Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
This slideshare presentation looks at work being undertaken through the European Commission funded Mature-IP project. The project is researching and developing the use of a Personal Learning and Maturing Environment (PLME)) for knowledge development and sharing in the workplace.
The presentation looks at the challenges of such an undertaking, looking at the relation between learning and knowledge.
It considers what functions are needed from a PLE and goes on to propose the appropriation of technology as a means of overcoming the divide between technologies, content and personal practice.
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Slides used to support a presentation by James Buckingham (face to face) and Vance Stevens (online) made 3 October, 2015 as part of the 2nd Annual TESOL Arabia "Special Interest Group" Conference - "New Beginnings".
The session gave an overview of what online professional development opportunities
TESOL Arabia already supports and those planned for the future. The presentation also featured a "live" demonstration of online professional development strategies currently being used by TESOL Arabia's Education Technology SIG with special attention placed on how these strategies are free, easy to use, and available to anyone. This is all part of the Organization's efforts to make PD opportunities available to members wherever they might be in the Middle East and North Africa region.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
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
Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
This slideshare presentation looks at work being undertaken through the European Commission funded Mature-IP project. The project is researching and developing the use of a Personal Learning and Maturing Environment (PLME)) for knowledge development and sharing in the workplace.
The presentation looks at the challenges of such an undertaking, looking at the relation between learning and knowledge.
It considers what functions are needed from a PLE and goes on to propose the appropriation of technology as a means of overcoming the divide between technologies, content and personal practice.
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Slides used to support a presentation by James Buckingham (face to face) and Vance Stevens (online) made 3 October, 2015 as part of the 2nd Annual TESOL Arabia "Special Interest Group" Conference - "New Beginnings".
The session gave an overview of what online professional development opportunities
TESOL Arabia already supports and those planned for the future. The presentation also featured a "live" demonstration of online professional development strategies currently being used by TESOL Arabia's Education Technology SIG with special attention placed on how these strategies are free, easy to use, and available to anyone. This is all part of the Organization's efforts to make PD opportunities available to members wherever they might be in the Middle East and North Africa region.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
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
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The presentation is about a comparative study of online formative assessment applications and their possible affordances in EFL instruction. This stems from the presenter’s observation of two emerging trends that have the power to transform EFL instruction; the availability of an increasing number of free applications that facilitate formative assessment and a growing interest in promoting mobile learning strategies, especially among EFL and Writing instructors at tertiary level institutions in the UAE.
It identifies those applications currently ranked highest in educator based surveys such as Jane Harts 100 tools, Edshelf and Graphite. It lists affordances that may be of most interest to EFL and Writing instructors and which are common to such applications. It then engages in a comparative analysis of the applications based on these affordances. It concludes to suggest that the increased interest in such formative assessment apps may stem from their power to inform EFL instructional design and to realize more personalized EFL instruction in a transformative way.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Opening presentation by Li Yuan for the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Introduction to the Open Education session at the Cetis Conference 2014:Building the Digital Institution held in Bolton on the 17th and 18th June 2014.
Jane-Frances Agbu - National Open University of Nigeria
Cable Green - Creative Commons
Rory McGreal - Athabasca University
Joseph Pickett - MIT OpenCourseWare
Paola Corti - Politecnico di Milano - METID
Social media for social policy: working together for creative employability s...Matt Cornock
Session presented at the University of York Learning and Teaching Conference, 8 May 2013. Overview of the social media project which gives students the opportunity to learn new skills within a social science subject context.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The presentation is about a comparative study of online formative assessment applications and their possible affordances in EFL instruction. This stems from the presenter’s observation of two emerging trends that have the power to transform EFL instruction; the availability of an increasing number of free applications that facilitate formative assessment and a growing interest in promoting mobile learning strategies, especially among EFL and Writing instructors at tertiary level institutions in the UAE.
It identifies those applications currently ranked highest in educator based surveys such as Jane Harts 100 tools, Edshelf and Graphite. It lists affordances that may be of most interest to EFL and Writing instructors and which are common to such applications. It then engages in a comparative analysis of the applications based on these affordances. It concludes to suggest that the increased interest in such formative assessment apps may stem from their power to inform EFL instructional design and to realize more personalized EFL instruction in a transformative way.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Opening presentation by Li Yuan for the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Introduction to the Open Education session at the Cetis Conference 2014:Building the Digital Institution held in Bolton on the 17th and 18th June 2014.
Jane-Frances Agbu - National Open University of Nigeria
Cable Green - Creative Commons
Rory McGreal - Athabasca University
Joseph Pickett - MIT OpenCourseWare
Paola Corti - Politecnico di Milano - METID
Social media for social policy: working together for creative employability s...Matt Cornock
Session presented at the University of York Learning and Teaching Conference, 8 May 2013. Overview of the social media project which gives students the opportunity to learn new skills within a social science subject context.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Pecha Kucha: Presentations on Post-Web 2.0 Instructional ToolsJonathan Bacon
In this session participants were introduced to the concept of Pecha Kucha (pe-chak-cha); the Japanese inspired rapid fire presentation mode with each speaker presenting 20 slides, each on screen for 20 seconds. The seven "flash" presentations focused on post-Web 2.0 apps (Adobe Connect Now, Diigo, Glogster, Google Wonder Wheel, Vuvox and more) for instructional use by educators. Presented at SIDLIT 2010 at Johnson County Community College on Friday, August 6, 2010
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
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
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
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
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
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
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Emergent Learning Pecha Kucha
1. GLAMCamp London Emergent Learning Model Pecha Kucha Presentation June 24 2011 Fred Garnett FRSA @fredgarnett The Learner Generated Context Research Group http://heutagogicarchive.wordpress.com/
2. Emergent Learning Model OR Smart Mobs plus Everything is Miscellaneous means Here Comes Everybody
3. Emergent Learning Model Background; Learner-Generated Contexts Open Context Model of Learning Architectures of Participation Bologna Process Informal, Non-formal, Formal Learning Emergent Learning goes GLAM
4. Emergent Learning Model Definition; A context created by people interacting together with a common, self-defined or negotiated learning goal. The key aspect of Learner Generated Contexts is that they are generated through the enterprise of those who would previously have been consumers in a context created for them. (Wikipedia)
5. Emergent Learning Model LGC Origins; A Team who built a Facebook for earning in 2004 (before social network) Socially Inclusive; Community Development Model of Learning (Freire) Participant Design; Ecology of Resources Model of Learner (Vygotsky)
6. Emergent Learning Model Open Context Model of Learning; A Pedagogy for an Open World or “ Coincidence of Motivations leading to Agile Configurations ” Outlined by PAH Continuum; Pedagogy ; Subject Disciplines Andragogy ; Collaboration Heutagogy ; Playing with Form
7. Emergent Learning Model Pedagogy, Andragogy, Heutagogy Continuum Question; What? Why? Why Not? 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
8. Emergent Learning Model An Architecture of Participation Adaptive Institutions working across Collaborative Networks’ Beyond the Institution as Physical Location Beyond buildings as demarcation Communities of Interest & Practice becoming Landscapes of Interest and Networks of Practice
10. Emergent Learning Model Emergent Learning Model Designed to meet EU i2015 & i2020 Post-Bologna Process targets of Integrating; Informal, Non-formal & Formal Learning
11. Emergent Learning Model Rethinking Informal Learning (Libraries, Museums) Non-formal (Training, post-compulsory) Formal Learning (Institutions & Quals) As Social Processes (People) Content (Created & Consumed) Context (Quality Assurance)
12. Emergent Learning Model Rethinking Informal Learning Focus on the social process that support learning; i.e. People Not places or type or policy ownership or targets (DfES) “ Informal Learning is the social processes that support learning in any context ”
13. Emergent Learning Model Rethinking Non-formal Learning Focus on the content that supports learning (design for appropriation) OR The content-creation that reflects learning (Learner or User-generated) “ Non-formal Learning is Structured Learning resources without formal learning outcomes ”
14. Emergent Learning Model Rethinking Formal Learning Traditional focus on institutions with little concern on what happened within; concern with Estates Management OR “it’s where the money is” “ Formal Education (!) is the process of administering & quality assuring accreditation & qualification”
15. Emergent Learning Model Flow & Emergence Can we use this re-conceptualising to design for a flow of learning? Start with institution & impose processes OR Start with the social processes of learning & design for emergent behaviours
16. Emergent Learning Model Informal Learning Phase ; enabling models of learner-self-organisation that can be recognised post-hoc Non-formal Learning Phase ; Resources designed for learner-appropriation. Content-creation toolkits easily accessible and quality assured (templates? guides?) Formal Learning Phase ; support resource provision, mapping to accredited learning outcomes, quality assuring processes, linking to system needs ?GLAM; ‘participative curatorial strategies enabling self-organisation, collaboration and content-creation.
17. Emergent Learning Model Why does this matter to GLAM? 1) Rethinking Roles and Processes 2) Change Socio-Economic Context 21 st Century Evolving changes in the socio-technical context Web As Resource (New Literacies of Access) Web as Platform (Permanent Beta & new Content) Web as Location (Identities & New Contexts) OR It is where the students are
18. Emergent Learning Model Emergent Learning Model Table; http://www.slideshare.net/fredgarnett/fg-ouemergenttable Mike Wesch; The Machine is Us/ing Us The Machine is Us/ing Us 4’ 31” Learner-Generated Contexts; Where shall we learn? The Future of Education 4’ 15” Putting Context into Knowledge http://www.slideshare.net/fredgarnett/putting-context-into-knowledge
19. Emergent Learning Model “ The Future is already here. It is just unevenly distributed” (William Gibson)
20. Emergent Learning Model “ The Answers are already here! We are just asking the wrong Questions...”