The document discusses the evolution of learning environments and the potential for cities to become more participatory through emerging technologies. It covers the history of learning from ancient times to the present and the shift from pedagogy to heutagogy. The rise of Web 2.0 is described as moving from access to content to contextual learning. The concept of an ambient learning city is introduced as moving from ambient to smart to social. The talk concludes by envisioning Timisoara, Romania as a potential Timisoara 2.0 that becomes an open city of open scholars through participatory approaches enabled by emerging technologies.
This chapter discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime”.
It argues that two conceptual models can help address these issues. Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model. Secondly a “development framework” for institutional flexibility called an 'organisational Architecture of Participation', which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.
Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also include broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.
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/
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
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
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
This chapter discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime”.
It argues that two conceptual models can help address these issues. Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model. Secondly a “development framework” for institutional flexibility called an 'organisational Architecture of Participation', which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.
Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also include broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.
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/
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
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
Are there ways in which we could use new smart technologies to aid the shift to a participative democracy rather then merely increasing passive consumption?
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
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
Designing Participatory Smart Cities. A Public Lecture given in Bristol at the Arnolfini Gallery. Looking at how Web 2.0 tools and techniques can help make the emerging smart city participative & help CityZens take centre-stage by context-shaping where they live with context-engineering tools. Looking at; the history of cities and neighbourhood actions, the history of technologically-enabled social change, Web 2.0 & context-shaping, Learner-generated contexts development frameworks, Context & social change, possible city futures, context-engineering & CityZens...
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
Beyond the walled garden - the story of how one learner used social media for...Helen Crump
Presentation at Galway Symposium on Higher Education 2013
http://www.nuigalway.ie/celt/conference/conference13.html
Here, I offer to relate my learning story, about how I discovered Twitter as a tool for professional networking and development and how I subsequently went on to discover open education, take advantage of the new ways of learning online in networks and communities, and to develop as a digitally literate learner/practitioner.
It is thought that an autobiographical narrative, such as this, will serve to bring the lived experience to the discussion and make concepts regarding change and “thinking differently” within Higher Education real. This story encompasses a range of new theories and practices: social media/ social networking for teaching and learning, personal learning networks [PLNs],
digital literacies ‐ tools, practices and identity, blogging for reflecting and learning, MOOCs, open education, digital age learning theories ‐ connectivism, rhizomatic learning, heutagogy and open badges.
Biographical information:
Helen Crump is a literacies practitioner and a recent graduate of St. Angela’s College, Sligo where she completed an M.A. in Technology, Learning, Innovation and Change. Her dissertation, “To tweet or not to tweet?”, took a New LiteracyStudies perspective to position the use of Twitter as a social practice and enquire into the disposition of Higher Education lecturers towards the adoption of Twitter practices.
Helen can be found online at www.learningcreep.wordpress.com or @crumphelen (Twitter).
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Training needs analysis, skills auditing, training evaluation, calculating training ROI and strategic learning and development best practice principles and processes
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
Designing Participatory Smart Cities. A Public Lecture given in Bristol at the Arnolfini Gallery. Looking at how Web 2.0 tools and techniques can help make the emerging smart city participative & help CityZens take centre-stage by context-shaping where they live with context-engineering tools. Looking at; the history of cities and neighbourhood actions, the history of technologically-enabled social change, Web 2.0 & context-shaping, Learner-generated contexts development frameworks, Context & social change, possible city futures, context-engineering & CityZens...
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
Beyond the walled garden - the story of how one learner used social media for...Helen Crump
Presentation at Galway Symposium on Higher Education 2013
http://www.nuigalway.ie/celt/conference/conference13.html
Here, I offer to relate my learning story, about how I discovered Twitter as a tool for professional networking and development and how I subsequently went on to discover open education, take advantage of the new ways of learning online in networks and communities, and to develop as a digitally literate learner/practitioner.
It is thought that an autobiographical narrative, such as this, will serve to bring the lived experience to the discussion and make concepts regarding change and “thinking differently” within Higher Education real. This story encompasses a range of new theories and practices: social media/ social networking for teaching and learning, personal learning networks [PLNs],
digital literacies ‐ tools, practices and identity, blogging for reflecting and learning, MOOCs, open education, digital age learning theories ‐ connectivism, rhizomatic learning, heutagogy and open badges.
Biographical information:
Helen Crump is a literacies practitioner and a recent graduate of St. Angela’s College, Sligo where she completed an M.A. in Technology, Learning, Innovation and Change. Her dissertation, “To tweet or not to tweet?”, took a New LiteracyStudies perspective to position the use of Twitter as a social practice and enquire into the disposition of Higher Education lecturers towards the adoption of Twitter practices.
Helen can be found online at www.learningcreep.wordpress.com or @crumphelen (Twitter).
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Training needs analysis, skills auditing, training evaluation, calculating training ROI and strategic learning and development best practice principles and processes
Dr Igor Calzada delivered a keynote conference at the InFocus Smart Cities International Conference in Yinchuan in China on 7th September 2016. The keynote revolved around governance of smart cities by pointing out a critical and constructive perspective of the so-called smart cities buzzword based on previous research work entitled Unplugging.
IoT & Smart Cities Venture Creation WeekendRumaisah M.
Held at Cambridge Judge Business School (CJBS), bringing entrepreneurs and engineers together to work towards prototyping a product and creating a business plan, based on smart cities' use cases.
Talk given to Pararchive Conference Leeds March 2015 on the the Participatory Curation model Aggregate then Curate and what we learnt about digital story telling using social media in the MOSI-ALONG Ambient Learning City Project
What are Third Places, what are their key characteristics & features? What have we learnt on the #oosEU project and how can they help build the participatory city 2.0? What have we learnt about how citizen actions can help create new socio-economic contexts through Cultural Regeneration and how can we feed that forward into new processes of legitimacy? Could this be the role of the emerging #CityZen
The MA in Digital Humanities at King's College London looks at how we create and disseminate knowledge in an age where so much of what we do is mobile, networked and mediated by digital culture and technology
It gives a critical perspective on digital theory and practice in studying human culture, from the perspectives of academic scholarship, cultural heritage and the commercial world
We study the history and current state of the digital humanities, and their role in modelling, curating, analysing and interpreting digital representations of human culture in all its forms.
For more information: http://www.kcl.ac.uk/artshums/depts/ddh/study/pgt/madh/index.aspx
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper details an explorative and experimental project that is seeking to better implement virtual
technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these
technologies as a means of reorienting pedagogic practice within higher education around truly chaordic
communities of practice that serve to develop digital citizens. We have undertaken this project with the
belief that higher education should be concerned with answering the calls of our increasing digital society;
that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical
boundaries of the university but rather happens at all times over physical and virtual spaces.
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.
Are digital technologies changing the way we learn, think and communicate? What might these changes mean for the future of museums? What do digital-savvy guests look for in museum experiences? This blog discusses projects, people and methods for improving the future of guest experiences. We are seeking multidisciplinary perspectives that cut across the realms of research, design and education. The Emerging Digital Museum was also a session at the 2009 American Association of Museums conference.
This was presented at the Internet Librarian International Conference in October 2009 in London.
It was a joint presentation between myself and Liz McGettigan, Head of Library & Information Services at Edinburgh City Council.
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 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
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
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.
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.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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!
2. Learning Environments & City 2.0
Learning Environments
Web 2.0
Ambient Learning City
City 2.0
Conclusions;
Timisoara 2.0;
Open Scholars in Open Cities
4. Learning Environments A Brief History
1 million years ago
Plains; visionary, improv, Heutagogy
200,000 years ago
Cultural DNA (Pagel) mimetic Andragogy
60,000 years ago…
Maps; precise, didactic, Pedagogy
Not just academics but a species…
5. Organised Learning A Brief History
2,500 years ago
Plato’s Academy; learning conversations
1,000 years ago
City University; monotheistic
(self-organized) communities of scholars
150 years ago… (Polytechnics)
Scientific, taxonomies, curricula
6. Learning Content A Brief History
2,500 Years Ago
Content; what content? (Republic)
1,000 Years Ago
1-32 Books Content-Scarcity (Oxford Uni)
100 years ago…
Public Libraries; Reading as Learning
Content-Surplus (Mechanical Reproduction)
Now? User-Generated Content… OR
Content Creation & Content Curation
7. Educational Design A Brief History
>Cosmologies>Taxonomies> Folksonomies
The problem with education is that;
They impose taxonomies on learners
Instead of
Folksonomies on Institutions…
(We could be cocreating open scholarship)
10. Web 2.0
I’m interested in social change
through technology use;
Technological Innovation Process TIP
1771-2021 (in 50yr cycles)
Kondratieff long-wave cycles of
meta-technologies; microprocessor
Networks, Services, Users model
11. Web 2.0
TIP Effects of technology use;
1st Order effects – planned use
-ve 1st Order Effects – side-effects
2nd Order Effects – unanticipated
-ve 2nd Order effects – crises…
Social change comes through 2nd
Order Effects; Trains > Metroland
12. Web 2.0
Arguably in tech-enabled change;
Change is socially dialogical
rather than intellectually
dialectical
It comes from users modifying
designers’ original intentions
13. So web 2.0 allows users to shape tech-use
Permanent beta, architectures of participation
14. So how can Web 2.0 help designers?
I helped designed a social
network before social networks;
Information Architecture 4 Civil Society
Formed lastfridaymob; argued
Public technology must be;
Creative, interactive,
participative…
15. Web 2.0 & Learning
We formed Learner-Generated
Contexts group (2006)
“A coincidence of motivations
leading to agile configurations”
Open Context Model of Learning
Using a “development
framework” the PAH Continuum
17. Pedagogy Andragogy Heutagogy
From Andragogy to Heutagogy
Pedagogy Andragogy Heutagogy Continuum
Pedagogy the institutionalisation of learning around
facts, resource scarcity, subject disciplines;
education as a delivery system (cognition)
Andragogy negotiated, collaborative, interest-driven
learning brokered into ‘open’ spaces – at best the
community is the curriculum (meta-cognition)
Heutagogy self-determined learning where learner
creativity enables innovation (epistemic cognition)
We are interested in post-virtual models of learning
18. Web 2.0 & Context shaping
If web 2.0 with user-generated
content & participative qualities
Allows for “context-shaping”
Can we design a development
framework
That allows us to shape learning
contexts?
21. Ambient Learning City
Being “insanely ambitious”
We decided to investigate how
A multiple-context Ambient
Learning City might work
We had Emergent Learning Model
…Well! How did I get here?
Emergent Learning Model
22. Ambient Learning City
Emergent Learning Model
Educational design tool, neither
institution nor student-centric but
Learner-centric (learning-centric?)
Education from the right…
Learning from the left…
Emergent Learning Model
23. Ambient Learning City
In 2000 Proboscis created;
“Urban Tapestries” in Brighton
Enabling participative use of
mobile phones in urban contexts
In 2005 Mudlarking in Deptford
2006 Ealing Northala Ambient
Learning Park then Kew Gardens
27. Recently celebrated on BBC TV Culture Show
For Art Walks (SLAW) & cultural regeneration
Social action
Cultural regeneration
Property speculation
28. Ambient Learning City
2007 EU-IST 7 Future of Learning
For the “classroom of the future”
but learning context-responsive
2010 Ambient Learning City>>
2011 MOSI-ALONG Ambient
Learning Open Network Group
Ambient Learning City
29. Ambient Learning City
1998 Lewisham Citizens Connect
Can the Internet be used to
stimulate “Active Citizenship”?
TaLENT Community Grid for
Learning (CGfL) (CoP model)
but Best CGfL in Manchester…
learners.org
30. Ambient Learning City
Question; can we use our
development framework to
Design interactive learning -
In multiple contexts in Manchester
1 Participative curatorial strategies
2 Object-centred sociality
History of Manchester in 100 objects
32. Ambient Learning City; New Models
Aggregate then Curate; Social Media Participation Model
33. Social Cities of Tomorrow
Some Answers
New metaphors
New relationships
Object-centred sociality
Participative curatorial strategies
Aggregate then Curate
Post-institutional thinking
Participatory Cities
Social cities not smart cities
34. Ambient Learning City
Answer;
1. New reframing metaphors;
Digital Cabinets of Curiosity
2. Non-taxonomy learning-model;
Aggregate then Curate
No Taxonomies – interest-driven
with QA of the learning process!
35. Ambient Learning City
Effectively we were getting our
hands dirty on 2nd order effects;
The problem was we were in an
industrial city with 150 years
experience of doing that…
We were learning about contexts
but we weren’t context-shaping…
36. Ambient Learning City
Question; how do we move from
context-responsive processes to
Context-shaping capabilities?
What new problems do we need
to solve…
So that we can create a dialogical
development process?
37. City 2.0 & CityZens
Learning Environments & City 2.0
38. Context-shaping in City 2.0
from
Representative
(19th century taxonomies)
to
Open
(access to hierarchy)
to
Participatory
(folksonomies / intangible culture)
39. Context-shaping in City 2.0
Smart Mobs
+
Everything is Miscellaneous
=
Here Comes Everybody
Enabling Consequences
40. Context
In 2010 Proboscis asked me to
critically review their work
I wrote “enabling consequences”
about shaping second-order effects
As generative innovations / platforms
Giles Lane, as an artist & cultural
broker, argued that they were…
Enabling Consequences
42. Context
Creativity! Playing with form
Creating platforms for change
BUT!!!
Are we using new technologies;
To e-enable existing processes
Or to Transform them?
43. Context
Manchester Historic knowledge context
1845 Museums Act
1850 Public Libraries Act
1871 Education Act
The 19th century created a context
where taxonomic hierarchies were
The basis of institutional organisation
Still in that form in the 21st century
44. Context
In an Internet of People
@BenHammersley said that
“network society cannot be born”
Because people who grew up in
hierarchies are still in POWER
How do we move from hierarchies to
a participatory network society?
An Internet of People British Council Lecture 2011
45. Context
The Industrial Revolution threw a
bomb into community
Separating Home Work Leisure &
Markets from each other
Yet the digital revolution has the
potential to…
Re-integrate all our daily lives
(If you want it)…
46. Context-shaping in City 2.0
from
Subject
(monarchy)
to
Citizens
(constitutional monarchy)
to
CityZens
(who knows?)
47. Context Engineering the Participatory CityMunicipality Smart City City 2.0
City City Hall Real-time
City Hall
Networked
City Hall
Institutions Bricks &
Mortar
Clicks &
Mortar
Arch of
Participation
Street Tarmac Wifi/Digital Context
Engineering
Strategy Urban Plan Urban
Vision
Collaborative
Vision
50. Conclusion; Timisoara 2.0
Become a Participatory Smart City
Create Timispedia to curate its history
& create its own identity
Become a Open Source City hub
sharing/documenting its evolution…
Become a City of Culture 2.0 crowd-
sourcing cultural developments
Create a city product of participatory culture
54. Context Engineering the Participatory CityMunicipality Smart City Participatory
City 2.0
City City Hall Real-time
City Hall
Distributed
City Hall
Institution Bricks &
Mortar
Clicks &
Mortar
Arch of
Participation
Street Tarmac Wifi/Digital Context
Engineering
Strategy Urban Plan Urban
Vision
Collaborative
Vision
56. Participatory City Futures
Why are we talking about Smart Cities?
…Social Cities, Hybrid Cities, Port Cities,
City 2.0, Green Cities, Happy Cities,
Future Cities, Messy Cities, Invisible Cities
Transition Towns, Planet of Slums?
We are facing a “paradigm shift” in our
thinking about cities…
Against the Smart City Adam Greenfield
57. Participatory City Futures
20 years ago I started teaching about
Information Systems in Society
As digital technology use developed beyond
business organisations then…
Their impact would be felt in our social lives
This would create a Kondratieff long-wave
change process in our society (1971-2021)
And we have a choice in what that means
because we are the USERS of new tech
58. Participatory City Futures
Paradigm Shift (from Kuhn) features
A transformation process not an elaboration
of the existing (19th century) paradigm
With “debates about fundamentals” (or
types of cities – as in this presentation)
No need for “consensus-forming” around
existing City Hall paradigm…
“Smart Cities” approach by Intel Cisco IBM
Siemens is exactly this “consensus-forming”
59. Participatory City Futures
BUT!
As Hazel Henderson said
Technology is the essence of politics
Our technology choices create
The kind of society we live in
60. Participatory City Futures
Cities are where the eternal human conflict
Between settlers and nomads is resolved
Settlement requires ownership
Nomads need to share
But ownership & mobility are challenged by
collaborative economy & smart phones
Tetrad (Digital McLuhan) shows new tech;
enhances^, >retrieves, <reverses, removes∨
AND we have a choice IF we are informed
61. “Technology is the essence of politics”
But are we e-enabling or transforming?
62. Participatory City Futures
So, how do we engage with this social
change process as it affects us day-by-day?
How do we frame our thoughts on the kind
of cities we want to live in?
Web 2.0 holds potential for participation
But existing organisations want more of the
same (same as <the past only more intense)
Transition Cities or privatised Municipalities?
63. Participatory City Futures
Some ideas from Origin of Spaces (EU)
ZAWP – Bilbao
Rolling process of hyper-local partnerships, permanently
debating w/the council “from action to process”
LX Factory – Lisboa
Hyper-cool Coworking hub, designing in a social mix.
“Hoxton in a factory” a “post-welfare state” solution
ROJC – Pula
Rebuilding Civil Society (post Civil-War) through NGOs
Darwin – Bordeaux
Ecological transitions to a sustainable economy
Co-creating Coworking Spaces
66. Participatory City Futures
On the design side we need…
Development Frameworks to help the
dialogical design of
The city we choose to live in!
Both for
Network Society &
City 2.0 or…
CityZens Context Engineering
Development Framework for Network Society
67. Context Engineering the Participatory CityMunicipality Smart City Participatory
City 2.0
City City Hall Real-time
City Hall
Distributed
City Hall
Institution Bricks &
Mortar
Clicks &
Mortar
Arch of
Participation
Street Tarmac Wifi/Digital Context
Engineering
Strategy Urban Plan Urban
Vision
Collaborative
Vision
69. Designing Participatory Smart Cities
1. CityZen action creates diverse city spaces
2. Web 2.0 allows dialogical user choices
3. Social change needs new framing devices
4. We can shape the contexts we live in
5. Mashups maketh new – we need
dialogical development frameworks that are
CityZens-centric
6. CollaborativeVisioning…
70. Designing Participatory Smart Cities
ThankYou
More information on this will be found in;
Digital Futures and the City of Today
(forthcoming 2016)
Chapter with Context Engineer Dr. Carl Smith
entitled…
Context Shaping City 2.0; how to use Hybrid
Technologies and Techniques to make the
Smart City 2.0 participatory & Cityzen-centric
71. Designing Participatory Smart Cities
Some Resources&Links
Unsmart Cities blog
The City in History – Lewis Mumford
Deptford Creekside Centre
What is Web 2.0?
Open Context Model of Learning
Emergent Learning Model
Ambient Learning City
Aggregate then Curate
Everything is a Metaphor
Social Cities of Tomorrow
Where Good Ideas come from
Enabling Consequences
Against the Smart City
73. WikiQuals “Yes You Can!”
Learning not Education
Liminal not Institutionalised
Bio-diversity not Monoculture
Learner-centric not Student-centred
Learner-generated not Course-defined
Community as Curriculum not Syllabus defined
Community of Sqolars not Community of Practice
Personal Learning Networks not Content-delivery
Quality Assured not Quality Controlled
Dynamic Quality not Static Quaity
Affinity not Supervision
Emergent not Linear
Trust the learner to be themselves;
Identity…