Learning: journeys, environments and networks

Learning: journeys, environments and networks

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  0Learning:Journeys, environments, networksMilesBerryRoehampton University
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  Learning Journeys
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  Smith, 1801, viaTufte 19903
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  Start address: LondonEnd address: DoverDistance: 78.9mi (about 1 hour 53 mins)‏1. Head south from Saint Margaret Street - go 250 ft2. Continue on Abingdon Street - go 0.2 mi3. Continue on Millbank - go 0.2 mi4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi5. Turn left at Vauxhall Bridge Road - go 0.3 mi6. Turn left at Wandsworth Road - go 213 ft7. Bear right at Kennington Lane - go 0.2 mi8. Turn right at Durham Street - go 0.1 mi9. Turn left at Harleyford Road - go 0.1 mi10. Turn right at Kennington Oval - go 0.2 mi11. Bear right at Harleyford Street - go 0.1 mi12. Bear left at Camberwell New Road - go 0.1 mi13. Turn right at Brixton Road - go 1.5 mi14. Continue on Effra Road - go 0.4 mi15. Continue on Tulse Hill - go 1.1 mi16. Bear left at Thurlow Park Road - go 0.8 mi17. Bear left at Dulwich Common - go 0.3 mi18. Bear left at Dulwich Common - go 0.6 mi19. Turn right at Lordship Lane - go 0.2 mi20. Bear left at London Road - go 0.5 mi21. Turn left at Devonshire Road - go 0.1 mi22. Bear right at Waldram Crescent - go 0.3 mi23. Turn left at Sunderland Road - go 0.1 mi24. Turn right at Stanstead Road - go 0.9 mi25. Turn left at Catford Road - go 0.4 mi26. Bear left at Rushey Green - go 0.1 mi27. Bear right at Brownhill Road - go 1.0 mi28. Continue on Saint Mildreds Road - go 0.4 mi29. Bear left at Baring Road - go 216 ft30. Continue on Westhorne Avenue - go 0.7 mi31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi32. Continue on A20 - go 6.7 mi33. Bear right at M20 - go 50 mi34. Continue on A20 - go 7.1 mi35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi40. Bear left at High Street - go 186 ft41. Turn right at Ladywell - go 0.1 mi42. Continue on Park Street - go 0.1 mi43. Turn right at MaisonDieu Road - go 97 ftThese directions are for planning purposes only. You may find that construction projects,traffic, highway men, or other events may cause road conditions to differ from the map results.Google, 20064
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  Google, 20066
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  Topologies8
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  Learning EnvironmentsVLEs, PLEs,MLEs and other TLAs
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  2000s1111
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  The e-strategyEnsure integratedpersonal support for children and learnersSchools … will want to develop eventually an e-portfolio where learners can store their work, record their achievements, and access personal course timetables, digital resources relevant to their own study, and links to other learners
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  Pupils’ home useof computersValentine, Marsh and Pattie, 2006 High level of accessEducational opportunities outside school are beneficialChildren value the freedom they have at homeExtensive use of communication
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  Learners and Technology:7-11Cranmer, Potter, Selwyn, 2008“Many primary pupils’ actual engagement with ICT to be often perfunctory and unspectacular - especially within the school setting…Home internet was dominated by online games, watching video clips and, to a lesser extent, chatting and using social networking sites…it was notable that creative and collaborative uses of so-called ‘Web 2.0’ applications were not prevalent either inside or outside school, with passive consumption rather than active production the dominant mode of engagement.”
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  0Virtual Learning EnvironmentTakingthe best of the classroom and making it available at homeDiscussions Immediate feedbackRange of resources Range of activitiesCollaborative workReview the lesson
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  Other benefitsSense ofcommunityOpportunity to look backLearning from mistakesVerbalizing mathematicsPersonalized learningICT skills and understandingCatching upAssessment for learningKnowledge management
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  Looking back0“This hasbeen a great year for maths. I loved moodle.” (6A)
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  “Its a greatway of doing home work and its fun!!!” (6B)
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  “I really liketo use moodle because I find homework disscusion really helpful” (5A)
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  “I like theidea of homework on the computer and homework disscusen when your stuck.” (5B)COLLESI have found the work interestingWhen we start a topic, we talk about things in the real world The things I learn help me to understand the world betterI learn how the things I'm taught will be useful for me when I leave schoolThe teacher makes me thinkThe teacher shows me how to discuss ideasOther pupils make good sense of what I say
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  SATs
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  Value added
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  Primary Learning PlatformsRichand stimulating learning environmentLearning through experience DIY resourcesCreativity and collaborationSocial learningInformal, independent learningExperiment and play
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  31CC by-ncsteve_cx
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  EducationOur concept ofan educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake, and whose pursuit of them and general conduct of life are transformed by some degree of all round understandingR S Peters, 197232
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  Choice and VoiceTheDfES is proud of the way it has placed choice and voice at the heart of its policy making and service delivery. The recently published ‘Five Year Strategy for Children and Learners’ sets out the Department’s plans to radically reshape the system for delivering education and children’s services so that its central characteristic will be personalisation – a system that fits the individual rather than the individual fitting the system. Evidence to public administration select committee inquiry into choice, voice and public services, 2004 33
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  Personalisation through ParticipationAmore customer-friendly interface with existing servicesMore say in navigating their way through servicesMore say in how money is spentUsers as co-designers and co-producers of servicesSelf-organization - the public good emerging from within societyLeadbeater, DEMOS, 200434
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  The Learner’s CharterAsa learner I expect:ChoicesTo take joint responsibility for and be seen as an active agent in determining my own learning prioritiesSkills and knowledgeTo draw upon and make connections between the expertise and competencies I develop across all areas of my lifeAppropriate learning environmentsTo have access to people who are able to extend and develop my understanding in my chosen areas.FeedbackTo achieve recognition for learning that enables me to progress within the wider communityFuturelab35
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  Their SpaceGreen andHannon, DEMOS, 2007Building relationshipsCreating contentEssential skillsCreativityCommunicationCollaborationUser types:Digital pioneersCreative producersEveryday communicatorsInformation gatherers
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  The Rose ReviewPrimarychildren relish learning independently and co-operatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world; and they readily empathise with othersThe touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake.
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  Use of theInternet
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  Use of computers
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  Social networking atschool?
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  Profile41
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  Blog42
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  E-portfolio43
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  Tags, Network44
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  The VLE isdead?Scott Wilson, 2005
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  PLE
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  MLE
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  VLEs and KnowledgeManagement“There is no obvious system for innovation in learning and teaching to direct the complex process of knowledge creation, capture and transfer” (Gilbert et al 2007)VLEscan do much to support KM and organizational learningAre used for sharing data, information and resourcesNot used much to codify teachers’ tacit knowledgeCulture of collaborative working essential to reap the benefits and keep things manageablePotential for data analysis not yet realisedParticipation in design makes for better use of the toolsIntroducing a VLE can help with organizational change
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  An MLE should…give priority to learning and teaching by integrating timetabling, planning, assessment and resources; facilitate the sharing of pupil information between all those teaching a pupil; allow planning and assessment to be readily monitored; provide a single integrated view of all the data held on any given pupil; incorporate tools to support teachers’ and managers’ analysis of performance at fine-grained levels, and assess the effect of interventions;improve communication within the school and between school and home; facilitate opportunities for pupils to take greater responsibility for their learning; andbe accessible from home.
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  Learning Networks
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  Learners involved ina joint enterprise with one another and their teacher in creating new meaningDewey - the place of experiencePiaget - accommodation and assimilationVygotsky- zone of proxymal developmentSocial ConstructivismATHERTON J S (2009) Learning and Teaching; Constructivism in learning
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  Social ConstructivismPollard 2009
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  Constructionism “Constructionism is aphilosophy of education in which children learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers…”http://wiki.laptop.org/go/Constructionist
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  ConnectivismCC by jean-louiszimmermannCCby-saHijod.Huskonahttp://www.connectivism.ca/CC by-nc-saMrUsh
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  Communities of Practice
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  Communities
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  CC by-nc RainRabbit