This document summarizes Robin Trangmar's keynote presentation on practical learning in a digital world. The presentation explored three main themes: 1) sharing innovative teaching practices, 2) developing knowledge through hands-on experience, and 3) scholarly activity in higher and further education. It discussed challenges in higher education like reduced funding and increased online learning, and emphasized the importance of communities of practice, collaboration, and evidence-based innovations to teaching.
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
What is “content” and how might we (not) get beyond it? Norm Friesen
At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless?
This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and
materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
What is “content” and how might we (not) get beyond it? Norm Friesen
At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless?
This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and
materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
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
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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
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
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
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
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One of the ways in which I’ve found that we can effectively give this little push from the outside is through advance information on atmospheric and weather conditions and the state of the climate- to enable them to anticipate climate-related changes and hazards coming their way. Learn more:ccafs.cgiar.org
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Today's highly turbulent environment calls for quality response from educators. We need to adopt a service orientation while making students engaged in our transactions.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
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Embracing GenAI - A Strategic ImperativePeter 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.
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Keynote: Practical learning in a digital world
1. Robin Trangmar
@yrathro #pldwrt
Practical Learning in a
Digital World
Keynote: RSC Yorkshire and
Humberside symposium
March 2012
Credit: http://blog.appneta.com/wp-content/uploads/2012/02/networking-cables.jpg
2. Symposium themes
1. Exploring and sharing innovative practice
2. Developing knowledge through hands-on practice
3. Scholarly activity in the HE, and HE in FE community
3. Landscape
Increased student fees
Reducing government funding
Pressure to reduce contact time
Communities of practitioners who increasingly share
resources
Increased [free] access to open source resources
Free certificated University courses
Someone’s idea that online learning is the answer to
everything, and that it can be done ‘just like that …’
5. What is innovation?
“… we mean the sort of transformative
innovation that challenges our
assumptions about how we do things. We
mean developing creative approaches to
problems, by asking questions about the
status quo, about accepted practice and
about the prevailing ‘logic’ that
permeates the system.”
(Sutch et al. (2008) p5)
6. Innovation …
... in teaching is most likely to take place when:
the innovator feels a degree of security
within an understood community or
cultural context, recognises the need for
change and has encouragement or support
from the head of department, dean or other
person in authority
(Hannan & Silver, 2002; 3)
7. Innovation …
… is most likely to be obstructed by:
low esteem of teaching and learning, compared with
research;
lack of recognition and interest by colleagues and people
in authority;
quality assessment procedures or other procedures that
inhibit risk-taking.
(Hannan & Silver, 2002; 3)
Remember that
institutions are generally change-averse
‘the speed of change in HEIs is glacial’
8. Research or Teaching?
Simplistically …
Research – brings in most of the cash for HEIs
Teaching – brings in the cash for FEIs
Many HEIs and FEIs have teams aimed at
improving the quality of learning, teaching and
assessment
9. Research into Teaching
There is a need for continued research into learning, teaching
and assessment
Sound learning, teaching and assessment structures are
fundamental
We need to invest more in evidence-based practice
Teaching needs to embrace surface, deep and concept
learning
Is the focus on input, process or outcomes?
Are we merely justifying established practice?
Do the benefits of technology appear early enough in our
learning and teaching strategies?
10.
11. Rethinking Learning
in the Digital Age
Rethinking how people learn
Rethinking what people learn
Rethinking where and when people learn
(Resnick, M., 2002)
… and rethinking how we work as educators
12. preparation
marking
policies
funding
admin
admin
admin
research
publication
Sometimes it feels like a never-ending expedition …
Credit: Rune Gjeldnes http://www.extreme-planet.com/exp/seal/newsarchive.asp
13. Here is Edward Bear, coming
downstairs
now, bump, bump, bump, on the
back of his head, behind
Christopher Robin.
It is, as far as he knows, the only
way of coming downstairs, but
sometimes he feels there
really is another way, if only
he could stop bumping for a
moment and think of it.
(A.A. Milne 1926; 15)
Source: Milne, A.A., 1926 The World of Pooh. London; Methuen.
Image: Pete Rollins http://peterrollins.net/wp-content/uploads/2011/03/pooh_stairs.jpeg
15. Innovation is important … but …
There has to be an impact on learning, teaching and
assessment
That impact has to be realised through practice
Practice often needs
The ability to take risks
The support to take risks
The time to do so
A consideration of the ethical issues of taking those risks
16. Importance of collaboration
Public (shared knowledge) is more important than
private knowledge
Communities of practice
Personal learning networks (PLNs)
Professional learning communities (PLCs) (the phrase
used in schools in Wales)
#teachmeets
The use of social networks
to ‘glue’ these communities of practice together
to support our own practice through crowd sourcing
20. Scholarship and Scholarly Activity
We need to be ‘fit for purpose’
Research active, or research aware
Recent, evidence based, and research led
Impact studies should guide our strategies, and be an
outcome of our activities
Engage in small scale practitioner research
The academic profile of the HE in FE practitioner needs
developing
Research, practice, publish
21. Subject – specific
Credit: David Vignoni Nuvola Images http://www.icon-king.com/projects/nuvola/
knowledge Pedagogical skills
Learning
Technology
The Three
Tyrannies
22. Things to do …
Present at a conference
Academic paper
Enter a Poster
Lead a Workshop
Not got a conference?
Organise one
Hassle your HE Manager to present papers / posters at the
2012 HE Conference …
Small scale stuff is interesting and useful
Be cheeky …
24. Credibility
Trangmar, R., (2012) Keynote: Practical Learning in a Digital
World. Presented at the JISC - RSC Yorkshire and Humberside
symposium. Beverley.
Trangmar, R., (2011) Using Crowdsourcing and Social learning
Networks in Teacher Education. Presented at the FE in HE
Conference, University of Wales, Newport. Newport.
Trangmar, R., (2011) Improving Practice Through Scholarship.
Presented at the Annual HE Conference. Colwyn Bay
25. Higher Education Academy
Don’t spend all your time working IN the business;
Allow time for working ON the business
YOU are the business
Customers buy your skills and knowledge
You need a benchmark that they can measure you against
HEIs will increasingly use HEA membership as a quality
marker
Apply for HEA professional recognition
Associate Fellow
Fellow
26. So what?
There is no point in addressing any of these three
themes unless there are two principles at the heart of
what we are doing:
The quality of learning, teaching and assessment
The development of the learner’s knowledge, skills
attitudes and behaviour
27. "Not simply dream, but
dream extravagantly;
see possibilities not
problems.
Seek an image of
perfection to which we
can aspire"
(Sir Ernest Hall,
Brathay 1996)
Credit: Charles Drakew; Wikimedia Commons http://en.wikipedia.org/wiki/File:Dean_Clough_Mills_10.JPG
28. Contact details
Robin Trangmar FHEA, FIfL, FRGS, M.Ed., CharteredMCIPD
@yrathro
http://yrathro.wordpress.com
Head of Education and Training, Coleg Llandrillo
Cymru, Colwyn Bay LL28 4HZ
01492-546666 x427
r.trangmar@llandrillo.ac.uk
29. References
Hannan, A., & Silver, H., 2002. Innovative forms of
enhancement in Teaching and Learning. Plymouth;
LSTN.
Milne, A. A., 1926. The World of Pooh. London;
Methuen.
Resnick, M., 2002. Rethinking Learning in the Digital Age.
MIT [online - available at
http://llk.media.mit.edu/papers/mres-wef.pdf]
Sutch, D, Rudd, T, and Facer, K., 2008. Promoting
Transformative Innovation. Slough; Futurelab.
Editor's Notes
This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at http://www.educause.edu/thetowerandthecloud or commercially at http://www.amazon.com/gp/product/0967285399/ref=kinw_rke_rti_1 Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online.
Resnick, M., 2002 Rethinking Learning in the Digital Age. MIT [online - available at http://llk.media.mit.edu/papers/mres-wef.pdf]
Boats are designed to go to sea, not stay in harbour
Local networkingGlobal attention
Credit: David Vignoni Nuvola Images http://www.icon-king.com/projects/nuvola/