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‘Little arguments with myself’
Discontinuity, fleeting connections and digital strangers.
Disrupting how we ‘do’ learning ...
Peter Bryant
@peterbryantHE
Head of Learning
Technology and Innovation
London School of Economics and
Political Science
ht...
‘There is a certain
randomness to what I
am about to tell you.
I cannot promise
narrative. There is,
without doubt, a
keen...
Why?
How the institution ‘does’ learning
1. Institutional resistance to change
2. Ambient conservatism and risk aversion
3. Ped...
How the learner ‘does’ learning
1. Learners arriving at university are already e-learners
2. 21st century skills for a tec...
Modern pedagogy is often…
SEQUENTIAL
SCAFFOLDED
ALIGNED
STRUCTURED
https://www.flickr.com/photos/verylastexcitingmoment/39...
LIFE
WORK
PLAY
LOVE
ETC.
rarely are
The logical impossibility of (the) Status Quo
What is
knowledge and
where do we
find it?
1
What is the
purpose of
university?
2
3
Jobs today
Jobs tomorrow
Question/Answer
4
The ubiquity of technology
5
Speaking in tongues
6
Pedagogy for the post-digital age
FOUND
IDENTITY
MAKING
PLAY
DISCONTINUITY
AUTHENTICITY
COMMUNITY
FOUND
Black ribbons, dirty scars, sour umeboshi and bright flames, all found and delivered out
of sequence. They represent hidin...
IDENTITY
I may have offered you a fictionalised
account or I may have told the
absolute truth. It could have been an
entirely fake ...
MAKING
In the bowl is umeboshi, each
plum crinkled and dark maroon
in colour. The brine at the
bottom of the bowl is a black
bloo...
Students as
Producers
Project
Top Down
Top Down
Bottom Up
FROM THE
MIDDLE
OUT
Aims of the Futures Project
To develop an engaged, innovative
and critical teaching and learning
community by;
• Supportin...
I believe everything we dream
can come to pass through our
union
we can turn the world around
we can turn the earth's
revo...
just keep counting the stars
like someday you'll find out
just how many there are
and we all can go home
'cuz there's noth...
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do' learning)
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do' learning)
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Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do' learning)

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Here are the slides from my keynote at the Disruptive Bytes event held at the Disruptive Media Learning Lab in Coventry. The aim of the presentation (which you can hear at https://plus.google.com/u/0/events/cg4g1h56o7clujg1g60vsqoi370) is to debate the changing demands of learners and their impact on how we 'do' learning in higher education.

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Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do' learning)

  1. 1. ‘Little arguments with myself’ Discontinuity, fleeting connections and digital strangers. Disrupting how we ‘do’ learning in a post-digital world.
  2. 2. Peter Bryant @peterbryantHE Head of Learning Technology and Innovation London School of Economics and Political Science http://www.peterbryant.org
  3. 3. ‘There is a certain randomness to what I am about to tell you. I cannot promise narrative. There is, without doubt, a keening sense of disruption. And clearly something is lost. However, there is a truth to what you will hear.’(from ‘How do I know any of this was real?’ by A Sad Waltz in D-Minor)
  4. 4. Why?
  5. 5. How the institution ‘does’ learning 1. Institutional resistance to change 2. Ambient conservatism and risk aversion 3. Pedagogy for the 20th (19th?) century 4. Critical shifts in the way information is acquired and applied 5. Student resistance to our use of technology
  6. 6. How the learner ‘does’ learning 1. Learners arriving at university are already e-learners 2. 21st century skills for a technology driven society 3. There is no real and online world…there is just the world 4. What is authentic and real can be defined differently 5. Not all students are experts in all technologies 6. Student adoption moves faster than institutional adaptation https://www.flickr.com/photos/pagedooley/14089406581/
  7. 7. Modern pedagogy is often… SEQUENTIAL SCAFFOLDED ALIGNED STRUCTURED https://www.flickr.com/photos/verylastexcitingmoment/3980490179
  8. 8. LIFE WORK PLAY LOVE ETC. rarely are
  9. 9. The logical impossibility of (the) Status Quo
  10. 10. What is knowledge and where do we find it? 1
  11. 11. What is the purpose of university? 2
  12. 12. 3 Jobs today Jobs tomorrow
  13. 13. Question/Answer 4
  14. 14. The ubiquity of technology 5
  15. 15. Speaking in tongues 6
  16. 16. Pedagogy for the post-digital age FOUND IDENTITY MAKING PLAY DISCONTINUITY AUTHENTICITY COMMUNITY
  17. 17. FOUND
  18. 18. Black ribbons, dirty scars, sour umeboshi and bright flames, all found and delivered out of sequence. They represent hiding places, consequences, sensations and redemptions, and not in that order, and perhaps not what they seem. Each piece has its own momentum and sense of motion, a contrast between the reflective narration of the characters and the need to move on, forget and get on with life.
  19. 19. IDENTITY
  20. 20. I may have offered you a fictionalised account or I may have told the absolute truth. It could have been an entirely fake persona, a digital stranger hiding in dark crevices. I was active one day and then I disappeared into silence, initiating a virtual death the next, forever vanishing from the community. My constructed identify was difficult to google search, left very few breadcrumbs or trails and most importantly, I was in complete control of the way it was constructed. Of course, it was real.
  21. 21. MAKING
  22. 22. In the bowl is umeboshi, each plum crinkled and dark maroon in colour. The brine at the bottom of the bowl is a black blood red. And then the feeling of curiosity returns. What to do next? The first camera positions itself over my shoulder and watches me carefully pick up an umeboshi and pop it into my mouth. The credits roll. What a strange way to end a film, I think to no-one but myself. https://www.flickr.com/photos/mofoods/5414240977
  23. 23. Students as Producers Project
  24. 24. Top Down Top Down Bottom Up FROM THE MIDDLE OUT
  25. 25. Aims of the Futures Project To develop an engaged, innovative and critical teaching and learning community by; • Supporting a culture of innovative teaching and learning with technology; • Developing, celebrating and rewarding a community of engaged teachers and learners; • Enriching the curriculum and practices of teaching and learning with technology through the application of the principles and values of social science; • Engaging in critical evaluation and research about the practices and science of teaching and learning with technology; • Encouraging creativity, bold experimentation, innovation and evaluation of new and emerging approaches to teaching and learning with technology.
  26. 26. I believe everything we dream can come to pass through our union we can turn the world around we can turn the earth's revolution we have the power People have the power ... Patti Smith, People have the Power 1985
  27. 27. just keep counting the stars like someday you'll find out just how many there are and we all can go home 'cuz there's nothing as sad as a man on his back counting stars Little Argument with myself Low from the album ‘Trust’

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