This document discusses building new types of universities based on networks rather than hierarchies. It proposes three ideas: 1) open contexts of learning that move beyond traditional pedagogy to learner-centered models, 2) emergent learning models where informal, non-formal and formal learning are interrelated, and 3) architectures of participation where adaptive institutions work across contexts. The goal is to build a participatory culture where people learn how to participate rather than simply follow, by developing ambient learning cities and co-creating content as a form of accreditation.

1. H o w t o p r in t a 3 D u n iv e r s it y in
P e c kha m
@ re d g a rne tt
f
TALKAOKE Brick Lane April 25 2012

2. W h y ; H ie r a r c h ie s t o N e t w o r k s
H o w ; “ b it s n o t a t o m s ”
F r o m H o w t o W h y ; P a r t ic ip a t o r y
S o c ie t y

3. 3 Q u e s t io n s
1. I s t h i s t e c h n o l o g y -

4. 2 . W h a t is a
U n iv e r s it y ?
B u ild in g a c o m m u n it y o f

5. 3 . W h a t s o c ie t y d o y o u
w a nt?
P a r t ic ip a t o r y C u lt u r e &

6. W h y ? H ie r a r c h ie s t o
N e tw o rk s
B e n H a m m e r s le y in B C
L e c t u r e 2 0 11
T h e In t e r n e t o f P e o p le
A r g u e s t h a t w e m u s t le a r n
t o m o v e f r o m h ie r a r c h ie s
to ne tw o rk s
In N e X T 2 0 2 1
I a rg ue w e ne e d to c o -
d e s ig n s e r v ic e s f o r t h e

7. W h y ? H ie r a r c h ie s t o
N e tw o rk s
W e h a v e 3 id e a s f o r b u ild in g
U n iv e r s it ie s
• O p e n Co n t e x t s o f
L e a r n in g
• E me r g e n t L e a r n i n g
M o d e ls
• A r c h it e c t u r e s o f
P a r t ic ip a t io n

8. O p e n -C o n t e x t s o f L e a r n i
3
P -t e c h ie iA a s
non
PEDAGOGY de
ANDRAGOGY
H
aboutHEUTAGOGY
b u ild in g n e w U n iv e r s it ie s
1Teacher - C o n t e x t s o f L e aLearner
Open Teacher/ r n in g
Learner
2 E m e r g e n t L e a r n in g
Schoolc e s s e s Adult
pro Research
3 P a r t ic ip a t o r y In s t it u t io n s
Cognition Meta- Epistemic
Cognition Cognition

9. E m e r g e n t L e a r n in g
A Proposed Model of the relationships between Informal, Non-Formal and Formal Learning
INFORMAL INFORMAL NON-FORMAL NON-FORMAL FORMAL FORMAL
People as People as Resources; Resources; Institutions; Institutions
Individuals Social Groups Created Provided Adaptive Accredited
o u l d s t a r t w i t h t h e s o c ia l p r o c e s s e s o f l e a
o u l d h a v e c o n t e n t - c r e a t io n a s l e a r n i n g
o u l d h a v e c o - c r e a t io n a s a c c r e d i t a t i o n
c o u ld b u ild a m b ie n t le a r n in g c it ie s ;

10. A r c h it e c t u r e s o f
P a r t ic ip a t io n
ha ve
W e c o u ld b u ild a d a p t iv e
in s t it u t io n s w o r k in g a c r o s s

11. P a r t ic ip a t o r y
C u l t u r e /S o c i e t y
ha ve
If w e le a r n t h o w t o p a r t ic ip a t e
r a t h e r t h a n le a r n t h o w t o f o llo w

12. a n e a r lie r 3 D P e c k h a m
a tte mp t

13. but c an w e do
b e tte r?

14. R e s ourc e s
@ re d g a rne tt
f
ha ve
R e s o u r c e s t o f o llo w