7ED017Learning in the digital ageCameron FurnivalKarl Royle

Welco

me

• In today’s session we will cover…• Where we are in terms of digital

affordance– Personally– Collectively– Strategically

•We will cover what the module is about and how it is assessed

•We will begin to look at the information world we inhabit

Did

You K

now

?

Key Q

uestio

ns

• Learners come to us with increasingly high competencies in the use of technology

– Is this true?• To what extent are educational

establishments proactively engaging with their learners’ digital contexts in a transformational sense?

• Do students allow adults to share

their social networking

activities/spaces?

AC

TIV

ITY

• Introduce yourself briefly– Eg

• What is your current experience with digital technologies?

• Or…what is your immediate work history?

• What are your expectations from the unit?

Key Q

uestio

ns

• Let’s discuss – current practice

– Theory and pedagogy

– Politics

– Best practice

• You will need to grasp current research and step away from your perceptions!

AC

TIV

ITY

• In groups, discuss and write down the three most important things you can think of that make e-Learning a “good thing”

You may find you come up with more than three – you will have to reduce it to those you think are most important!

An

Hyp

oth

esis

•In our desire to produce an holistic and inclusive view of the use of technology to support and enhance the entire learning experience are we in reality creating a world which will alienate those we seek to help?

•Are we throwing out virtual babies with real bathwater?

I

Formal qualificationSedentaryRigidHierarchicalReductionismConventionsCompetitionLinearityClosedBoringLocalTheoreticalSlowReproductiveTransmissiveReactionaryUgly

IMPOSED IGNITED

PARADIGM SHIFT

I

Formal qualificationSedentaryRigidHierarchicalReductionismConventionsCompetitionLinearityClosedBoringLocalTheoreticalSlowReproductiveTransmissiveReactionaryUgly

IMPOSEDCompetenciesMobileAdaptableHeterarchicalHolismEmpiricismCollaborationModularityOpenJoyfulGlobalAppliedQuickCreativeConstructivistResponsiveBeautiful

IGNITED

PARADIGM SHIFT

Transfo

rmatio

n

• Talking about transformation and reform are certainly important.

• “Conventional institutions of learning have changed far more slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies”– Davidson, N. Goldberg, D. T. and Jones,

M. J. (2010) The Future of Thinking: Learning Institutions in a Digital The MIT Press Cambridge, Massachusetts

Transfo

rmatio

n

• “When institutions do adopt digital tools they tend to utilise technology that can enhance existing practices and live alongside established systems of instruction. As McLuhan (1967) noted society tends to make a new technology do the work of the old.”

– Royle, Traxler, Aljanazrah and Stager: Unesco 2013

–

Transfo

rmatio

n o

r refo

rm?

Transformation by necessity includes altering the beliefs, values and meanings-the culture- in which programmes are embedded, as well as changing the current systems of rules, roles and relationships - social structure- so that the innovations needed will be supported.

Reform, in contrast means only installing innovations that will work within the context of the existing structure and culture of the school

Schlechty (2009)

Control?Control?

Expertise?Expertise?

In the digital world, the learner and not the teacher is in control of what, where and how to learn. Schlechty (2009)

In the digital world, the learner and not the teacher is in control of what, where and how to learn. Schlechty (2009)

JIC vs JIT?JIC vs JIT?

This m

ean

s teach

er tro

ub

les

Dig

ital tra

nsfo

rmatio

nal

learn

ing m

odel

1969

There

’s noth

ing

new

1969

There

’s noth

ing

new

Assig

nm

ents

• Now is a good time to have our first visit to the assignments.

• Part 1:

• You are required to critically appraise the use of digital tools for learning by a designated group of learners either in a formal or informal situation. Your case study should detail the work that you have undertaken in this area by presenting desk based research/enquiry into the digital habits of learners and the aspect of digital media that you have chosen to study,. Your case should be supported by reference to appropriate texts.

• For example, you might look at the ways in which blogging is used in social spaces and critically appraise its functionality for learning purposes. Is their any research into the habits of bloggers, what is the demographic etc., Is it likely to translate to a school space? Does it fit any particular theories of learning? Further you could supplement this by looking at its use in education. Finally you might supplement this by conducting a small scale enquiry with learners about their digital habits with regard to blogging or the potential of blogging. (1500 words)

Key Po

ints

• Problem and challenge based learning Boud and Felletti (1991) and more recently product oriented learning Zhao (2012)and agile pedagogy Nikolic, J. and Gledic, J. (2012)

• Mention Agency and Freedom• Research Scrum/Agile Pedagogy

E-Learning as straightjacket?

•e-Learning “can” be innovative but:

•Has it created a new orthodoxy?

•Does it encourage the “mundane”

•Is it tying institutions down for the future?

•Is it a barrier?

•Is it being used to control education?

Cu

rrent P

ractice

• Try to move outside your current practice, open your eyes to opportunities…

• Meanwhile…let’s have a look at what we are ‘selling’ to students…

• VLEs• Web 2.0 apps• Traditional learning pedagogy with

chaotic tools. – Maintain control at all costs!

Other factors…

And… The e-Framework

Liberating or an opportunity for more control?

• Web 2.0• Not a physical

construct but a philosophy on the way the web should be used?

– Sharing– Collaboration– Learner initiated– Informal learning– Diverse communities– Outside institutional

control

• Unstoppable?

• We live in a society which seems increasingly to see regulation as the solution to all problems…

• In our desire to enhance the learning experience with technology, have we created a generation of learners who are watched, monitored, measured, intervened with, and controlled more than ever before?

Freedom

vs C

ontro

l

Agen

cy

• The use of multimodal techniques to deliver learning is called blended learning

• Focus is on ‘interactivity’ through a variety of media

• Teachers are firmly entrenched at the centre of the learning teaching transaction

“Agency is defined as the ability to “play a part in their self-development, adaptation, and self-renewal with changing times.” (Bandura 2001)

“Among the mechanisms of personal agency, none is more central or pervasive than people’s beliefs in their capability to exercise some measure of control over their own functioning and over environmental events “(Bandura 1997 in Bandura 2001, p10).

Activ

ity 2

• Try out some of the web 2.0 applications

• 20 – 30 mins

Where

are

we?

• Tutors and learners will build their own toolsets from: – what is provided by the institution – what they have on their own (personal)

computer– what is available on the Web.

• Learners will– “opt out” of systems institutions and

tutors might prefer them to use for formal learning activities

– initiate “sharing” and “community” activities outside of formal learning using tools they have chosen.

Final T

houg

hts.

Can we embrace the way students use technology out of College and replicate those skills within the limitations of our own institutional technology?

What do we have to do to encourage learners to use our technology?

Should we be attempting to compete with commercial (and free!) software?

Do we need to make our online delivery match that experienced on the web? Should we even try?

AC

TIV

ITY: H

ow

mille

nnia

l are

you?

• http://pewresearch.org/millennials/quiz/

Assig

nm

ent p

art ii

• Your proposal should put forward a reasoned case for an educational intervention. This should draw on the work that you have done in the previous task. It should be a reasoned and substantially supported argument for the adoption of a particular strategy, activity etc. based on the analysis of the learning context, the chosen tools or tool and the digital habits and affordances of your learners that you have critically appraised.

• You should set out the proposal in terms of a justification or purpose for the intervention, why it is a good idea in terms of pedagogy and how it might work in practice.

• In addition you should also set out any barriers or change agents that you might need to set in train to implement the intervention.

• You need to critically appraise existing pedagogy and the changes that are required. You might also plan how it might be sustained and developed on a larger scale or at least have considered the potential outcomes and knowledge transfer activities that might occur post project. (1500 words)

• Use the guidance in the course handbook

• Plan the work over a period of time• Make use of the reading list in the

handbook

?Thank you(This presentation is available electronically!)

Thin

gs to

read

• Bohn, R.E. and Short, J.E. (2009), How Much Information: Report on American Consumers 2009, Global Information Industry Centre: San Diego: University of California ddp.nist.gov/refs/HMI_2009_ConsumerReport_Dec9_2009.pdf

• Boud, D., and Feletti, G., Eds. (1991), The challenge of problem-based learning. New York: St. Martin’s Press.

•  Boyd, D. (2007), “Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life.” MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press.

•  Douch, R., Attewell, J. and Dawson, D. (2010) Games Technologies For Learning, LSN:London

• Fisher, T. (2006), Educational transformation: Is it, like ‘beauty’, in the eye of the beholder, or will we know it when we see it? Education and Information Technologies, 11, 293–303. doi: 10.1007/s10639-006- 9009-1

Thin

gs to

read

• Gee, J.P. and Hayes, E. (2009), Public Pedagogy through Video Games http://www.gamebasedlearning.org.uk/content/category/1/1/60/ accessed 21 May 09

•  • Guardian online (2010), Creating the next

dotcom boom could be child's play, http://www.guardian.co.uk/business/2010/apr/25/boaki-social-networking-child-safety-online accessed 4 May 2010

• Hadfield, M., Jopling, M., Royle, K. and Southern, L. (2009), Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects. TDA: London

•  

Thin

gs to

read

• Paul Hamlyn Foundation (2008), Learning Futures: Next Practice in Learning and Teaching. Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learning-futures-next-practice-in-learning-and-teaching.html accessed 6 June 2009

• Jenkins, H., Purushotma, R., Clinton, K., Weigel, M. and Robison, A.J. (2006), Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, available from http://newmedialiteracies.org/blog/2008/11/10/NMLskills.pdf accessed 6 May 2010

•  • Kay, D., McGonigle, B., Patterson, W. and Tabbiner, B. (2009), Next

Generation User Skills Report, Sero Consulting: available from http://www.digital2020.org.uk/skills/strands/nextgen accessed 6 May 2010

• Lenhart, A., Kahne, J., Middaugh, E., Macgill, A., Evans, C. and Vitak, J. (2008), Teens, Video Games, and Civics. Pew Internet & American Life Project. Washing ton: USA , http://www.pewinternet.org/ accessed 29 April 2010

• Channel 4 (2009) UK Tribes, available from http://www.uktribes.com/, accessed 31 May 2010

• Nielsen Report (2009) How Teens Use Media, Nielsen: USA