Littlejohn mooc collective_final

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  • Tension: individual vs collective Learning ecosystem (John Seely Brown) Wisdom of the crowds? when are crowds useful? When is individual better?
  • Definition of collective learning
  • Charting allows the learner to make use of people and resources to fine tune her choices at any point. We cannot exactly define charting prior to looking at existing behaviours. With TUG we developed a series of scenarios and use cases on the basis of our empirical study. We have also started developing, in collaboration with colleagues at the Technical University of Graz in Austria, initial mock ups to help use refine our thinking around some of the functionalities of a potential charting system. I will quickly show you some of these mockups, which I admit are rather ugly at the moment, but hopefully will give you the idea of where we are heading with this.
  • Littlejohn mooc collective_final

    1. 1. A Change11 seminar by Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning:
    2. 2. Scenario 4 banksy.com Society
    3. 3. Scenario 4 Why collective? Society
    4. 4. Scenario 4 Society banksy.com
    5. 5. Scenario 4 Our times are characterized by immaterial labour... ...labour that is not restricted to material production but penetrates also the political, the social, the cultural, and ultimately life itself. ‘ Multitude’, Hardt and Negri, 2004 Society
    6. 6. Scenario 4 <ul><li>Characteristics of immaterial labour </li></ul><ul><li>constantly changing problems </li></ul><ul><li>networked </li></ul><ul><li>distributed knowledge and expertise </li></ul><ul><li>connected globally </li></ul><ul><li>collective knowledge </li></ul><ul><li>individual agency </li></ul>Society Society
    7. 7. Key challenge: continual learning An adaptable workforce is essential for successful participation in the global economy IBM Global Human Capital Study (2008) Society
    8. 8. Scenario 4 Grand Challenge Learning how to solve real world problems faster and more effectively Society
    9. 9. Scenario 4 banksy.com Society
    10. 10. Scenario 4 <ul><li>How do people make sense of collective knowledge? </li></ul><ul><li>How do people use collective knowledge for learning? </li></ul><ul><li>What are the binding forces that draw people/ resources together? </li></ul><ul><li>What literacies and mindsets do people need? </li></ul>Overview
    11. 11. Scenario 4 How do people make sense of the collective knowledge for learning? Sensemaking
    12. 12. Scenario 4 Sensemaking ‘ Learning is a process of creating networks connecting people, resources and organisations...’ Siemens, 2006
    13. 13. COLLECTIVE KNOWLEDGE Sensemaking Connect
    14. 14. COLLECTIVE KNOWLEDGE Sensemaking Consume Connect
    15. 15. COLLECTIVE KNOWLEDGE Sensemaking Consume Connect Create
    16. 16. COLLECTIVE KNOWLEDGE Sensemaking Consume Connect Create Contribute
    17. 17. CHARTING Sensemaking Consume Connect Create Contribute
    18. 18. Groups, Networks and the Collective The Individual Their Goals Consume Connect Create Contribute Sensemaking
    19. 19. Sensemaking
    20. 20. Scenario 4 How do people use collective knowledge while learning? Knowledge
    21. 21. You Your goal
    22. 22. You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge
    23. 23. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
    24. 24. You Your goal Anyone GROUP Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
    25. 25. You Your goal Anyone GROUP NETWORK Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
    26. 26. You Your goal Anyone GROUP NETWORK COLLECTIVE Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
    27. 27. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
    28. 28. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT
    29. 29. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE
    30. 30. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
    31. 31. Anyone Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE You and Your Peers
    32. 32. Anyone You and Your Peers Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
    33. 33. Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning (and working) Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. Knowledge
    34. 34. Scenario 4 ‘ ... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding: there is collaborative systematic development of common objects of activity’ Paavola and Hakkarainen, 2005 Knowledge
    35. 35. Scenario 4 banksy.com What are the binding forces that draw people/ resources together? Forces
    36. 36. Scenario 4 Social learning through knowledge creation: people create knowledge, working in networks, connecting via social objects. Forces
    37. 37. Scenario 4 Social learning through knowledge creation (formal): Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot UK Open University iSpot http://www.ispot.org.uk/ Forces
    38. 38. Scenario 4 Social learning through knowledge creation (workplace): Professionals in the energy sector (people) build a novel solution to an oil spill (knowledge) by working on a designed solution (social object) via a global knowledge network. Forces
    39. 39. How do we support the achievement of goals? ME MY GOALS
    40. 40. The Ideal? <ul><li>Everything you do contributes towards achieving your goals. </li></ul><ul><li>Actually, this is too simplistic </li></ul>ME MY GOALS
    41. 41. The Ideal (2) <ul><li>Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort. </li></ul>ME MY GOALS
    42. 42. The Reality <ul><li>Goals may actually evolve over time. </li></ul>ME MY GOALS MY GOALS
    43. 43. Charting <ul><li>Helps you relate where you are to where you started and where you want to be. </li></ul>ME MY GOALS
    44. 44. Charting (2) <ul><li>Helps you relate where you are to where you started and where you want to be </li></ul><ul><li>… over and over … </li></ul><ul><li>providing the opportunity to dynamically interact with your goals and personal development. </li></ul>ME MY GOALS
    45. 45. Charting (3) <ul><li>Charting presents an opportunity to make use of people and resources to fine tune your plans at each point. </li></ul>ME MY GOALS Useful resources, Useful people
    46. 46. Scenario 4 What literacies and mindsets do people need for collective learning? People
    47. 47. Connections, resources, practices, tools People Open, participatory learning ecosystems seem ideal environments for collective learning. They are not bounded, accommodate a variety of perspectives and allow learners freedom to source, use and reinterpret knowledge in ways that make sense to them. For ideas on learning ecosystems read John Seely Brown, Minds on Fire (2008) http://www.johnseelybrown.com/mindsonfire.pdf
    48. 48. Connections, resources, practices, tools People <ul><li>Benefits models: reasons universities are openly releasing knowledge as OERs </li></ul><ul><li>individual showcasing </li></ul><ul><li>institutional showcasing </li></ul><ul><li>capacity </li></ul><ul><li>share and share alike </li></ul><ul><li>public interest </li></ul>
    49. 49. Connections, resources, practices, tools People
    50. 50. Connections, resources, practices, tools People
    51. 51. Does collective learning signal a new relationship between the individual and the collective? Third paradigm for learning ?
    52. 52. Key challenge: continual learning People banksy.com
    53. 53. A seminar for Change11 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning:

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