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.
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
English ppt about Web 2.0
Contatti: paolo.ferri@unimib.it Blog http://paolomferri.blogspot.com/ de.licius: del.icio.us / Giobbe30 / by Paolo Ferri Slideshare http://www.slideshare.net/paoloferri
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
DIY Learning to Collaborative NetworkingMavic Pineda
This is the third echo seminar of the DIY topic, first in Technological University of the Philippines-Manila, second in John B Lacson Foundation Maritime Univeristy in Iloilo City, and third in University of Mindanao-Davao City. This is part of the Philippine eLearning Society - ASEAN Kapihan Roadshow for 2015.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
English ppt about Web 2.0
Contatti: paolo.ferri@unimib.it Blog http://paolomferri.blogspot.com/ de.licius: del.icio.us / Giobbe30 / by Paolo Ferri Slideshare http://www.slideshare.net/paoloferri
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
DIY Learning to Collaborative NetworkingMavic Pineda
This is the third echo seminar of the DIY topic, first in Technological University of the Philippines-Manila, second in John B Lacson Foundation Maritime Univeristy in Iloilo City, and third in University of Mindanao-Davao City. This is part of the Philippine eLearning Society - ASEAN Kapihan Roadshow for 2015.
When the dust settles - a keynote for E-Learning 2.0, Brunel University, 2011miravogel
Slides from 'When the dust settles', a keynote presentation for E-Learning 2.0, Brunel University, 2011.
N.b. there are speakers notes on each slide, which you'll see if you download.
Creative Commons attribution-share-alike.
On February 3, 2016, the Joan Ganz Cooney Center and Rutgers University presented Digital Equity: Technology and Learning in the Lives of Lower-Income Families at a forum co-hosted by New America in Washington, D.C.
The event highlighted the release of "Opportunity for All? Technology and Learning in Lower-Income Families" by Victoria Rideout and Vikki S. Katz.
Recent research on digital media use points to two important gaps in educational opportunity for low-income families with young children. First, there is an access gap. Second, there is what scholars refer to as a participation gap, in which digital resources are not well guided or supported to ensure educational progress. Despite these barriers, many low-income families are using media and new technologies in creative ways to support their children’s pathways to success and to strengthen family relationships. In this report, media and policy expert Victoria Rideout and Rutgers University scholar Vikki Katz explore the current uses of digital technologies to help promote educational opportunities for all through a national survey of nearly 1,200 low-income parents of school-age children and in-person interviews with lower-income, Hispanic families in three communities located in Arizona, California, and Colorado.
Find the full report here: http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/
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
Who needs a teacher in the 21st century Higher Education?Victor Van Rij
Presentation to the 2014 , UNESCO, IITE conference held from 14-15 October in Moscow, New challenges for Pedagogy and Quality of Education, MOOCs, Clouds and Mobiles
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
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
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
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
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Before & After #MOOCs Equity & Inclusion
Happy in Romania
It might seem
CRAZY!
What I’m bout to say
(CHANGE THE WORLD)
3. Before & After #MOOCs Equity & Inclusion
ALTMOOCSIC – UCL, London
ISSUES
1. 3 Criteria for evaluating MOOCs
2. Some educational History
3. Technology Enhanced-learning
4. Equity & Inclusion
5. Before & After #MOOCs Equity & Inclusion
ALTMOOCSIC – UCL, London
3 Criteria – 2 developed when
working at Becta;
1. e-enabling or transforming?
2. Is e-learning/TEL a subset or a
superset of education? (distance
learning vs learner-centred)
3. Learning doesn’t scale; learning
is “owned” by the learner (LGC)
6. Before & After #MOOCs Equity & Inclusion
• Some History
• 1984 Year of IT – Information Technology
• George Osborne inspired by the BBC Micro
• Basic Programming & Turtle Mindstorms
• I was Inspired by BBC “Will Tomorrow Work?”
• 5 programmes on the impact of computers on
work at a time when we called the Knowledge
Economy the “Information Society”
7. Before & After #MOOCs Equity & Inclusion
• 3 Inspirations for Social Impact of IT 1984
• Kondratieff who talked about meta-technology
• Hazel Henderson, an “anti-economist” who said
that “technology is the essence of politics”
• Jonathan Gershuny (SPRU) who said “we need a
two-way, broadband, interactive, multi-media,
optical-fibre network connecting every home”
• (what we would now call a platform)
8. Before & After #MOOCs Equity & Inclusion
Kondratieff “meta-technology” driven long-wave (50 yrs) socio-economic change
9. Before & After #MOOCs Equity & Inclusion
• Kondratieff who talked about meta-technology
• And argued that social change was greatest as
key “meta-technologies” created economic
change over “long-wave” periods of 50 years
• This holds true in the UK roughly since 1771
• The current meta-technology, the micro-chip
was invented in Mountain View in 1971
• What might this mean for Education in 2021?
Homi & The NeXT One – NSU Model of Change
10. Before & After #MOOCs Equity & Inclusion
• Education History
• Change comes from the margins
• Self-organised Communities of Scholars hired
tutors; from which Medieval Unis emerged with
books & a lectern (Oxford 30 books)
• Mechanics Institutes began in 1821 (50 years)
London Mechanics Institute now Birkbeck
• “revolutionised access to education in science &
technology for ordinary people”
Mechanics Institutes
11. Before & After #MOOCs Equity & Inclusion
• Universities emerged as people in cities
wanted access to revolutionary technology,
books in Latin; as monotheistic religion ruled
• Technical Education emerged as people wanted
access to the underpinning scientific & technical
knowledge of the socially transformative
industrial revolution; as machines ruled
• Society being transformed digitally requires
access to NEW forms of organising learning
The City in History – Lewis Mumford
13. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
•What is TEL / e-learning?
•Diana “e-learning is the use of any
tech in the service of learning”
•In 2002 I was asked to develop a
Digital Divide Content Strategy
•I argued for a research-based
process;
•Metadata for Community Content
14. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
We found;
1. NO Content solves the Digital Divide
2. Interest-driven learning/Andragogy
3. Self-supported learning communities
4. Community-responsive curricula
*Context is Queen*
We needed;
1. Content–creation toolkits (aclearn.net)
2. Timely Interventions by trusted intermediaries…
15. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
Cybrarian project 2002 also developed a
prototype Facebook for social & digitally
inclusive learning
Rejected because;
a) Need new metaphor; social networks
b) Government doesn’t want inclusion
c) Formal education disables you from
seeing new ideas
16. In 2002 the Web went participative
What is Web 2.0?; http://oreilly.com/web2/archive/what-is-web-20.html
17. Learner-Generated Contexts Group
Learner-Generated Contexts Shock of the Old 2008
LGC; a group looking at what learning
would look like post-web 2.0!
Participatory, learner-generated, web
as a platform for social learning etc…
“A coincidence of motivations
leading to agile configurations”
or Trust the learner and organise
around what emerges…
18. Learner-Generated Contexts Group
Smart Mobs – Howard Rheingold
Everything is Miscellaneous – Dave Weinberger
Here Comes Everybody – Clay Shirky
OR Smart Mobs +
Everything is
Miscellaneous
Means
Here Comes Everybody
19. In 2007 OU launched Open Learn
Open Learn; http://www.open.edu/openlearn/
Open Context Model of Learning
The Open University opened first Open Education
Resource based project at a British University, based on its
historic distance learning model (1964)
Open-Context Model of Learning
An Open multi-context post-Web 2.0
“Pedagogy” based on Pedagogy
Andragogy Heutagogy Continuum…
“The most exciting thing happening in England” – John Seeley Brown
21. Pedagogy Andragogy Heutagogy
From Andragogy to Heutagogy
PAH 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)
22. Pedagogies are not enough
Learning is Emergent; http://heutagogicarchive.wordpress.com/
Emergent Learning Model http://www.slideshare.net/fredgarnett/fg-ouemergenttable
Learning is Emergent not institutionalised! We need to
design for emergence and create tools to support that in a
wiki-based collaborative world;
“Fit for Context” Learning;
Emergent Learning Model rethinks learning as
i. Social Processes not classrooms
ii. Content Creation or Curation not textbooks
iii. Quality Assurance not high-stakes assessment
We needed to build new learning exemplars of ‘non-
linear dynamic systems’
23. Ambient Learning City
Ambient Learning City; http://www.slideshare.net/fredgarnett/ambientlearningcity
Aggregate then Curate http://mosialong.wordpress.com/2011/08/08/aggregate-then-curate/
Being Insanely Ambitious we decided to test emergent
learning by turning Manchester into an Ambient Learning City
Cities have many more learning contexts than a single
classroom, so we decided to design for them;
BUT We needed new Learning Metaphors
Aggregate then Curate our new
#socialmedia participation model
Creating structured ways for people to inter-act with their city;
even during riots (A History of Manchester in 100 objects)
24. Aggregate then Curate; Emergence
Aggregate then Curate (Research in learning technologies)
26. Before & After #MOOCs Equity & Inclusion
We have discovered that;
1. People want to learn
2. Learning is social and informal
3. Collaboration and discussion enable learning
4. New Digital tools enable Search & evaluation,
Collaboration & discussion AND curation & creation (or
andragogy & heutagogy) in learning
We need;
New teaching skills participatory learning processes
New metaphors / social platforms / learning literacies
Else we are just e-enabling traditional
education not transforming learning!
27. Before & After #MOOCs Equity & Inclusion
Building Democractic Learning
1. xMOOCs are pedagogically-driven course-based
educational content-delivery systems.
2. Instructivist MOOCs reflect NOTHING that we
have learnt about LEARNING based on the
digital disruption of the last 20 years
3. xMOOCs Not even a “sage on the stage” but
hierarchically-based; reflecting 1000 years of
“Education under the Lecturn”
4. xMOOCs are about 19th Century institutions co-
opting 21st C Technology-enhanced learning
5. xMOOCs are unheated digital libraries in the sky
28. Before & After #MOOCs Equity & Inclusion
17th Century Republic of Letters
18th Century Encyclopédie
cMOOCs & xMOOCs are like
c) the 17th Century Republic of Letters
x) the 18th Century Encyclopédie
• Early attempts to codify communications &
create a new Culture knowledge
• TEL has not yet reached its Wikipedia moment;
• The co-creation of relevant culture of knowledge
for the socio-technical era in which we live
• Universities are not capable of creating that change
29. Before & After #MOOCs Equity & Inclusion
17th Century Republic of Letters
18th Century Encyclopédie
Medieval Universities became standardised
when cities realised that students were
money & paid tutors in order to attract the
wealth of the young nobility to the city.
xMOOCs are the nation-states (USA) disruptive
attempt to standardise digital education in order
to attract the intellectual wealth of emerging
nations & maintain an edge in the emerging
knowledge economy.
31. Before & After #MOOCs Equity & Inclusion
•Equity & Inclusion
Learning doesn’t scale;
Learners own their learning
Universities are hierarchy & elitism
O’Reilly’s Web 2.0 pointed the way to
the new demand for access to social
change; architectures of participation
But as CAL11 researchers said “if you
pay us we will research social justice”
32. Before & After #MOOCs Equity & Inclusion
•Equity & Inclusion
•From Access to Content to Context
•Are learning technologists designing
Institution-centric, Student-centred or
Learner-centric education systems?
New educational systems have to be
designed for a networked world not our
one of hierarchies (Ben Hammersley -
Internet of People).
Towards an Internet of People – Ben Hammersley
34. Before & After #MOOCs Equity & Inclusion
The University Project; http://univproject.pbworks.com/
WikiQuals workshop; http://www.slideshare.net/fredgarnett/wikiquals
2011 The University Project
was convened by Dougald Hine+ at Hub
Westminster, over a long weekend in October 2011,
to look at various alt.Uni projects.
Community of Scholars was the common theme.
The action point was “solve the problem…
that annoys you most” (Philippa Young)
Accreditation of learning annoyed us most
WikiQuals was born
35. Accrediting Emergent Learning
Co-creating Open Scholarship
WikiQuals Project
In WikiQuals we are looking at how you “accredit” the
heutagogy of self-determined learning
Trust the Sqolar
Co-creating Open Scholarship
Develop Personal Learning Networks
Act in the real world (and document it)
Participatory Democracy needs participatory learning
We need to rethink the society we want and how we
use learning networks and democracy to get there
37. The 3 Levels of the Participatory Institution
Level Responsibility Aim
Strategic
Planning
Senior
Managers
Technical
Infrastructure
Enabling
Platform
Learning
Management
Course Team Learning
Resources
Learning
Ecology
Learner
Behaviours
Students Union New
Technologies
Resource
Discovery
An Institutional Development Framework
Needing 3 Levels of Technology Stewards
38. MOOCs – Which way now?
Making Learning – Fit for Context
39. Digital Learning for a Network Society
Digital Practitioner;
But education is about designing the society that we
want to live in. It has to be “Fit for Context”
I want;
• Interest-driven learning
• Trust in learners
• Social Justice not Social Capital
• Open Scholarship
• Co-creating network Society
• Participatory Democracy
We need to co-create;
“artfully-crafted, student-centred learning
experiences” (Digital Practitioner report 2011)
40. Some Quotes
The Internet is your learning environment South Bristol
Learning Network 1994
“Solve the problem that annoys you most” Philippa Young
MOOCs are a meme that might raise the level of debate
about next-generation agile learning David Jennings
Learning itself does not scale, because learners own their
own learning Fred Garnett
Social media in education is characterised by a) a set of
social practices b) a learning environment c) digital tools
Violeta Maria Serbu (CROS Bucharest)
School pokes your eyes out, University teaches you Braille,
Postgraduate Education teaches you speed-reading in Braille
Fred Emery 1965
41. Digital Learning Resources Links
ALTMOOCSIC – UCL, London 26 June 2014
Community Development Model of Learning
Learner_Generated Contexts
Open Context Model of Learning blog
Craft of Teaching / PAH Continuum
Emergent Learning Model
Ambient Learning City
Aggregate then Curate
Digital Practitioner
Open Learning and Network Democracy
CROS Alternative University
Contact @fredgarnett https://twitter.com/fredgarnett