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When the dust settles… ~~~ Mira Vogel Goldsmiths Learning Enhancement Unit
“ And once the tweeting started, it simply became more fun to be in the stream than put up with the presentation … more ab...
 
 
Unravelled on Flickr
Viks2 on Flickr
Masonface on Flickr
 
Org behaviour Management of change Learning organisation Accreditation Lifelong learning etc Quality Assurance Enterprise ...
Assessment Opportunistic Problematise Problem solve Job descriptions Gaining attention Dissemination Priorities Pique inte...
Higher ed experiments What do  higher  learners  need? The role of academics Groups Cuts Assessment & credit
Change is still here.
“ In the years to come, we will say that it was a quiet decade, with the existing system having remained largely unchanged...
 
Experiments
Educational experiments then
Educational experiments now
Self-organised learning  v.  diversity
“…  that he may  raise , and  not  rise out  of , the class to which he belongs.” The Burning Question of Education http:/...
“…  will be managed by consensus in the most open and democratic way possible.” “The management ... will take note of the ...
2011 – CCK11, a MOOC Massive  – scales up, network of facts improves with numbers Open  – diversity and numbers Online  – ...
Lindsay Jordan, http://lindsayjordan.edublogs.org/2011/03/13/cck11-oppression-freedom-and-control-of-the-learning-experien...
Vic Lovell, Newsletter of the Midpeninsula Free University 2(11), 1968 http://midpeninsulafreeu.com/images/23.pdf 1968 – M...
Commitment
http://midpeninsulafreeu.com/images/68.pdf c. 1968 – MFU
http://socialsciencecentre.org.uk/faq/ 2011 – Social Science Centre “… Place is important  to the SSC. Students and teache...
“ I’m in the process of exploring the concept of a DIY Masters degree. This self-organised and experimental learning exper...
“…  there is something very different about being back in a formal university degree.  It does seem to matter a whole lot ...
“ Kierkegaard would have hated the Internet”  “… risk free anonymity and idle curiosity that undermine curiosity and commi...
Technologies which  give weight
http://midpeninsulafreeu.com/images/68.pdf 2011 – CCK11, a MOOC “ reduce the friction” “ splice information together in di...
What do we know  about learners?
Born in 1990 (Adapted from Randall R 2009) Motorola – first mobile phone that fits in a pocket 1989 -1 Wikipedia; the iPod...
Born in 1990 cont’d (Adapted from Randall R 2009) iPad, Kindle price drop, mobile computing 2010 20 Early social networkin...
“ A persistent theme in the information literacy literature is that we need a fully developed mental map to make effective...
“… often still  at a loss  when it comes to using their  critical thinking and problem solving skills  in a digital enviro...
Higher learning is  hard work
Students want Learners also need Self/peer assessment, feedback, feed-forward Models; own critical approaches Communities ...
What do academics contribute that nobody/nothing else does?
Academics lead  excursions into their domain
Induct students into scholarship
Michael Sandel, Harvard http://www.youtube.com/watch?v=kBdfcR-8hEY  17m 14s
They throw ropes
Lucia Boldrini, Goldsmiths http://www.gold.ac.uk/apps/fancybox/play_vid.php?url=http://magiclantern.gold.ac.uk/ecl/lucia_I...
General epistemologies Schommer, 1990 Quick or never    Gradual Fixed    Can change Authority    Reason Simple    Comp...
"All learning is done in a context that constructs a scholarly and structured  relationship  between data, informatio...
Scaffolding Wood et al, 1976 <ul><li>Teacher’s model of task </li></ul><ul><li>Teacher’s model of learners’ understanding ...
They model what a community of inquiry is
Aligning assessment
“…  a whole new range of skills is necessary in our academic culture; the skills required to create online frameworks for ...
Wikis: valid learning institutions <ul><li>“… a  collaborative, knowledge-making impulse  in humans who are willing to con...
Can Web 2 & HE be aligned? Dohn, 2009 Individualistic, isolated Distributed Top-down Bottom-up Standardised, obligatory Op...
The challenge of  group work behaviour <ul><li>‘ Social loafing’  </li></ul><ul><ul><li>Less individual effort compared to...
The challenge of too much cooperation <ul><li>Where learning is viewed as  acquisition , peer editing isn’t viewed as cons...
The challenge of creative friction  Stahl & Hesse, 2009 Negotiating a consensus on artefact, problem, or goal Transferring...
Trentin, 2008 Reticularity Not very Web 2
What is between there  and here?
Great Expectations (JISC Ipsos MORI, 2008) Familiar Unfamiliar Comfortable Not comfortable Instant messaging Text message ...
Great Expectations (JISC Ipsos MORI, 2008) Use Second Life Contact tutor Submit essays Social Networking Scholarly  websit...
To engage learners, engage academics
Why engagement? <ul><li>Academic identity under attack </li></ul><ul><li>Collegial ethos valued, defended vigorously </li>...
How? <ul><li>Not development, but design relationships </li></ul><ul><li>Start from principles </li></ul><ul><li>Gain atte...
References <ul><li>Brabazon, T., 2007. The university of Google. Education in a post-information age. Aldershot, Ashgate P...
Thank you. [email_address]
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When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011

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Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.

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When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011

  1. 1. When the dust settles… ~~~ Mira Vogel Goldsmiths Learning Enhancement Unit
  2. 2. “ And once the tweeting started, it simply became more fun to be in the stream than put up with the presentation … more about amusing each other by sharing and exaggerating the pain.” Michael Fienen (2009) The Great Keynote Meltdown of 2009 http://doteduguru.com/id3712-the-great-keynote-meltdown-of-2009.html More realistic twitter icon: http://dabbled.org/2009/04/more-realistic-twitter-icon-for-your.html
  3. 5. Unravelled on Flickr
  4. 6. Viks2 on Flickr
  5. 7. Masonface on Flickr
  6. 9. Org behaviour Management of change Learning organisation Accreditation Lifelong learning etc Quality Assurance Enterprise Work-based learning Partnerships Change management Cognitive science New learning; technologies INSTITUTION Institutional managers Educational developers SYSTEMS ORIENTATION PERSON ORIENTATION POLICY CRITIQUE DOMESTICATING LIBERATING INDIVIDUAL Students <ul><ul><li>Tips and hints on practice </li></ul></ul>Critical Theory Postmodernism Humanistic psychology Human resource management Reflective practitioner Entrepreneur Interpretive-hermeneutic Romantic Students, individual academic staff Activist-modeller Professional compete Vigilant opportunist Educational researcher After Land, 2001 Phenomenographic approaches Discipline specific Funding bodies / quality agencies / ILT Internal consultant Political strategist Employers, government agencies
  7. 10. Assessment Opportunistic Problematise Problem solve Job descriptions Gaining attention Dissemination Priorities Pique interest Recognition Career progression Available technologies Be knowledgable Tariffs
  8. 11. Higher ed experiments What do higher learners need? The role of academics Groups Cuts Assessment & credit
  9. 12. Change is still here.
  10. 13. “ In the years to come, we will say that it was a quiet decade, with the existing system having remained largely unchanged, almost unsuspecting, even, of the major changes that were to follow.” (Downes 2008) “ Only the Catholic Church has been around longer.” (Davidson & Goldberg 2009)
  11. 15. Experiments
  12. 16. Educational experiments then
  13. 17. Educational experiments now
  14. 18. Self-organised learning v. diversity
  15. 19. “… that he may raise , and not rise out of , the class to which he belongs.” The Burning Question of Education http://socialsciencecentre.files.wordpress.com/2011/05/statement-of-values.pdf “… the inculcation of governing class ideas …” “… the Students, finding the teaching failing to square with the facts of industrial life … had in the main to fall back on themselves for their education.” 1908 – Ruskin
  16. 20. “… will be managed by consensus in the most open and democratic way possible.” “The management ... will take note of the views of all members.” “… efforts will be made to ensure that everybody can take part.” Lincoln Social Science Centre Statement of Values, http://socialsciencecentre.files.wordpress.com/2011/05/statement-of-values.pdf 2011 – Social Science Centre, a co-operative
  17. 21. 2011 – CCK11, a MOOC Massive – scales up, network of facts improves with numbers Open – diversity and numbers Online – distribution, autonomy Course – events in time, together
  18. 22. Lindsay Jordan, http://lindsayjordan.edublogs.org/2011/03/13/cck11-oppression-freedom-and-control-of-the-learning-experience/ 2011 – CCK 11, a MOOC “ This year, the CCK11 facilitators decided to do away with the Moodle forums and move to an entirely distributed model, primarily in an attempt to prevent a small number of dominant individuals from controlling the forums.” “ Having been liberated from this particular form of oppression, a proportion of participants felt that they were now being shoehorned into working in a more distributed way than they would have liked.”
  19. 23. Vic Lovell, Newsletter of the Midpeninsula Free University 2(11), 1968 http://midpeninsulafreeu.com/images/23.pdf 1968 – MFU “ In contrast, the rights of the majority , which constitute freedom for the community as an organic or collective unit, have not only been difficult to defend, but often even difficult to articulate … The problem is as old as social philosophy.”
  20. 24. Commitment
  21. 25. http://midpeninsulafreeu.com/images/68.pdf c. 1968 – MFU
  22. 26. http://socialsciencecentre.org.uk/faq/ 2011 – Social Science Centre “… Place is important to the SSC. Students and teachers meet face-to-face . The learning experience is supported by the use of technology at other times. ” “ We would like to encourage a network of relocalised higher education centres.”
  23. 27. “ I’m in the process of exploring the concept of a DIY Masters degree. This self-organised and experimental learning experience is taking place independent of formal learning institutions.“ Buchanan, c. 2008
  24. 28. “… there is something very different about being back in a formal university degree.  It does seem to matter a whole lot more and carry a lot more weight than self-organised learning.” Buchanan, 2010
  25. 29. “ Kierkegaard would have hated the Internet” “… risk free anonymity and idle curiosity that undermine curiosity and commitment” Dreyfus, 2004
  26. 30. Technologies which give weight
  27. 31. http://midpeninsulafreeu.com/images/68.pdf 2011 – CCK11, a MOOC “ reduce the friction” “ splice information together in different contexts” Pull in blog objects… … turn them into discussion objects… … feed them back to the original post.
  28. 32. What do we know about learners?
  29. 33. Born in 1990 (Adapted from Randall R 2009) Motorola – first mobile phone that fits in a pocket 1989 -1 Wikipedia; the iPod 2001 11 Napster; Blogger 1999 9 Google 1998 8 Hotmail; pay-as-you-go phone tariffs; instant messaging 1996 6 Amazon and eBay launched 1995 5 First text message 1992 2 Tim Berners-Lee invents the www 1990 0 Internet; Nintendo games; Fuji launches digital cameras 1988 -2 Technological event Year Age
  30. 34. Born in 1990 cont’d (Adapted from Randall R 2009) iPad, Kindle price drop, mobile computing 2010 20 Early social networking services 2002 12 Technological event Year Age iPhone 2007 17 Twitter 2006 16 UK gets Google street view; Google digitising all books 2009 19 YouTube, Google Earth 2005 15 Facebook; Flickr; mainstreaming of wireless (‘untethered’) internet 2004 14 Skype 2003 13
  31. 35. “ A persistent theme in the information literacy literature is that we need a fully developed mental map to make effective use of Internet search tools.” Rowlands et al (2008) “ Engrained coping behaviours.”
  32. 36. “… often still at a loss when it comes to using their critical thinking and problem solving skills in a digital environment; a skill set identified as Information and Communication Technology Literacy &quot; Guri-Rosenblit & Gross (2011)
  33. 37. Higher learning is hard work
  34. 38. Students want Learners also need Self/peer assessment, feedback, feed-forward Models; own critical approaches Communities of inquiry; coping with uncertainty Strategies To know why it went right or wrong To know where they are, the goals, next steps Marks Authority Reassurance Materials ‘ Feedback’ The facts, right answers
  35. 39. What do academics contribute that nobody/nothing else does?
  36. 40. Academics lead excursions into their domain
  37. 41. Induct students into scholarship
  38. 42. Michael Sandel, Harvard http://www.youtube.com/watch?v=kBdfcR-8hEY 17m 14s
  39. 43. They throw ropes
  40. 44. Lucia Boldrini, Goldsmiths http://www.gold.ac.uk/apps/fancybox/play_vid.php?url=http://magiclantern.gold.ac.uk/ecl/lucia_Interview.flv&ratio=4
  41. 45. General epistemologies Schommer, 1990 Quick or never  Gradual Fixed  Can change Authority  Reason Simple  Complex Absolute  Tentative Simple  Sophisticated Speed Ability Source Structure Certainty Dimensions
  42. 46. &quot;All learning is done in a context that constructs a scholarly and structured relationship between data, information and knowledge. It is the relationship between teachers and students that configures an interpretive matrix round and through students.” Brabazon, 2007
  43. 47. Scaffolding Wood et al, 1976 <ul><li>Teacher’s model of task </li></ul><ul><li>Teacher’s model of learners’ understanding </li></ul><ul><li>Transfer of responsibility </li></ul><ul><li>Community of inquiry </li></ul>Recruiting interest Constraining the task Direction Critical task features Controlling frustration Demonstrating / modelling
  44. 48. They model what a community of inquiry is
  45. 49. Aligning assessment
  46. 50. “… a whole new range of skills is necessary in our academic culture; the skills required to create online frameworks for collaborative, learner-led work.” Ipsos MORI (2008)
  47. 51. Wikis: valid learning institutions <ul><li>“… a collaborative, knowledge-making impulse in humans who are willing to contribute, correct, and collect information without remuneration: by definition, this is education . </li></ul>(Davidson and Goldberg 2009) “… to miss how much such collaborative, participatory learning underscores the foundations of learning is defeatist, unimaginative, even self-destructive.”
  48. 52. Can Web 2 & HE be aligned? Dohn, 2009 Individualistic, isolated Distributed Top-down Bottom-up Standardised, obligatory Open-ended, voluntary Objectivist competencies Activity or product To graduate from higher ed Intrinsically meaningful Acquisitionist Individual credit Higher ed. - external goals Participationist Sharing Web 2.0 – internal goals
  49. 53. The challenge of group work behaviour <ul><li>‘ Social loafing’ </li></ul><ul><ul><li>Less individual effort compared to solo work </li></ul></ul><ul><ul><li>Infectious </li></ul></ul><ul><li>‘ Diligent isolate’ depends on self alone to get the job done </li></ul><ul><ul><li>Compounds any loafing </li></ul></ul><ul><li>Smaller groups </li></ul><ul><ul><li>Can easily meet off line </li></ul></ul><ul><ul><li>May lack critical mass or creative friction </li></ul></ul>
  50. 54. The challenge of too much cooperation <ul><li>Where learning is viewed as acquisition , peer editing isn’t viewed as constructive: </li></ul><ul><ul><li>Multi-centred, individualistic contributions </li></ul></ul><ul><ul><li>Adding; not editing; not deleting </li></ul></ul><ul><ul><li>Bargaining </li></ul></ul><ul><ul><li>“ I think I will cry if anyone changes my page!!!” </li></ul></ul><ul><ul><li>(Wheeler et al, 2008) </li></ul></ul>
  51. 55. The challenge of creative friction Stahl & Hesse, 2009 Negotiating a consensus on artefact, problem, or goal Transferring, comparing - not necessarily changing Entails Shared object Shared mental representations Paradigm
  52. 56. Trentin, 2008 Reticularity Not very Web 2
  53. 57. What is between there and here?
  54. 58. Great Expectations (JISC Ipsos MORI, 2008) Familiar Unfamiliar Comfortable Not comfortable Instant messaging Text message admin updates Administrative materials online Using existing online social networks to discuss coursework Emailing tutors Course-specific materials online Posting questions Online to tutors Web CT Using social networks such as Facebook as a formal part of the course Submitting assignments online Using podcasts Making podcasts Making wikis
  55. 59. Great Expectations (JISC Ipsos MORI, 2008) Use Second Life Contact tutor Submit essays Social Networking Scholarly websites Non-digital resources Online library resources Discuss coursework Online course info University portal Course specific materials % Students using approach regularly Usefulness (Scale 1-4) 0 20 40 60 80 100 1 2 3 4
  56. 60. To engage learners, engage academics
  57. 61. Why engagement? <ul><li>Academic identity under attack </li></ul><ul><li>Collegial ethos valued, defended vigorously </li></ul><ul><li>Normative re-educative relationships damage </li></ul><ul><ul><li>Autonomy </li></ul></ul><ul><ul><li>Identity </li></ul></ul><ul><ul><li>Principles </li></ul></ul><ul><li>Beneficial, even under ‘necessary’ circumstances </li></ul>
  58. 62. How? <ul><li>Not development, but design relationships </li></ul><ul><li>Start from principles </li></ul><ul><li>Gain attention, promote </li></ul><ul><li>Be interested </li></ul><ul><li>Bring news </li></ul><ul><li>Connect colleagues around teaching interests </li></ul><ul><li>Maintain motivation (address barriers) </li></ul><ul><li>Disseminate </li></ul><ul><li>Build confidence with technologies </li></ul>
  59. 63. References <ul><li>Brabazon, T., 2007. The university of Google. Education in a post-information age. Aldershot, Ashgate Publishing Ltd. </li></ul><ul><li>Bradwell, P., 2009. The edgeless university. Why higher education must embrace technology, DEMOS. Available at: http://www.demos.co.uk/publications/the-edgeless-university . </li></ul><ul><li>Buchanan, P., c. 2008. DIY Masters. Available from: http://www.battlecat.net/diy-masters/ </li></ul><ul><li>Buchanan, P., 2010. On Focus. Available from: http://learninglearning.wordpress.com/2010/03/30/hello-world/ </li></ul><ul><li>Dohn, N.B., 2009. Web 2.0: Inherent tensions and evident challenges for education. International Journal of Computer-Supported Collaborative Learning, 4(3), pp.343-363. </li></ul><ul><li>Gilbert, J., Morton, S. & Rowley, J., 2007. e-Learning: The student experience. British Journal of Educational Technology, 38(4), 560–573. </li></ul><ul><li>Guri-Rosenblit, S. & Gross, B., 2011. E-Learning: Confusing Terminology, Research Gaps and Inherent Challenges. The Journal of Distance Education , 25(1). Available at: http://www.jofde.ca/index.php/jde/article/view/729/1206 </li></ul><ul><li>Hine, D., 2009. Unbundling the university. Available at: http://fote-conference.com/slides/afternoon-session-part-ii/ . </li></ul><ul><li>JISC Ipsos MORI (2008) Great expectations of ICT: How Higher Education institutions are measuring up. Available from: http://www.jisc.ac.uk/publications/documents/greatexpectations.aspx. </li></ul><ul><li>Land, R., 2001. Agency, context and change in academic development. The International Journal for Academic Development 6(1), 4-20. </li></ul><ul><li>Masterman, L. & Vogel, M., 2007. Practice and processes of designing for learning. In Rethinking pedagogy for a digital age. Oxon: Routledge. </li></ul><ul><li>Rowlands, I. and colleagues., 2008. The Google generation: the information behaviour of the researcher of the future. Available at: http://www.ucl.ac.uk/infostudies/research/ciber/downloads/ggexecutive.pdf </li></ul><ul><li>Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension, Journal </li></ul><ul><li>of Educational Psychology, 82, 498-504. </li></ul><ul><li>Stahl, G. & Hesse, F., 2009. Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning, 4(4), pp.365-369. </li></ul><ul><li>Trentin, G., 2008. Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25(1), pp.43-55. </li></ul><ul><li>Vogel, M. & Oliver, M., 2006. Design for learning in Virtual Learning Environments: insider perspectives, JISC. Available at: http://www.jisc.ac.uk/uploaded_documents/D4L_VLE_report_final.pdf . </li></ul><ul><li>Watson, G., 2011. Martini belt buckles: how the wealthy lost the battle against fees. THES, 16-22 June </li></ul>
  60. 64. Thank you. [email_address]

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