Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Presentation to the ALT MOOCsig (special interest group) at UCL 26 June 2014. This discusses whether xMOOCS address equity & inclusion in light of what we have learnt from 20 years of developing e-learning systems & resources.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
Presentation to the ALT MOOCsig (special interest group) at UCL 26 June 2014. This discusses whether xMOOCS address equity & inclusion in light of what we have learnt from 20 years of developing e-learning systems & resources.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
My presentation at Mediated City Conference Bristol looking at how structured social media use can help enable new forms of public agency in the emerging Smart City, better City 2.0. Social Networks offer us strong ties & weak ties and Social change comes from an collaborative mix of string & weak ties/
National Equipment Finance Association 2015 SummitSteve Bronack
Stephen Bronack, Ph.D., is Assistant Dean of the College of Education at the University of West Georgia. Dr. Bronack is an engaging and informative presenter, and an internationally recognized expert in innovative uses of learning technologies. His scholarship is influencing the development and deployment of 21st century approaches across the educational spectrum. Dr. Bronack is a TED Talk veteran whose work in simulations and learning has been recognized with a Campus Technology Innovator’s Award. He holds a Ph.D. in Instructional technology from the University of Virginia, and may be reached via email at: sbronack@westga.edu or on Twitter @bronack
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
An outline of the personal and intellectual history of WikiQuals. Derived from the Emergent Learning Model and aligned with the University Project. How self-organised learners can manage their own accreditation Collaboratively publically
My presentation at Mediated City Conference Bristol looking at how structured social media use can help enable new forms of public agency in the emerging Smart City, better City 2.0. Social Networks offer us strong ties & weak ties and Social change comes from an collaborative mix of string & weak ties/
National Equipment Finance Association 2015 SummitSteve Bronack
Stephen Bronack, Ph.D., is Assistant Dean of the College of Education at the University of West Georgia. Dr. Bronack is an engaging and informative presenter, and an internationally recognized expert in innovative uses of learning technologies. His scholarship is influencing the development and deployment of 21st century approaches across the educational spectrum. Dr. Bronack is a TED Talk veteran whose work in simulations and learning has been recognized with a Campus Technology Innovator’s Award. He holds a Ph.D. in Instructional technology from the University of Virginia, and may be reached via email at: sbronack@westga.edu or on Twitter @bronack
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
An outline of the personal and intellectual history of WikiQuals. Derived from the Emergent Learning Model and aligned with the University Project. How self-organised learners can manage their own accreditation Collaboratively publically
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
A Curated Conversation amongst the members of the Origin of Spaces EU project describing their vision of the projects tool box. This vision shows 4 features, space, tools, community and eco-system.
An overview of information from the Origin of Spaces research report which can be used as the basis for the Toolbox design. A focus on the key processes which underpin the 5 partners work and the possible digital platforms which can host the toolbox
Keynote Address, 4 July 2013, South African Association for Science and Technology Education (SAASTE). Rethinking learning: Learning technologies in a networked society.
In this presentation, Alex Juhasz, Director of the Mellon DH Grant and Professor of Media Studies at Pitzer College, along with Ashley Sanders, Digital Scholarship Librarian and DH specialist, will describe
(1) what the digital humanities is (and digital scholarship more broadly)
(2) the opportunities the Mellon DH grant and the Claremont Colleges Library provide for faculty and students to learn more, and
(3) present a snapshot of some of the exciting work already happening at the 7Cs.
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. I am Curious; #Digital
Education 2.0 or Economy 3.0?
Campus Party
@fredgarnettLondon Knowledge Lab
2. I Am Curious; #Digital
• Before the Digital Economy 3.0
• 1984Year of IT – Information Technology
• George Osborne inspired by the BBC Micro
• Basic Programming & Turtle Mindstorms
• I was Inspired by BBC “Will Tomorrow Work?”
• 5 programmes on the impact of computers on
work at a time when we called the Knowledge
Economy the “Information Society”
3. I Am Curious; #Digital
• 3 Inspirations for Social Impact of IT 1984
• Kondratieff who talked about meta-technology
• Hazel Henderson, an “anti-economist” who said
that “technology is the essence of politics”
• Jonathan Gershuny (SPRU) who said “we need a
two-way, broadband, interactive, multi-media,
optical-fibrenetwork connecting every home”
• (what we would now call a platform)
4. I Am Curious; #Digital
• I developed my teaching using these principles
• As the micro-chip as ‘meta-technology’ was
invented in 1971 (Intel – Mountain View)
• I focussed my teaching on 2021 50-year cycles
• I noticed that as meta-technologies became
ubiquitous (trains, cars, phones) they evolved;
• Networks, Services Users (transport, mobility,
communications)
5. I Am Curious; #Digital
• In 1984 futurist Yoneji Masuda (MITI) published
‘Managing in the Information Society’
• Identifying a ‘high mass-knowledge creation
society’ relying on a ‘global information utility’
• Like Masuda and others I thought that we were
facing a post-industrial shift in civilization.
Agrarian, Industrial, Information (Digital).
• If this is true then more than just tools change
• Homi & the NeXT One (1989)
6. I Am Curious; #Digital
• Kondratieff argued that a major socio-economic
shift was coming by 2021 Masuda & Toffler
were arguing for a millenial socio-economic shift
• Either way we are facing Economy 3.0. Digital
technologies replace earlier analogue tech, and
enable technological convergence. Convergence
is far more socially transformational as it can
disrupt existing economic patterns built around
old technologies & replace those technologies
7. I Am Curious; #Digital
• What is Education 2.0?
• I was a lecturer at Lewisham College teaching
business computing. I knew nothing about
computers but I “knew how to teach”
• I developed a style of teaching I called
“brokering” or Andragogy. I let the subject
deliver itself. I focussed on learners motivations
and interests and supported their interests
• This was conversational model of learning
8. I Am Curious; #Digital
• Plato’s Academy, from which ‘Academic’ derives
• This had a 3-part estate
• 1. Academy – talk to wise men like Socrates
• 2. Orchard – walk around holding peer-
conversations (“what the hell?”)
• 3. Gymnasium - Exercise and relax
• This too was a conversational model of learning
– see Diana Laurillard &Sugata Mitra
9. I Am Curious; #Digital
• Steve Spaz Williams the craft of CGI – Willow,
Terminator 2, Jurassic Park
• I had 2 paths improving my teaching
• 1. working closer with student motivations
• 2. Developing an interest in technology change
& its social consequences
• Eventually they came together
10. In 1992 the Internet Society
Internet Society; http://en.wikipedia.org/wiki/Internet_Society
World Wide Web; http://en.wikipedia.org/wiki/World_Wide_Web
The Internet Society wrote its mission
“We envision a future in which people in all parts of
the world can use the Internet to improve their quality
of life, because standards, technologies, business
practices, and government policies sustain an open
and universally accessible platform for
innovation, creativity, and economic opportunity”
As Ted Nelson had predicted with Xanadu (1960) Tim
Berners-Lee finally invented the World Wide Web
&digital convergence became possible online.
11. I Am Curious; #Digital
• Internet Society 1992 (V-Cerf) Web 1994
• But we were teaching technology as products
not technology as processes…
• As an exemplar I did a riff on the history of
Encyclopedias, Diderot, Encyclopaedia
Britannica, Encarta (then came Wikipedia)
• We now know that Diderot was inspired by the
‘Republic of Letters’ project in the 17th C
12. I Am Curious; #Digital
• Business Uses of the Internet 1995 – DLR
website was a student project
• Information Systems IN Society 1997
• As Blended Learning I realised the learning
process would have to change
• Learning Skills Portfolio 1) Search and Evaluate
- Yale Medical School 2) Contact & Discuss 3)
Collaborate 4) Support 5) Moderate - netiquette
13. I Am Curious; #Digital
• Not a hacker – but I hacked an intranet 1997
• Was on the only Curriculum Committee
supporting the roll-out of the NGfL (Lewisham)
• Formed TaLENT – Teaching and Learning w/
Educational Networks
• Built a Community Grid for Learning based on a
Community of Practice model structured
around content BUT users went to the ‘coffee
area’ and just discussed practice
14. I Am Curious; #Digital
• Head of Community Programmes – working on
£250m Community Access to Lifelong Learning
• Informal e-learning in Community Centres &
libraries – the Peoples Network
• Asked to develop a “digital divide content
strategy”
• Commissioned the Metadata for Community
Content programme.
15. I Am Curious; #Digital
• Researched informal e-learning (2002)
• Learning was interest-driven, supported by
trusted intermediaries, community-responsive
curricula, centres have “lifecycles” & there is NO
Content that solves the digital divide in itself
• We built content-creation toolkits that could be
contextualised by centres / users
• We identified e-learning as based in Andragogy
16. I Am Curious; #Digital
• CREATIVITY & learning…
• In presenting these ideas we held a research
workshop with ALT (Association of Learning
Technologists) now celebrating 20 years
• I mentioned that I noticed that people good at
e-learning were “failed musicians” First 4
presenters admitted to this playfulness.
• So in making sense of new tech it helps to be
creative & curious (I’m more of a playwright)
17. I Am Curious; #Digital
• Cybrarian - a government website that will
“solve the digital divide”
• A key member of our team GH said we need a
high concept to sell it “Amazon for e-learning”
• Actually it was social network in which users
owned their data & a prototype was working in
2002. What we had missed is the need for NEW
METAPHORS
18. I Am Curious; #Digital
• One of the activities I started getting involved in
then was creating new organisational forms
• lastfridaymob
• Public Technology pressure group
• How do we move from hierarchical society to
• An Internet of People (Ben Hammersley)
• Creative / Interactive / Participative
19. I Am Curious; #Digital
• I had been an advisor to NOF & Museums e-
learning, but NOF was replaced by
• Big Lottery Fund (2006)
• What had NOF learnt about e-learning?
• We had learnt the necessity of moving
• From Access to Content to Context
• ( provide access, adapt content, make context
appropriate)
20. I Am Curious; #Digital
• Learner-generated Contexts Research Group
• Social networks exist, web 2.0 is participative,
we have UGC (User Generated Content)
• A Coincidence of Motivations leading to Agile
Configurations
• How do we change our learning contexts?
• (R. Luckin – Redesigning Learning Contexts)
• Ecology of Resources Model…
21. Post-scarcity Ecology of Resources model
Making Curricula, Organisation, Administration Adaptive
22. I Am Curious; #Digital
• Learner-generated Contexts Research Group
• Open Learning – OU Open Learn 2007
• BUT open learning needs a pedagogy
• An Open Context Model of Learning…
• PAH Continuum – teaching to stimulate curiosity
• Pedagogy - Subjects
• Andragogy - Collaboration
• Heutagogy - Creativity
24. I Am Curious; #Digital
• London Knowledge Lab – TEL Projects
• We build next generation, or Education 2.0
technology
• HAPtel, Synergy Net, nQuire, TARDIS, etc
• Development Frameworks not benchmarking
• Digital Literacies DF >Critical Thinking, Media
Literacy, Participatory Culture, Digital
Citizenship, Digital Inclusion
25. In 2002 the Web went participative
What is Web 2.0?; http://oreilly.com/web2/archive/what-is-web-20.html
26. I Am Curious; #Digital
• What is Education 2.0?
• Education & Universities represent
• “temporarily useful eccentricities”
• Web 2.0 has features letting us rethink education
(for a post-scarcity world)
• Web as a platform, perpetual beta, own your
own data, services, remix (curate)
• (organisational) Architectures of Participation
27. Education 2.0 roles change – teachers need to
search, provide and evaluate
Level Responsibility Aim
Strategic Senior
Managers
Technical
Infrastructure
Enabling
Platform
Staff Course Team Learning
Resources
Learning
Ecology
Students Students Union New
Technologies
Resource
Discovery
as Technology Stewards in Digital Habitats
A Development Framework
28. I Am Curious; #Digital
• What is Education 2.0? Post Bologna (EU)
• IST-7 ‘Future of Learning’ strand
• “In the classroom of the future”
• i2020 is looking at the links between formal, non-
formal and informal learning in institutions
• BUT Web 2.0 has created social, informal and
participatory models of learning
• Learning is Emergent
29. I Am Curious; #Digital
• Emergent Model of Learning focusses on “where
the students are” (JP Barlow)
• We argue that learning;
• a) starts with social processes
• b) uses, curates, or creates resources as needed
• c) produces outputs relevant to their learning
• Learning does not begin in institutions…
• Emergent Learning Model
30. I Am Curious; #Digital
• Education 2.0 >> Learners generating Contexts
• Ambient Learning City Manchester (MOSIALONG)
• Digital Cabinets of Curiosity (Metaphors)
• Aggregate then Curate (Processes)
• WikiQuals – from the University Project
• Self-managed learning with affinity partners
• Personal Learning Networks
• QR Codes as real-time wearable accreditation
31. I Am Curious; #Digital
The Digital Practitioner LSIS (BIS) research
40. 40
Higher level thinking Indicative description
1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or
the Manual. Making technology bring learning to life. Personalising learning through
the use of technology
2 Ability to adapt technology
to purposeful pedagogy
The ability to make technology contribute to learning for learners rather than seeing
technology as an end in itself. Includes widening participation, increasing retention,
particularly amongst hard-to-reach learners
3 Vision to create imaginative
blended learning design
Learning and demonstrating the skill of redesigning teaching and learning by
blending in technology to other forms and methods of teaching and learning. This
refers to skills developed through practice and engagement with peers and learners
rather than in formal sessions or using formal learning resources
4 Curiosity to involve learners
in curriculum delivery &
design
The Learner Voice. Involving learners in the design and personalising of learning.
Student e-learning monitors in classes. Involving learners in the experience of
learning in the widest sense
5 Imagination to develop
future learning plans
Using technology in helping learners to develop management of their own journey, to
account for their learning and plan future learning. Improving the tutorial process,
making learning more relevant to the needs of each individual learner
6 Desire to account for
personal and purposeful
effectiveness
Using technology to develop the skills of reflective thinking. Capturing ideas and
themes to inform teacher learning journeys through personal learning space.
Developing professional accountability
7 Capacity to develop
collaborative and
cooperative working
To look across and out of the organisation to work with and for others. An open
mindedness. Working adaptively to accommodate the ideas of others. Assimilation of
the best ideas.
to reflect on their feelings bout using technology
41. 41
Turns out they were curious digital
so what did their curiosity reveal?
42. Curiosity leads to flexible &adaptive thinking
Jonathan Mugan – The Curiosity Cycle
51. We found that Digital Practitioners;
Explore;
• With Confidence
• Think Divergently
Trust in;
• A Tapestry of Technology
• Student Play
• Bring Your Own Device (BYOD)
Use;
• Personal curiosity to discover resources
& Collaborate confidently
52. The personal is professional
The confident digital practitioner will help create
the e-mature institution
53. I Am Curious; #Digital
• Education 2.0 >> Learners generating Contexts
• Meta-technologies create new services for users
• Web 2.0 is a participative platform
• Learning is a social process based on trust
• Education must offer new learning experiences
• Learner curiosity needs andragogic support &
heutagogic challenges
• WikiQuals – Open Learning Labs
55. I am Curious; #Digital – Education 2.0
“This time learning is personal”
Own your own learning
Collaborate
Generate your own contexts for learning
Play with technology
Play with form
Use your curiosity to inform your learning
Say “I am Curious; #Digital”
56. How will you develop your curiosity?
• Digital Practitioner
• (http://www.slideshare.net/fredgarnett/digital-practitioner-2011
• Craft of Teaching
• http://www.slideshare.net/fredgarnett/the-craft-of-teaching-2011
• Technology Stewards
• http://www.slideshare.net/fredgarnett/heutagogy-technology-stewardship
• Co-creating Open Scholarship
• http://www.slideshare.net/fredgarnett/cocreating-open-scholarship
• mlearning
• http://prezi.com/kr94rajmvk9u/mlearning/
• Networked Learning
• http://www.scoop.it/t/networked-learning-learning-networks
58. Further Resources
• Web 2.0 tech for Learning; Charles Crook et al
• What is Web 2.0? O’Reilly
• Digital Habitats; Etienne Wenger
• Intentional Communities of Practice; Thomas Cochrane
• Social Networks of Learning; Caroline Haythornthwaite
• Open Context Model of Learning & the Craft of Teaching
• Aggregate then Curate with xtlearn.net
• Architecture of Participation
• The Heutagogic Archive
• CROS Alternative University
• Self-managed Learning – Stewart Hase & Chris Kenyon – Bloomsbury
• Images Fred Garnett, Naomi Grew, Geoff Rebbeck as well as creative
commons via Google Images, let us know any errors - thanks