Surfacing, Sharing and Valuing Tacit Knowledge

Jenny Mackness

Roy Williams

E-Learning Tag – 17. September 2014

Introduction to Open Learning Environments

The first MOOC – Connectivism and Connective Knowledge (CCK08)

Roy

Jenny

Source of Image: http://x28newblog.wordpress.com/2008/09/06/cck08-first-impressions/

Emergent Learning

Source of Image: http://blogs.ft.com/photo-diary/2013/11/a-murmuration-of-starlings/

Understanding Open Learning Environments

Source of image: http://nicfreeman.com/2012/05/22/7-days-walking-el-camino-de-santiago-spain/

Characteristics of Open Learning Environments

Open/Structure

Interactive environment

Characteristics arranged in clusters of factors

Agency

Presence/Writing

Characteristics of Open Learning Environments:25 Factors

http://footprints-of-emergence.wikispaces.com/Factors+and+Clusters

Openness / Structure

RiskLiminal Space

Unexpected Outcomes

Ambiguity

Disruptive

Self-correcting

Multipath

InteractIve

Space

Diversity Experiential Adaptive

Co-evolutionInteraction / Networking

Trust Other Minds

Agency

Cross- modal

Open Affordances

Autonomy Negotiated Outcomes?

Identity

Self-organised

Presence

/

WrIting

Solitude & Contemplation Serendipitous

Encounters

Networking / Engagement

Hybrid Modes of Writing

Informal Writing / Inscription

From Prescribed to Emergent (or vice versa)

Source of image - http://www.irrodl.org/index.php/irrodl/article/view/1267/2307

GIF Created by Matthias Melcher - http://x28newblog.wordpress.com/

Describing the learning experience

Influential Theories

Communities of practice

Affordances Social constructivism

Connectivism

Complexity theory

Risk as a factor in open learning environments

How have you experienced risk? How does risk affect the way you learn?

Source of image: http://jobangel.blog.hu/2013/07/29/kinek_a_kockazata_a_jutalekos_munka

Wie gehen Sie mit Risiko um?

• In groups of 4 people

• For 10 to 15 minutes discuss the questions above in groups of 4.

• Identify one confident English speaker in your group.

• The identified person should be prepared to feedback to the whole group one statement in English about how risk affects your learning or your design for learning.

How have you experienced risk? How does risk affect the way you learn?

• Select any learning scenario that has involved feeling at risk.

• This could be an example from everyday or working life.

Source of image: http://rustyrev.wordpress.com

/

Wie gehen Sie mit Risiko um?

• In 4er-Gruppen

• 10-15 Minuten Zeit für die Diskussion

• Wählen Sie ein Lernszenario aus, in dem Sie einem Risiko ausgesetzt waren! Diskutieren Sie, inwiefern Risiko Lernprozesse oder Lerndesigns beeinflusst

• Sie können ein Beispiel aus Ihrem Alltag oder aus dem Berufsleben auswählen

• Einigen Sie sich auf eine Person, die das Risiko eingeht, auf Englisch für die 4er Gruppe zu sprechen

• Diese Person, der Sprecher oder die Sprecherin der Gruppe, fasst die Gruppenergebnisse für alle TeilnehmerInnen in einem Satz zusammen

Welche Erfahrungen haben Sie mit riskanten Situationen gemacht?Wie beeinflusst Risiko Ihren Lernprozess?

In open environments learning is increasingly unpredictable and emergent

How can we capture and value this experience?

Drawing footprints of emergencehttp://footprints-of-emergence.wikispaces.com/Drawing+Footprints

Example of a prescriptive learning environment

A standards driven

Teacher Training course

The gap between design and experience

Design intentions

Learner experience

Changing experience over time

Learner experience of Modern and Contemporary American Poetry MOOC (ModPo) – the first 4 weeks

How safe or hazardous is your learning environment?

Prescribed learning

Sweetly emergent learning

Sharp, challenging emergent learning

Off the edge

Chaotic learning

Fail-safe Safe-to-fail High risk< .. > < .. >

How safe or hazardous is your learning environment?

Prescribed learning

Sweetly emergent learning

Sharp, challenging emergent learning

Off the edge

Chaotic learning

Fail-safe Safe-to-fail High risk< .. > < .. >

Footprints as probes for reflective practice

Source of image: http://travelspirit333.files.wordpress.com/2012/11/p1019574.jpg

open, experimental, tools / ideas / interactive affordances

used, reversioned, remixed, and recreated by the participants

Probes are

Surfacing tacit knowledge and understanding

Source of image http://open.az/razvlechenija/kartinki/155093-kartinochkipics.html:

Drawing footprints of emergence encourages deep reflection

‘….any emergent learning event - invites participants …. to explore, surface, and share their own way of making sense of their learning in their own reflective practice.’

Williams, R. & Mackness, J. (2014). Surfacing, sharing and valuing tacit knowledge in open learning.

Evaluierung offener Lernszenarien. FH Joanneum, Graz

Some final thoughts ….

Drawing footprints elicits tacit knowledge and understanding – individual and unpredictable

Reflection should be in the hands of the learner

Each person becomes a self-organising system, creating and shaping their own networks and learning

Prescribed and emergent learning are both recognized

We need to rethink the way in which wevalue learning

Learners can take control of their own learning

Questions?

Thank you

Visit our Footprints of Emergence Wikihttp://footprints-of-emergence.wikispaces.com/

ReferencesWilliams, R.T, Karousou, R., & Mackness, J. (2011). Emergent Learning and Learning Ecologies in Web 2.0. International Review of Research in Open and Distance Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883

Williams, R.T, Mackness, J. & Gumtau, S. (2012). Footprints of Emergence. 13(4) International Review of Research in Open and Distance Learning. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1267

Williams, R.T., & Mackness, J. (2013). Open Research and Open Learning. Scientific Journal of Educational Technology. 2(1). Campus Virtuales. Retrieved from http://revistacampusvirtuales.es/index.php/en/journal/currentissue

Williams, R.T, Mackness, J. & Pauschenwein, J. (2014). Using visualization to understand transformations in learning and design in MOOCs. (in press)

Williams, R. & Mackness, J. (2014). Surfacing, sharing and valuing tacit knowledge in open learning. 13. ELearning Tag FH JOANNEUM am 17. September 2014

Footprints of Emergence open wiki - http://footprints-of-emergence.wikispaces.com/

Image sourcesSlide 5:Open/Structure - http://www.chinadaily.com.cn/china/2006-09/22/content_694963.htm Interactive environment - http://www.annacarreras.com/eng/mediate/ Agency - http://brilliantbias.com/2014/04/25-reasons-why-we-need-feminism-in-media/Presence/Writing http://france3-regions.francetvinfo.fr/pays-de-la-loire/2013/05/20/cest-latoussaint-non-msieurs-dames-cest-la-pentecote-254611.html

Slide 7: Open/Structure cluster imagesRisk: Christine Vaufrey. www.flickr.com/photos/christing/with/9462310131/ Liminal Space. http://www.jewishpress.com/sections/family/parenting-our-children/are-you-a-caterpillar-or-butterfly/2011/12/23/ Unexpected outcomes. http://ruhalacenter.com/Ambiguity. http://www.newworldencyclopedia.org/entry/Rubin vaseDisruptive. https://www.flickr.com/photos/blackwood/ Self-correcting. http://bs.wikipedia.org/wiki/Wikipedia

Slide 8: Interactive environment cluster imagesDiversity. http://www.dogonews.com/2010/1/25/wilson-a-bentley-a-k-a-snowflake-manExperiential. http://m.flikie.com/33572941/rock-climbing.html?skey=rockAdaptive. http://www.wallpapersax.com/wallpaper/ladybug-and-chameleon-2.htmCo-evolution. http://www.botanicalgarden.ubc.ca/potd/2010/03/mycorrhizal_networks.phpTrust. http://www.johnlund.com/page/1428/trusting-trapeze-artist.aspOther minds. http://newsoffice.mit.edu/2011/autism-theory-mind-0201

Image sourcesSlide 9: Agency cluster imagesCross-modal. http://www.mat.ucsb.edu/~g.legrady/academic/courses/10f200a/cf/background.htmlOpen affordances. http://www.annacarreras.com/eng/mediate/Self-organised. http://www.paulvanslembrouck.com/page/2/Autonomy. http://en.wikipedia.org/wiki/Desire_pathNegotiated outcomes. http://en.wikipedia.org/wiki/Campus_of_Texas_A%26M_UniversityIdentity. http://www.theguardian.com/science/2011/sep/08/australopithecus-sediba-ancestor-modern-humans

Slide 10: Presence/Writing cluster imagesSolitude/contemplation. http://arranbhansal.com/2014/01/09/losing-your-inspiration-as-a-writer/Serendipitous encounters. http://news.nationalgeographic.com/news/2006/07/060705-mouse-frog.htmlHybrid modes of writing. http://triptease.com/united-kingdom/hotels/durham-lumiere-festival-durham-city-england-lumiere-24906Networking/engagement. http://www.fotosearch.com/clip-art/cocktail-party.htmlInformal writing/inscription. http://www.independent.co.uk/news/world/americas/banksy-makes-his-mark-across-america-1993251.htmlInformal writing/inscription. http://france3-regions.francetvinfo.fr/pays-de-la-loire/2013/05/20/cest-latoussaint-non-msieurs-dames-cest-la-pentecote-254611.html Slide 13: Communities of practice: http://survivorsvoice-europe.org/?page_id=6008 Social constructivism - http://andersonleadershipsolutions.com/teamwork-rookies-versus-veterans/ Complexity theory - http://commons.wikimedia.org/wiki/File:Mandelbrot_set_10.jpgConnectivism – https://www.flickr.com/photos/photonquantique/1818489936/ Twitter - http://www.designntrend.com/articles/1707/20120610/twitter-changed-logo-simplified-blue-bird.htm

Slide 18: http://www.mytownblackhills.com/Local-artist-s-oil-painting-exhibit-opens-at-Dahl/19110755

Slide 27: http://www.greercpw.com/?page_id=147

Further resources for discussion: the drawing tool

Go to Footprints of Emergence open wiki - https://footprints-of-emergence.wikispaces.com/Drawing+footprints

Download Palette 2 Word version.docx

Watch the video for drawing instructions Drawing Footprints of Emergence

Further resources for discussion: Xiaoxia’s Story

Xiaoxia’s Story http://footprints-of-emergence.wikispaces.com/2-year+Part-Time+PGCE