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7 July 2011 1 When the dust settles… When the dust settles… ~~~ Mira Vogel Goldsmiths Learning Enhancement Unit
7 July 2011 1
When the dust settles…When the dust settles…~~~
Mira Vogel
Goldsmiths Learning Enhancement Unit
7 July 2011 2
“And once the tweeting started, it simply became more fun to be in the stream than put up with the presentation … more about amusing each other by sharing and exaggerating the pain.”
Michael Fienen (2009) The Great Keynote Meltdown of 2009http://doteduguru.com/id3712-the-great-keynote-meltdown-of-2009.htmlMore realistic twitter icon: http://dabbled.org/2009/04/more-realistic-twitter-icon-for-your.html
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7 July 2011 4
7 July 2011 5
Unravelled on Flickr
7 July 2011 6Viks2 on FlickrViks2 on Flickr
7 July 2011 7Masonface on FlickrMasonface on Flickr
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7 July 2011 9
Org behaviourManagement of changeLearning organisationAccreditationLifelong learning etcQuality Assurance
EnterpriseWork-based learningPartnershipsChange management
Cognitive scienceNew learning; technologies
INSTITUTION
Institutional managers
Educational developers
SYSTEMS ORIENTATION
PERSON ORIENTATION
PO
LIC
Y
CR
ITIQ
UE
DOMESTICATING LIBERATING
INDIVIDUAL
Students
Tips and hints on practice
Critical TheoryPostmodernismHumanistic psychology
Human resource management
Reflective practitioner
Entrepreneur
Interpretive-hermeneutic
Romantic
Students, individual
academic staff
Activist-modeller
Pro
fess
iona
l com
pete
Vig
ilant
opp
ortu
nist
Edu
catio
nal r
esea
rche
r
After Land, 2001
Phenomenographicapproaches
Discipline specific
Funding bodies / quality agencies / ILT
Internal consultant
Political strategist
Employers, government agencies
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Assessment
Opportunistic
Problematise
Problem solve
Job descriptions
Gaining attention
Dissemination
PrioritiesPique interest
RecognitionCareer
progression
Available technologies
Be knowledgable
Tariffs
7 July 2011 11
Higher edexperiments
What do higher
learners need?
The role ofacademics
Groups
Cuts
Assessment& credit
7 July 2011 12
Change is still here.Change is still here.
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“In the years to come, we will say that it was a quiet decade, with the existing system having remained largely unchanged, almost unsuspecting, even, of the major changes that were to follow.” (Downes 2008) “Only the Catholic Church has been around longer.”(Davidson & Goldberg 2009)
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7 July 2011 15
ExperimentsExperiments
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Educational experiments Educational experiments thenthen
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Educational experiments nowEducational experiments now
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Self-organised learning Self-organised learning v. v.
diversitydiversity
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“… that he may raise, and not rise out of, the class to which he belongs.”
The Burning Question of Educationhttp://socialsciencecentre.files.wordpress.com/2011/05/statement-of-values.pdf
“…the inculcation of governing class ideas…”
“…the Students, finding the teaching failing to square with the facts of industrial life … had in the main to fall back on themselves for their education.”
1908 – Ruskin1908 – Ruskin
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“… will be managed by consensus in the most open and democratic way possible.”
“The management ... will take note of the views of all members.”
“… efforts will be made to ensure that everybody can take part.”
Lincoln Social Science Centre Statement of Values, http://socialsciencecentre.files.wordpress.com/2011/05/statement-of-values.pdf
2011 – Social Science Centre, a co-operative
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2011 – CCK11, a MOOC2011 – CCK11, a MOOC
Massive – scales up, network of facts improves with numbers
Open – diversity and numbers
Online – distribution, autonomy
Course – events in time, together
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Lindsay Jordan, http://lindsayjordan.edublogs.org/2011/03/13/cck11-oppression-freedom-and-control-of-the-learning-experience/
2011 – CCK 11, a MOOC2011 – CCK 11, a MOOC
“This year, the CCK11 facilitators decided to do away with the Moodle forums and move to an entirely distributed model, primarily in an attempt to prevent a small number of dominant individuals from controlling the forums.”“Having been liberated from this particular form of oppression, a proportion of participants felt that they were now being shoehorned into working in a more distributed way than they would have liked.”
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Vic Lovell, Newsletter of the Midpeninsula Free University 2(11), 1968 http://midpeninsulafreeu.com/images/23.pdf
1968 – MFU1968 – MFU
“In contrast, the rights of the majority, which constitute freedom for the community as an organic or collective unit, have not only been difficult to defend, but often even difficult to articulate… The problem is as old as social philosophy.”
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CommitmentCommitment
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http://midpeninsulafreeu.com/images/68.pdf
c. 1968 – MFUc. 1968 – MFU
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http://socialsciencecentre.org.uk/faq/
2011 – Social Science 2011 – Social Science CentreCentre
“…Place is important to the SSC. Students and teachers meet
face-to-face. The learning experience is supported by the
use of technology at other times. ”
“We would like to encourage a network of relocalised higher education centres.”
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“I’m in the process of exploring the concept of a DIY Masters degree. This self-organised and experimental learning experience is taking place independent of formal learning institutions.“
Buchanan, c. 2008
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“… there is something very different about being back in a formal university degree. It does seem to matter a whole lot more and carry a lot more weight than self-organised learning.”
Buchanan, 2010
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““Kierkegaard would have Kierkegaard would have hated the Internet” hated the Internet”
“…risk free anonymity and idle curiosity that undermine curiosity and commitment”
Dreyfus, 2004
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Technologies which Technologies which give weightgive weight
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http://midpeninsulafreeu.com/images/68.pdf
2011 – CCK11, a MOOC2011 – CCK11, a MOOC
“reduce the friction”
“splice information together in different contexts”
Pull in blog objects…
… turn them into discussion objects…
…feed them back to the original post.
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What do we know What do we know about learners?about learners?
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Rowlands et al (2008)
“Engrained coping behaviours.”“A persistent theme in the informationliteracy literature is that we need a fully developed mental map to make effective use of Internet search tools.”
7 July 2011 36
a skill set identified as Information and Communication Technology Literacy" Guri-Rosenblit & Gross (2011)
“…often still at a loss when it comes to using their critical thinking and problem solving skills in a digital environment;
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Higher learning is Higher learning is hard workhard work
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Students wantStudents want
The facts, right answersTo know where they are, the goals, next steps
‘Feedback’To know why it went right or wrong
Materials Strategies
ReassuranceCommunities of inquiry; coping with uncertainty
AuthorityModels; own critical approaches
MarksSelf/peer assessment, feedback, feed-forward
Learners also Learners also needneed
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What do academics What do academics contribute that contribute that
nobody/nothing else does?nobody/nothing else does?
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Academics lead Academics lead excursions into their excursions into their
domaindomain
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Induct students into Induct students into scholarshipscholarship
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Michael Sandel, HarvardMichael Sandel, Harvardhttp://www.youtube.com/watch?v=kBdfcR-8hEY 17m 14s
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They throw ropesThey throw ropes
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Lucia Boldrini, Lucia Boldrini, GoldsmithsGoldsmiths
http://www.gold.ac.uk/apps/fancybox/play_vid.php?url=http://magiclantern.gold.ac.uk/ecl/lucia_Interview.flv&ratio=4
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General epistemologiesGeneral epistemologies
Dimensions Simple Sophisticated
Certainty Absolute Tentative
Structure Simple Complex
Source Authority Reason
Ability Fixed Can change
Speed Quick or never Gradual
Schommer, 1990
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ScaffoldingScaffolding
Recruiting interest
Constrainingthe task
Direction
Critical taskfeatures
Controllingfrustration
Demonstrating/ modelling
Wood et al, 1976
1.Teacher’s model of task
2.Teacher’s model of learners’ understanding
3.Transfer of responsibility
4.Community of inquiry
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They model what a They model what a community of inquiry iscommunity of inquiry is
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Aligning assessment Aligning assessment
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Wikis: valid learning Wikis: valid learning institutionsinstitutions
“…a collaborative, knowledge-making impulse in humans who are willing to contribute, correct, and collect information without remuneration: by definition, this is education.
(Davidson and Goldberg 2009)
“… to miss how much such collaborative, participatory learning underscores the foundations of learning is defeatist, unimaginative, even self-destructive.”
7 July 2011 52
Can Web 2 & HE be aligned?Can Web 2 & HE be aligned?Web 2.0 – internal goals Higher ed. - external goals
Intrinsically meaningful To graduate from higher ed
Sharing Individual credit
Open-ended, voluntary Standardised, obligatory
Bottom-up Top-down
Distributed Individualistic, isolated
Activity or product Objectivist competencies
Participationist Acquisitionist
Dohn, 2009
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The challenge of group The challenge of group work behaviourwork behaviour• ‘Social loafing’
– Less individual effort compared to solo work– Infectious
• ‘Diligent isolate’ depends on self alone to get the job done– Compounds any loafing
• Smaller groups– Can easily meet offline– May lack critical mass or creative friction
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The challenge of too much The challenge of too much cooperationcooperation
Where learning is viewed as acquisition, peer editing isn’t viewed as constructive: Multi-centred, individualistic contributions Adding; not editing; not deleting Bargaining “I think I will cry if anyone changes my page!!!”
(Wheeler et al, 2008)
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The challenge of creative The challenge of creative friction friction
Paradigm Entails
Shared mental representations
Transferring, comparing - not necessarily changing
Shared objectNegotiating a consensus on artefact, problem, or goal
Stahl & Hesse, 2009
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Trentin, 2008
ReticularityReticularity
Not very
Web 2
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What is between there What is between there and here?and here?
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Great Expectations (JISC Ipsos Great Expectations (JISC Ipsos MORI, 2008)MORI, 2008)
Familiar
Unfamiliar
ComfortableNot comfortable
Instant messaging
Text messageadmin updates
Administrativematerials online
Using existing online socialnetworks to discuss coursework
Emailing tutors
Course-specificmaterials online
Posting questionsOnline to tutors
Web CT
Using social networkssuch as Facebook asa formal part of thecourse
Submittingassignmentsonline
Using podcasts
Making podcasts
Making wikis
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Great Expectations (JISC Ipsos Great Expectations (JISC Ipsos MORI, 2008)MORI, 2008)
Use Second Life
Contact tutor
Submit essays
Social Networking
Scholarly websites
Non-digitalresources Online library
resources
Discuss coursework
Online course info
University portal
Course specific materials
% Students using approach regularly
Use
fuln
ess
(Sca
le 1
-4)
0 20 40 60 80 1001
2
3
4
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To engage learners, To engage learners, engage academicsengage academics
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Why engagement?Why engagement?
• Academic identity under attack• Collegial ethos valued, defended vigorously• Normative re-educative relationships damage
– Autonomy– Identity– Principles
• Beneficial, even under ‘necessary’ circumstances
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How?How?
• Not development, but design relationships• Start from principles• Gain attention, promote• Be interested• Bring news• Connect colleagues around teaching interests• Maintain motivation (address barriers)• Disseminate• Build confidence with technologies
7 July 2011 63
ReferencesReferences• Brabazon, T., 2007. The university of Google. Education in a post-information age. Aldershot, Ashgate Publishing Ltd.• Bradwell, P., 2009. The edgeless university. Why higher education must embrace technology, DEMOS. Available at:
http://www.demos.co.uk/publications/the-edgeless-university.• Buchanan, P., c. 2008. DIY Masters. Available from: http://www.battlecat.net/diy-masters/• Buchanan, P., 2010. On Focus. Available from: http://learninglearning.wordpress.com/2010/03/30/hello-world/• Dohn, N.B., 2009. Web 2.0: Inherent tensions and evident challenges for education. International Journal of Computer-
Supported Collaborative Learning, 4(3), pp.343-363.• Gilbert, J., Morton, S. & Rowley, J., 2007. e-Learning: The student experience. British Journal of Educational
Technology, 38(4), 560–573.• Guri-Rosenblit, S. & Gross, B., 2011. E-Learning: Confusing Terminology, Research Gaps and Inherent Challenges.
The Journal of Distance Education, 25(1). Available at: http://www.jofde.ca/index.php/jde/article/view/729/1206• Hine, D., 2009. Unbundling the university. Available at: http://fote-conference.com/slides/afternoon-session-part-ii/.• JISC Ipsos MORI (2008) Great expectations of ICT: How Higher Education institutions are measuring up. Available
from: http://www.jisc.ac.uk/publications/documents/greatexpectations.aspx.• Land, R., 2001. Agency, context and change in academic development. The International Journal for Academic
Development 6(1), 4-20.• Masterman, L. & Vogel, M., 2007. Practice and processes of designing for learning. In Rethinking pedagogy for a digital
age. Oxon: Routledge.• Rowlands, I. and colleagues., 2008. The Google generation: the information behaviour of the researcher of the future.
Available at: http://www.ucl.ac.uk/infostudies/research/ciber/downloads/ggexecutive.pdf • Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension, Journal• of Educational Psychology, 82, 498-504.• Stahl, G. & Hesse, F., 2009. Paradigms of shared knowledge. International Journal of Computer-Supported
Collaborative Learning, 4(4), pp.365-369.• Trentin, G., 2008. Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer
Assisted Learning, 25(1), pp.43-55. • Vogel, M. & Oliver, M., 2006. Design for learning in Virtual Learning Environments: insider perspectives, JISC. Available
at: http://www.jisc.ac.uk/uploaded_documents/D4L_VLE_report_final.pdf.• Watson, G., 2011. Martini belt buckles: how the wealthy lost the battle against fees. THES, 16-22 June
