identity and social capital creation PLNs are networks of people, institutions and services PLNs are self-maintained PLNs are activated at times, places and ways of choosing Learner autonomy Creativity Peer learning & Collaboration Learner self-regulation Learner self-direction
  8. 8. STHEP 5 HEIs must embed the development of Digital Literacies and Networking Skills in all teaching & learning activities (Both images from JISC 2015) Digital Literacies
  9. 9. CONCLUSION – THE 5 STHEPS The centrality of Personal Learning Networks Socio-technical Constructivism Personal Learning Networks provide pedagogical benefits The learner can not be separated from learning technologies Development of Digital Literacies and Networking Skills STHEP 1 STHEP 2 STHEP 3 STHEP 4 STHEP 5
  10. 10. REFERENCES • Bijker, W.E., Hughes, T.P. and Pinch, T. J., eds. 1987. The social construction of technological systems: New directions in the sociology and history of technology • Borri, D. and Grassini, L., 2014. Dilemmas in the Analysis of Technological Change. A Cognitive Approach to Understand Innovation and Change in the Water Sector. Tema. Journal of Land Use, Mobility and Environment. • Cummings, T.G., 1978. Self-regulating work groups: A socio-technical synthesis. Academy of management Review, 3(3), pp.625-634. • Downes, S (2007). What Connectivism is. Available on : http://halfanhour.blogspot.co.uk/2007/02/what- connectivism-is.html • Fenwick, T., Edwards, R., & Sawchuk, P. (2015). Emerging approaches to educational research: Tracing the socio-material. Routledge. • Geels, F.W., 2002. Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study. Research policy, 31(8), pp.1257-1274. • Law, J. (2009). Actor network theory and material semiotics. The new Blackwell companion to social theory, p. 141-158. • Siemens, G. (2014). Connectivism: A learning theory for the digital age. Available on http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learning_theory_for_th e_digital_age.pdf?sequence=1&isAllowed=y

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