Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated
through their various affordances which include more powerful multimedia, social networking, communication and
geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and
growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and
appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King,
2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile
pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice,
policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful
of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning
scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design
more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools
(Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey,
which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated
through their various affordances which include more powerful multimedia, social networking, communication and
geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and
growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and
appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King,
2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile
pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice,
policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful
of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning
scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design
more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools
(Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey,
which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Assessment, ePortfolios and Blackboard - Leslie McInnes, Educational Designer...Blackboard APAC
UTS is in the early stages of adopting the Blackboard Portfolio. This presentation considers the potential of portfolios for developing authentic assessment and discusses the current uptake, issues and challenges faced in achieving the portfolio's potential. Our rollout of the Blackboard portfolio comes at a time of sharpened focus on authentic assessment. At UTS this focus is embodied in Learning.futures, an initiative that incorporates practice-oriented learning, authentic assessment tasks, development of graduate attributes beyond disciplinary knowledge and significant opportunities for students to receive feedback. The adoption by masters' programs in Nursing, Pharmacy, Education and Data Science and Innovation has been encouraging and these courses are engaging with the portfolio in a range of interesting ways _ from whole course professional identity development to showcasing clinical experience and curating content for potential employers. After an incident free initial implementation in February 2015, students have encountered a number of issues with the software. These yet to be resolved issues have coloured the experience for participants. The portfolio has promise but also many challenges and this presentation invites comment and discussion on three key areas:
- Managing Faculty collaboration/assessment across whole programs
- Provision of scaffolding in developing students' portfolio skills
- Provision of support for both students and staff in managing the software.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
Reconceptualising Design Research for Design Seeking and Scaling. Short position paper by Cook and Bannan, June 2013. **Critical comment and pointers to related literature invited** Contact: john2.cook@uwe.ac.uk
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
Ethical considerations emerging in the study of mobile learning
Corresponding Author: Jocelyn Wishart (j.m.wishart@bristol.ac.uk)
Wednesday 1 May 2013, 2pm
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Reshaping workplace design to facilitate better learning
1. 1
http://Learning-Layers-eu – Scaling up Technologies for Informal Learning in SME Clusters – layers@learning-
layers.eu
http://learning-layers.eu/ – Scaling up Technologies for Informal Learning in SME Clusters
A Design Research Approach to Investigating Networked
Scaffolding in the Learning Layers Project – Using Social
Media and Mobile Devices to Scale Informal Work-Based
Learning
Invited talk 24th April, 2013. Division of Learning Technologies, George Mason University, USA.
http://it.gse.gmu.edu/johncook
Professor John Cook,
Director of Bristol Centre for Research in Lifelong
Learning and Education,
University of the West of England
1
2. Or …
Reshaping workplace design to
facilitate better learning
2
http://mashable.com/2011/08/08/mobile-workers-infographic/
3. Structure
• The opportunity
• Informal learning at
work place
• Design research
• Layers project
• Examples from Layers
• Methodological
reflections
• Q&A
3
4. 4
The opportunity
• Develop and use new technologies,
collaborative work practices and methods:
– Increase effectiveness in Lifelong learning
of current workforce
– Increase use of workplace as learning site for
innovation and on demand individual, group
and network learning
– Help to reshape workplace design to
facilitate better learning
6. Informal Learning at Work place
• In Cook & Pachler (2012) paper
– Focus on literature that is empirically founded
• Given the significance and internal coherence of Eraut‘s
work
– We use it as a basis for our conceptual thinking
• Eraut‘s work (2000, 2004, 2007, 2008) also has been
derived mainly from
– Study of professionals and
– Graduate employees
– Rather than workers more widely
6
Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based
Learning. British Journal of Education Technology, 43(5), 711–725. Link to paper http://tinyurl.com/8ktmuau
7. • Learning in workplace viewed as response
to complex problem or task
• Embedded in meaningful and authentic
cultural contexts
7
8. A typology of Early Career Learning
(Source: Eraut, 2008, p. 18)
8
9. Informal learning at work place
(Cook and Pachler, 2012)
a. individual self-efficacy (confidence and commitment) (Eraut, 2004, p. 269)
i. feedback
ii. support
iii. challenge
iv. value of the work
b. acts of self-regulation (Dabbagh and Kitsantas, 2011)
i. competence (perceived self-efficacy)
ii. relatedness (sense of being a part of the activity)
iii. acceptance (social approval)
c. cognitive load (Huang et al., 2011)
i. intrinsic (inherent nature of the materials and learners‘ prior knowledge)
ii. extraneous (improper instructional design)
iii. germane (appropriate instructional design motivates)
d. personal learning networks (group or distributed self-regulation) (Rajagopal, et al., 2012)
i. building connections (adding new people to the network so that there are resources available when a learning need arises);
ii. maintaining connections (keeping in touch with relevant persons); and
iii. activating connections (with selected persons for the purpose of learning)
iv. aggregated trustworthiness (perceived credibility) = social validation + authority and trustee + profiles (Jessen and
Jørgensen, 2012)
9
10. Informal learning at work place
(Cook and Pachler, 2012)
a. individual self-efficacy (confidence and commitment) (Eraut, 2004, p. 269)
i. feedback
ii. support
iii. challenge
iv. value of the work
b. acts of self-regulation (Dabbagh and Kitsantas, 2011)
i. competence (perceived self-efficacy)
ii. relatedness (sense of being a part of the activity)
iii. acceptance (social approval)
c. cognitive load (Huang et al., 2011)
i. intrinsic (inherent nature of the materials and learners‘ prior knowledge)
ii. extraneous (improper instructional design)
iii. germane (appropriate instructional design motivates)
d. personal learning networks (group or distributed self-regulation) (Rajagopal, et al., 2012)
i. building connections (adding new people to the network so that there are resources available when a learning need arises);
ii. maintaining connections (keeping in touch with relevant persons); and
iii. activating connections (with selected persons for the purpose of learning)
iv. aggregated trustworthiness (perceived credibility) = social validation + authority and trustee + profiles (Jessen and
Jørgensen, 2012)
10
11. Design research
• Design Research (e.g. Bannan-Ritland, 2009) is a form of inquiry that
– Positions us to hypothesize and test a solution for the problem in context
– Engages with the design process to uncover ideas about
• Learning
• Performance,
• Behavior and
• Cognition as part of the inquiry process
– Produces both theories and practical educational interventions as its
outcomes
– More recently introduced as a modern approach suitable to
• Address complex problems in educational practice
• For which no clear guidelines or solutions are available
11
Bannan-Ritland, B. (2009). The Integrative Learning Design Framework: An Illustrated Example from the Domain of Instructional
Technology. In T. Plomp & N. Nieveen (Eds.), An Introduction to Educational Design Research
12. 12
Layers Project: Consortium
Project Coordination
Technology Research
Regional Application Clusters
Scaling Partners
Technology Partners
Health Care – Leeds
Construction &
Building – Bremen
13. Scaling through Clusters?
• ―… geographically proximate group of
interconnected companies and associated
institutions in a particular field, linked by
commonalities and complementarities (external
economies)‖ (Porter, 2008)
• Important to distinguish
– Managed Clusters from
– Unmanaged clusters or agglomerations/lumps with no
organisation or team working on behalf of the cluster
members to get them to move in the same direction
13
Michael E. Porter (2008). Clusters, Innovation, and Competitiveness: New Findings and Implications for Policy.
Institute for Strategy and Competitiveness Harvard Business School. Presentation Stockholm, Sweden
14. 14
Clusters
the Layers scaling strategy
• Research and develop solutions by working
with Excellence clusters and cluster
policy makers
– Piloting in Healthcare and construction.
– Involve new clusters in new countries
• Build sustainability beyond project horizon
by promoting a network of Education
Innovation Clusters to serve other clusters
with services and technologies to speed
uptake of new learning methods and techn.
18. Examples from Layers
• Open design library
– Ethnographic study and resulting user stories
that describe current practices at the
workplace
– Tools to inspire design, e.g. using the network
section of the MoLE app from Tribal, a
technical partner
– Wire frames & story boards
• Co-design: application partner days, Open
Design Conference, Design Teams 18
19. Case of scaling in Professional
Learning Networks
• For TEL to be adopted on a large-scale it
needs to
– Address empirically based ‗systemic pain
points‘
– If addressed have the potential to attract
significant take up by other groups of
professionals who face the same problem
– Cook et al. (submitted)
• Extends the Bannan‘s ILDF phase of
‗Informed Exploration‘ 19
20. Networked Scaffolding –
Interacting with People
• Work package 2 called 'Networked
Scaffolding – Interacting with People'
– From outset taken a Design Research
approach (Cook, 2002) to the development of
scaling through Professional Learning
Networks
– Cook and Pachler (2012) framework being use
as a starting point for designing support to
build locally trusted Personal Learning
Networks
20Cook, J. (2002). The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory.
Journal of Interactive Media in Education, 5. Paper online: http://www-jime.open.ac.uk/jime/article/viewArticle/41
21. Networked Scaffolding –
Interacting with People
– As a worker‘s or group‘s connections and confidence
grow, they build what we are calling a Professional
Learning Network.
– First stage of scaling is the
• Building,
• Maintaining and
• Activating Personal Learning Networks
– Second stage is where professionals move from local
trusted personal networks
• Out into wider networks that can potentially include anyone
– This is what we are calling Professional Learning
Networks
21
22. PANDORA Design Team -
Health example
• In the UK, health sector national guidelines are
published by NICE (http://www.nice.org.uk/) in
three areas
– Use of health technologies
– Clinical practice
– Guidance for public sector workers on Health
promotion and ill-health avoidance
• Guidelines are interpreted locally by
General Practitioners (GPs) and used in
local Health Practices.
22
23. PANDORA Design Team
• Communicating these ‗local living
guidelines‘ can be a problem:
– “… with guidelines coming in day by day, week
by week you don’t sit down and work out who
to communicate them with. And then it just
defaults to who you’re chatty with or who is in
your immediate circle.”
– Quotes from focus groups (Feb 2013); part of
Layers Ethnographic Study (WP1)
23
24. PANDORA Design Team
• The Network section of the MoLE app
• Tribal are working within the 'Networked
Scaffolding – Interacting with People' work
package)
• Possibility to create a set of relevant
contacts to assist an individual during a
post disaster situation
24
26. PANDORA Design Team
• Expert reviews
• Head of GP Practice 1 using wireframes
• Pandora as a system to support
– Sharing
– Discussion and
– Development of guideline implementation plans
– Within and between practices (picture 1)
• He can see that the system could be very useful
– Would support learning across practices
– Would help by focusing discussion on a clear topic
26
28. PANDORA Design Team
• Pandora as a way of supporting
– Asking and giving of advice
– Related to particular patient cases (see picture 2)
• Trust and motivation are key to making this work
28
30. PANDORA Design Team
• Expert Feedback on design ideas from 2nd Practice
• If change guidelines and everyone coming up individual Practice plan
– May be leverage in sharing across Practices?
– Possible learning between practices?
• Not same process as Practice 1, in Practice 2 one GP undertook all changes
• Thus any system we propose needs to be flexible
• Cascading training from conferences to others in practices has a lot of
interest (e.g. user story 1 ethnographic study)
– How do we support this even if they don't have f-2-f practice education meeting?
– We could use our systems to provide a substitute
• Three nurses said would find helpful to get alerts about changes in guidelines
tailored to them
– Tailored to type of clinic they are about to go into
– Highlight where things have changed (different levels of medication)
30
31. PANDORA Design Team
• A key to various visualizations that are being
developed for co-design is to specify the different
levels of trust accorded to the contacts
– Close, trusted, everyone, anyone
– In one design these can be color coded so that the
user can also set time parameters for a response
• The intervention of these design artifact has the
intention of providing a ‗tool for thinking‘ in co-
design
31
32. Methodological reflections
• PANDORA is tied to the design process through
– Theory
– Designs for scale
– Empirical evidence
– Co-design
• So that it provide support for
– Creating,
– Maintaining
– Activating
• Personal and Professional Learning Networks
32
33. Methodological reflections
33
Cook, J., Bauters, M., Colley, J., Bannan, B., Schmidt, A. and Leinonen, T. (submitted). Towards a Design Research Framework for Scaling the use of
TEL to Support Informal Work-Based Learning, EC-TEL (European Conference on Technology Enhanced Learning), Cyprus, September 2013.
34. 34
More info
• http://learning-layers.eu/
• http://www.linkedin.com/profile/view?id=1176688&trk=tab_pro
• http://westengland.academia.edu/JohnCook/About
• http://www.mendeley.com/profiles/john-cook6/
• http://twitter.com/johnnigelcook
• http://www.slideshare.net/johnnigelcook
• http://westengland.academia.edu/JohnCook
• @johnnigelcook
35. Acknowledgement
• Thanks to Tor-Arne Bellika for letting me
reuse a few of his slides
• Learning Layers is a 7th Framework Large-
scale integrating project co-funded by the
European Commission; Grant Agreement
Number 318209; http://learning-layers.eu/
35