Emergent Learning Model


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The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation

Published in: Education, Technology

Emergent Learning Model

  1. 1. Learner-Generated Contexts Group Emergent Learning Model Informal/non-formal/formal Learning Fred Garnett London Knowledge Lab OU Talk October 7 th 2010 (revised)‏
  2. 2. Emergent Learning Model Topics Emergent Learning Model Elements Informal, Non-formal & Formal learning Background Teaching as Brokering Technology, Learning & Social Change Technology-based Informal Learning‏ Emergent Learning Model ELM issues and possibilities ELM; Pros & Cons What difference does it make?
  3. 3. ELM Elements Why Emergent? Because it seems to offer a structure which can be used with Sugata Mitra's work on self-organised learning‏ Emergent Learning Model Elements concerned with; Integrating Informal, Non-formal & Formal learning To meet EU i2015 targets; which extend the Bologna Process of standardising HE across EU to all phases of learning BUT! Offers an opportunity to reconceptualise learning; or even to see Plato's Academy in it's original tri-partite design? Learning as different processes with education NOT! “ Informal Learning is what my students do in their own time to meet the requirements of their formal degree” An HE VC
  4. 4. ELM Informal Learning Informal Learning traditionally seen as what we do in our free time, reading in 'Street-corner Universities' Libraries MLA; “Informal Learning is what occurs in Libraries” DBIS; “Watching TV especially the BBC” Could be Incidental Learning Learning when playing, or games, or having fun Learning in various social contexts but not institutionalised Increasingly seen as learning using the Internet; BUT for this model “ Informal Learning is the social processes that support learning in any context”
  5. 5. ELM Non-formal Learning Non-formal Learning, traditionally seen Post-compulsory Voluntary Education; Adult Education or Community Education Also organised hobbies and groups with special interests Could have been defined as “ Structured Learning opportunities without formal learning outcomes ” ‏ e.g. School of Everything but this can be redefined around the concept of scaffolding; “ Non-formal learning is Structured Learning Resources without formal learning outcomes ” (or accreditation?)‏
  6. 6. ELM Formal Learning Formal Learning ; traditionally defined as learning which occurs within the various Institutions of the education system Primary School (as preparation for education)‏ Secondary School (as assessed education – or NC)‏ College (as Vocational Education)‏ University (as fully accredited education)‏ Characterised by the power to set assessments and validate qualifications (subject to accreditation criteria) and good for organising classes. Can be defined as; “ Formal Education is the process of administering accreditation and qualifications”
  7. 7. Emergent Learning Model Concepts “ Informal Learning, the social processes that support learning in any context” is about People “ Non-formal Learning, Structured Learning Resources without formal learning outcomes ” is about Resources “ Formal Learning, the process of administering accreditation and qualifications” is about Institutions (See Table)‏ The issue then raised from this proposed structure is 'flow.' Do we start with institutions and impose processes that work for them, or start with the social processes of self-organisation and design systems and resources to support the learning that emerges?
  8. 8. ELM Background Teaching as Brokering ; A Learning Broker; ‏ a) writes the syllabus & develops the learning process, b) supports & facilitates collaborative learning c) enables learners to follow the motivation of 'interests d) allows creative assessments‏ 2007 LSDA Innovation in Learning Project interviewed Star Award winners to identify their qualities after 3-5 years they;‏ a) understand their subject for teaching (pedagogy)‏ b) understand learning management (andragogy)‏ c) turn power over to the learners. (heutagogy)‏
  9. 9. ELM Background Technology, Learning & Social Change ; Kondratieff long-wave economic change effected by meta-technology; e.g. Steam Engine over 50-year cycles 1971/2021; the microprocessor era of long-wave change Technology Innovation Process of Change through second-order effects (unanticipated) is resolved by user choices Results in NSU Model; Networks, Services, Users; So social change in learning arguably may be characterised by; Distribution Networks (& network effects); Internet Service “business” model of provision (of learning resources)‏ User-driven model of use; learner-centric approach; ‏
  10. 10. ELM Background Tech-based Informal Learning ; some factors Metadata for Community Content; Tools & Skills not content ‏ Social Network Model of Learning; participatory, interest lastfridaymob; Creative, Interactive, Participative Tech Design Ecology of Resources; More Able Partner supports learning Learner Generated Contexts; “ Coincidence of Motivations leading to Agile Configurations” Open Context Model of Learning; PAH Continuum , 2007 An Organisational Architecture of Participation; nPV 2008
  11. 11. ELM Issues So this Model of Learning requires expertise in educational professionals which can support learners as they are served across three phases of the learning process; Informal Learning Phase; enabling models of learner self-organisation that can be recognised by institutions post-hoc Non-Formal Phase; Learning resources have to be designed for learner appropriation . Accreditation opportunities need to embedded & quality assured (through templates?)‏ Formal Learning Phase; Need to support resource provision, map to accredited learning outcomes, validating learning and managing financial flows. Quality Assurance, the provision of the security and authentication of learners digital resources will enable learning strategies & policy outcomes to be provided to the government (See Policy Forest outcomes)
  12. 12. ELM Flows‏ & Learning Literacy A Learning Literacy will emerge by enabling participatory models of learner self-organisation that create agile configurations dynamically in institutions Non-Formal; Learning resource design have to be designed for appropriation whilst provide accreditation opportunities and allow co-creation (as learning sequences nQuire)‏ Formal; Need to support resource provision, map to learning accreditation outcomes, quality assurance & policy outcomes This key institutional change alters the role of the teacher who work to support the learners 'literacy' in using this model
  13. 13. ELM Projects‏ We are testing this model with a range of Ambient Learning Projects; 1) Ambient Learning Manchester using 'learner-generated Digital Libraries' to integrate institutions in the Manchester 'Digital Corridor' using 'Google Goggles' 2) Participative Science Park – Kew Gardens. Finding ways of integrating a visitor attraction with a world class scientific centre through flora interactions 3) Local Larder & Recipe Walks in Lewisham developing “psycho-geography you can eat”
  14. 14. ELM Pros & Cons PROS; Socially Responsible System of Learning Inclusive >> Participation Adaptive >> Voluntary Communities Ecologically Responsible >> #Hyperlocal‏ Transparent >> Public Education Professionals drive Policy Socialises for the (Knowledge) (Democracy) post industrial Learning driven by Intrinsic values not extrinsic motivation CONS; Not the traditional mode of Institutional behaviour Prioritises Informal Learning over Formal Learning Requires new skill sets, teaching, managing, learning, finance Learner-centred system model requires post-hoc accreditation How can institutions capture the network effect of Tech-based Informal Learning?
  15. 15. ELM; PAH Continuum Pedagogy, Andragogy, Heutagogy Continuum Knowledge Creation Process negotiation Subject Understanding Knowledge Production Context Epistemic Metacognitive Cognitive Cognition Level doctoral research adult education schools Education sector learner teacher/learner teacher Locus of Control Heutagogy Andragogy Pedagogy
  16. 16. Learner-Generated Contexts Group Emergent Model of Learning [email_address] http://heutagogicarchive.wordpress.com/ The Learner Generated Context Group