A design for learning? Learning experiences for the post-digital world
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A copy of my ALT-C workshop/talk held at the Association for Learning Technology conference in Warwick, UK on 6th September 2016
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A design for learning? Learning experiences for the post-digital world
- 1. Peter Bryant London School of Economics @peterbryantHE http//www.peterbryant.org A design for learning Learning experiences for the post-digital world
- 2. We need to challenge the distinctions between old and new learning NOTold and new technology
- 4. Gutierrez (2014) From Individual to Collaborative Learning From Passive to Active Learning The Rise of Differentiated Instruction The Phenomenon of Multi-tasking
- 7. that achieves the objectives builds on the art principles of line, space, colour, texture and unity learnin g Malcom Knowles (1980)
- 8. are the connective tissue and sinew, they weave the gaps knowledge and skills, integrating the problems, scenarios, applications and schemas in the learner’s brain through the thematic links within and between disciplines. Learning experiences https://www.flickr.com/photos/pshab/3360494165
- 9. POST-DIGITAL LEARNING EXPERIENCES FOUND MAKING PLAY IDENTITY AUTHENTICITY DISCONTINUITY COMMUNITY
- 10. FOUND
- 11. MAKING
- 12. PLAY
- 13. AUTHENTICITY
- 14. IDENTITY
- 16. COMMUNITY
- 17. HACK!
- 18. WE WON!
- 19. NOW WHAT?
- 20. What is our next trick?(Illusion)
- 21. THE TASK In small groups, you will be given four cards. Two cards will have a learning technology tool that most of us use & two cards will be learning experiences. Your task is to hack these learning technology tools to be able to deliver the learning experiences on your cards. For example, how could you make lecture capture deliver a community led learning experience?
- 22. THE RULES Rule 1: You are the learning technologist and you are working with the academic, productively and collaboratively Rule 2: Despite the chatter, all the tech ‘works’ - the digital is here, we are digital institutions. Digital is not the innovation Rule 3: We are here to build not smash, so you can’t shut the system/tool/platform/practice down Rule 4: This is not about the kit, it is about what it does Rule 5: You moan (rehearse systemic reasons why you can’t effect change), you get no beer (wine, juice, love, peace, etc.) Apologies to some people called Peter Bryant and Dave White for stealing their hack rules
- 23. “When consumers adopt new technologies, they do old things in new ways. When they internalize technology, they begin to do new things.” James McQuivey
- 24. THANK YOU
Editor's Notes
- The transformational potential of learning technologists in a post digital age The worlds of educational development and learning technology are merging MOOCs were a warning shot where our activity was dictated to us This is not a discussion about potential, this is a statement that the future happens, and the future as we describe has already happened Learning, teaching and assessment are contested fields, where the people saying things have changed are the ones are seen as the barbarians at the gate, where as the people defending existing practice dictate the terms of the debate, creating and supporting systems that replicate and reinforce existing practices What I want to argue today is that we cannot allow the future to be dictated to us by forces not operating in the bests interests of students, teachers, society and ultimately our institutions, and that the learning technologist, the educational development, the digital education practitioner, the teacher and the learner need to be in the room, advocating and arguing for change. (I will use the term learning technologist to cover a wide variety of practice)
- This is not a function of technology, or of access to technology. So, what is important for the learning technologist?
- Found is at the heart of my artistic practice. The notion of found is fundamental to the work, as something that is lost can eventually be found. Found sounds, footage, fragments of words reconstructed, often without context or description, perhaps with just a vague sense of where. Bricolage and discovery are very powerful learning tools. The sheer scope and scale of many social media communities can create a shattered web of fleeting connections or weak ties between users (Mackey and Evans, 2011, Manago, 2015, Siemens, 2005). Users pass by each other in disconnected and transient ways, connecting with some by the way of a single photo or a comment. Rarely do users go back to those interactions to form lasting bonds. However, Siemens (2005) argues that these ties can create small hubs of innovation and creation, as users are exposed to networks wider than their own. Found is about discovery
- Making is fundamental to how I live my life Making is a philosophical approach to holidays, to eating, to engaging, to working DIY philosophy of zine making (PhD work) Digital tactility, physicality to making digitally (move to next slide) Pedagogy positions making as a form of practice and separate theory from practice Lectures and exams are great examples of that
- Identity is critical to modern teaching and learning Challenging notions of identity and realness are at the core of my own work Identity as fluid can be discontinuous, out of sync and Challenging stereotypes (students facebooking) Constructing positive approaches to digital identity (not stranger danger) (change slide) Criticality and engagement Make connections that are authentic and real, outside and inside (Issue with LSE, first years friends, last year nodding) Digital stranger – These connections don’t have to be deep to be lasting, they can be about a construction of identity, harnessing the complexity of engagement in a digital world