Pontydysgu – Bridge to Learning

Over the last two years there has been much excitement about the idea of Open and Linked Data. This is especially so in countries like the UK where there has been a pronounced policy commitment to opening the use of public data for commercial and non commercial use. The UK government open data store boasts links to over 5400 sets of data saying “This can then be used by people to build useful applications that help society, or investigate how effective policy changes have been over time.”

There is no doubt that this data is of immense value to researchers. But despite various hack days, the number of genuinely useful applications seem limited.

We have been working with the data for the last nine months attempting to use labour market data to assist careers professionals and young people in choosing careers pathways. As Leia says in a comment on a recent post on this site “so many of our learners arrive with a complete incorrect (or no) idea about what skills are in demand and what’s realistic to expect in terms of looking for work and training.” We are not saying that labour market data and skills demand alone should guide young peoples’ choices. But it is certainly an important factor especially with university education becoming so expensive.

Why are we finding it hard to do? Firstly as the similar Salami project run by the University of Nottingham noted in a recent report much of the official data is collected for economic purposes, not for social use. For instance, much of the labour market information is collected through the Standard Industrial Classification (SIC) which although useful for analysing economic trends, is of limited use for occupational guidance. Instead, we really need Standard Occupational Classification (SOC) data. It doesn’t help that despite the data store which provides links to different data sets, the raw and interpreted data is scattered across a number of different web sites. Most of them are in the course of updating their sites, probably in order to make the data more accessible. But at the same time his is breaking links. And although there are a growing number of on-line tools, these all have their own idiosyncratic interfaces and processes (and often seem just not to work).

I was never very interested in statistics until I got involved in this project. And now I am desperately trying to teach myself SPSS but it is not easy and once more is time consuming.

Even when we have obtained the data it has to be cleaned. much of the data also requires manipulation if it is to be visualised. Visualisation tools are becoming more powerful, but still are not always simple to handle.

Using Open and Linked Data is a design process. And some of the most important people who have to be involved in any design process are the end users. Once more this is time consuming. And of course it is necessary to show them what the possibilities are. each different group of users will have different needs. We have spent a long time thinking about what data we should show to young people and what might be relevant for careers advisers.

Finally we have to remember that data is just data – however well visualised. The use of data has to involve meaning making. meaning making is not a precise science. Different people will make different meanings from the same data. The real added value comes when we allow them to participate in collective sense making through sharing and negotiating meanings.

We have developed the idea of a Technology Enhanced Boundary Object which is able to bring together data and data vidsualisations with a  social software layer to explore meanings. We hope to pilot this in the autumn. And we will provide access to a working version of some of our tools in the next week.

So in conclusion – I remain very excited about the potential of Open and Linked Data. But to design apps which are useful takes a lot of work.

Here is a quick update on some current work at Pontydysgu. With funding from the European Lifelong Learning Programme G8WAY project and the European Research Framework Mature-IP project, and working with a growing community of partners, we have been developing a series of Web 2.0 tools to support careers guidance. At the moment we are developing a  new web site which will give full access to these tools and applications, as well as to research about the use of Web 2.0 and social software for careers information, advice and guidance. Below is a summary of these tools. If you are interested in finding out more about any of these tools or about our approach to using technology to support careers guidance please get in touch.

Labour Market Visualisation Tools

We are developing tools and applications for visualising Labour Market Information in order to provide young people with an informed basis for decision making around career directions and to support the careers guidance professionals who advise young people. This work has been undertaken in conjunction with the Institute for Employment Research, University of Warwick and Careers Wales.

RadioActive

RadioActive is a project using internet radio to assist young people, particularly those from a NEETS (Not in Employment, Education, or Training) background in developing decision making and communication skills. This approach focuses on informal learning and the development of communities of practice through the use of new technologies. The approach is being piloted in conjunction with the University of East London, Yoh, a Hackney based youth agency, and Inspire!, the Education Business Partnership for the London Borough of Hackney.

Storiboard

Storiboard is a Web 2.0 tool for storytelling. In the first year of the G8WAY project we found that storytelling is a powerful tool for developing and reflection on careers biographies. Storiboard allows young people to use multimedia including video, audio and graphics to tell their careers stories and aspirations. It is initially being tested  through using the original stories collected in year one of the project and will then be piloted with UK based careers services.

Webquests

We are developing a series of Web 2.0 webquests designed to support professional development for Careers Guidance professionals. The first two are on the use of the internet for Careers Guidance and on careers in Science, Technology, Engineering and Maths (STEM). Along with our technical partners, Raycom, we are developing a lightweight repository which combined with the Storiboard interface, will provide for easy editing and development of Webquests.

I have spent much of the afternoon reading the UK Commission for Employment and Skills report on The role of career adaptability in skills supply. The report was written by my colleagues Jenny Bimrose, Alan Brown, Sally Anne Barnes and Deirdre Hughes from the Institute for Employment Research at Warwick University. It is particularly pertinent to our ongoing work on career transitions and Web2.0 and this post forms the first of two looking at some of the central ideas in the report.

Research in careers is limited yet careers choice and careers guidance are increasingly important with fast changing technologies and the world financial crisis rendering many occupations and jobs increasingly insecure. Few young people today will spend their entire working life in one occupation. The report based on empirical research undertaken in the UK and Norway looks at how people adapt to such a situation and how we can better support people through career transitions.

The term career adaptability, the authors say

describes the conscious and continuous exploration of both the self and the environment, where the eventual aim is to achieve synergy between the individual, their identity and an occupational environment. Developing career adaptability has a focus on supporting and encouraging individuals to be autonomous, by taking responsibility for their own career development. The operational definition of career adaptability used for this study was: ‘The capability of an individual to make a series of successful transitions where the labour market, organisation of work and underlying occupational and organisational knowledge bases may all be subject to considerable change’.

Central to the ideas of the report – and paqrazelling the development of Personal Learning Environments – is the aim of  supporting autonomy and recognising that

‘career’ belongs to the individual, not to the employing organisation (Duarte, 2004).

The report identifies a set of five career adaptive competencies:

control emphasises the need for individuals to exert a degree of influence on their situations;

curiosity emphasises the value in broadening horizons by exploring social opportunities and possibilities;

commitment stresses how individuals should experiment with new and different activities and projects, rather than being focused narrowly on getting into a particular job, so that new possibilities can be generated;

confidence relates to believing in yourself and your ability to achieve what is necessary to achieve your career goal;

concern refers to stimulating or developing a positive and optimistic attitude to the future. (Savickas et al., 2009, p.245).

Learning is obviously important in developing career adaptive competences, particularly learning through work.

The role of learning in developing career adaptability at work has four dimensions. The first involves learning through challenging work: mastering the practical, cognitive and communicative demands linked with particular work roles and work processes. The second has a primary cognitive focus and involves updating a substantive knowledge base (or mastering a new additional substantive knowledge base). Knowledge updating may play an important role in extending adaptability beyond a focus on the current work role. The third dimension has a primary communicative focus and comprises learning through (and beyond) interactions at work. Finally, the fourth dimension focuses upon how career adaptability is facilitated by individuals becoming more self-directed and self-reflexive in their learning and development.

One special aspect of being self-directed, illustrated by the quotes above, relates to being self-reflexive, able to identify your current skill set and how this might be enhanced and extended. Those who made successful transitions all seemed to be self-directed in either or both their learning and development and their career more generally. The link between being self-directed in your own learning and development and making successful transitions is transparent: if you can learn to adapt and continue to develop in your current job, even in less than ideal circumstances, then this provides a basis for making successful transitions in future. Several participants also pointed to the psychological dimension of how being self-directed and successful in making a major transition reinforced your confidence that you would be able to do this again in future, if required.

Those individuals who see that their skills can be transferred to other contexts have significant advantages in changing career direction over those who define themselves almost exclusively by their occupational and organisational attachments (Bimrose et al., 2008). This advantage stems from the former having a dynamic sense of themselves as being able to navigate their own route through the labour market, whereas the latter are dependent upon the pathways linked to a particular organisation or occupation.

However, the research based on a psychological-social approach, also recognised the importance of opportunity in careers transitions and the multiple-disadvantages many face in the labour market, especially in the UK, as opposed to Norway where class plays a lesser role. It also recognises the role that different labour market and education structures (and regulation) can play with regard to opportunity.

The term ‘opportunity structures’ itself contains the tension between openness and flexibility on the one hand and structured pathways on the other. Both are valuable and it is finding an accommodation which works well for most members of a society and also provides opportunities for those who do not fit initially. This should be the goal of a Continuing Vocational Training policy, informed by concerns for individual career developmen

The research approach was particularly interesting. In the EU funded G8WAY project we have been looking at the potential of storytelling, both as a research methodology or tool., and for helping young people reflect on education transitions. The career adaptability study also adopted a story telling approach.

The research study reported here adopted a retrospective and reflective approach – asking adults to reflect on their experiences of labour market transition, comment on the strategies they deployed and what, with the benefit of hindsight, they might have done differently. This approach has analytical power in that it enables individuals to ‘tell their career stories’, who invariably respond well to being given an opportunity to do so. Most individuals in our sample constructed coherent career narratives that had a current value in offering perspectives on where they were now, had been, and were going in their work lives. It could be argued that the career stories of some individuals may have been partly based on past events that have been reinterpreted from how they felt at the time they occurred. However, this misses an essential point about career adaptability: it is how the past is interpreted and reinterpreted which can act as a trigger to positive engagement with education and training when faced with labour market transitions. Hence, it is the stories in which we are interested, rather than searching for an unobtainable ‘truth’ about their attitudes and behaviours in the past.

This reflective approach has provided deep insights into dominant features that characterise an individual’s career adaptability profile, namely: individual (personality) characteristics; context and opportunities (opportunity structures); learning and development; and career orientation. These features are in constant and dynamic interaction, one with another.

One final aspect of being self-directed surfaced in many of our participants’ replies – people can learn from their lives through the stories they tell about them. Many of our participants recounted powerful narratives of where they had been, where they were and where they might be going. They were in charge of their own stories and such a perspective itself is an important component of adaptability.

Last week we traveled to San Marino to organise a workshop on internet radio at the San Marino Arts Festival (SMIAF) and to broadcast the festival.
The SMIAF web site says:

100 music events, theater, circus, photo, art, culture and appetizers-meetings, the event gives voice to young artists of Knowledge, professionals and creators of San Marino, Europe and the World. The Festival creates a “social network” real and human in the ancient Land of Liberty to meet, interact, learn and create new knowledge. SMIAF Project aims to promote, also throughout the year, a new and more valuable visibility for the country both locally and internationally.

But this fails to convey the real excitement. The festival is run by volunteers – young people from San Marino. They have only a small budget and much of that is money raised by them. And there is a real buzz about it – enhanced by the venue. The old city of San Marino is perched 800 meters up on a mountain with small winding streets. There are ten festival stages with steep climbs between them.

We met for the workshop at about four in the afternoon on the Friday. The workshop, held outside in one of the main squares, was a little complicated in that we did not speak Italian and most of the volunteers spoke only limited English. But with help from Anthony, our Maltese translator we got by.
This is the fourth internet radio workshop we have run this summer and although they vary a little according to time and numbers, the format and content is much the same. We introduce them to the equipment and to how internet radio works, then we run a storyboarding workshop to get ideas for content and formats for the broadcasts. This is usually followed by a session where participants decide what roles they will take responsibility for – producers, floor managers, technicians, music, journalists etc.

Then it is down to the hard work of preparing content and getting out publicity through social networks whilst at the same time practicing interview techniques and how to use the microphones. The workshops are always pretty chaotic but a lot of fun. With previous workshops teh aim has been to produce a 30 minute programme. In this case we ended up broadcasting from four in the afternoon until ten o’clock on the Saturday and on the Sunday we ran on to well past midnight.

What is particularly satisfying is the enthusiasm and speed of learning which happens when participants have a real and authentic task – to broadcast live radio. And the live element provides an adrenaline rush which a participant at a previous workshop described as being “better than drugs”. It is also great to watch how participants fuse together as a team and take on different roles and responsibilities in the process.

The SMIAF radio programme has a longer term aim than the festival. San Marino has only one radio station and that is government controlled. To the best of our knowledge the festival marked the first internet radio broadcast from San Marino. And our intention is to develop internet radio in San Marino starting with a podcast serie4s from the autumn and leading to the launch of live internet radio next year.

It was a great weekend. Thanks to all who helped us – the SMIAF organizers, the technical support but above all all those who joined the SMIAF radio team over the weekend. We hope to see you all again soon.

Although Google+ has been generally welcomed the advent of yet another social networking site has given rise to some thoughts on just exactly what value such sites are.

In a perceptive blog post George Siemens writes:

I’ve concluded that most of the hype around social media is nonsense and that people, particularly the self-proclaimed social media elite are clothing-less……What has social media actually done? Very, very little. The reason? Social media is about flow, not substance…….Twitter/Facebook/G+ are secondary media. They are a means to connect in crisis situations and to quickly disseminate rapidly evolving information. They are also great for staying connected with others on similar interests (Stanley Cup, Olympics). Social media is good for event-based activities. But terrible when people try to make it do more – such as, for example, nonsensically proclaiming that a hashtag is a movement. The substance needs to exist somewhere else (an academic profile, journal articles, blogs, online courses).

It is difficult not to agree. Even on twitter – to date my preferred social network – the ratio of conversation to proclamation – or information sharing – seems to be decreasing. Or is this a reverse power  effect – is it that the more people you follow the less the social interactions?

I think the problem is context. Social media work well in a particular context – be it talking with close friends and family – keeping people up to date on your movement or planning holidays – or around conferences and events, planning projects or seeking jobs. However social media is far less strong in the context of everyday life flows. Indeed the only aspect of context that social media seems good at is geo-awareness with all the privacy issues that brings.

It may be important though to distinguish between social media ‘in the wild’ – Facebook, Twitter and Google+ web sites – and the integration of social media within more specific and contextually defined web tools to support activities, learning or communities. Twitters success may be down to its relatively open development environment making it easy to embed twitter flows into blogs or community web sites.

Not withstanding the debate over the use of real names in Google+ and acknowledging the interest in the playful use of alternative identities, the issue of linking real life worlds and social media worlds seems an important one. As George says “substance needs to exist somewhere else”. But whilst George is posting that substance in the academic world, such substance may lie in different facets of our lives – within work, play or the community.

Yet I suspect those corporations developing social media applications have little interest in such substance. The substance for them is in the advertising and commercial world which produces them profit, the ultimate arbiter of success for social media companies. I have written before that the future of social media may lie in more focused and niche networks and communities – communities which can link our online and off line activities and enrich both. But such communities will have to be developed from  the bottom up. And in this context the issue of design will involve much more than cool tools and applications – or indeed encouraging us to follow ever more ‘friends’.

It is becoming a bit of a tradition that every summer the Sounds of the Bazaar Internet Radio show goes on tour. This year is no exception. And we have lined up a brilliant schedule over the next month including live coverage from conferences, workshops, summer schools and festivals spanning four countries.

To listen to any of the programmes just go to http://cp2.internet-radio.org.uk/start/ravenscroft/

You can listen direct from this web page or open the stream in the music player of your choice.

We kick off next week from the Personal Learning Environments Conference in Southampton, England (#PLE_SOU) with two lunch time shows. We wil be broadcasting live interveiws, vox pops and bringing you the best of the conference live from Southampton. The shows run from from 1330 – 1400 UK Summer Time (1430 – 1500 Central European Time) on Tuesday 12 and Wednesday 13 July.

On Friday 15 July, we have a special broadcast being produced as part of a workshop with Inspire! the Education Business Partnership for Hackney, the Yo youth agency and the University of East London and sponsored by the RadioActive and G8WAY projects. More on this soon but it promises to be great fun. The programme goes out from 1530 – 1600 UK Summer Time (1630 – 1700 Central European Summer Time).

The following week we will be broadcasting LIVE from the Gary Chapman International School on Digital Transformation in Porto, an event jointly organised between the University of Porto and the University of Texas.

The summer school themes are

• Information access and open civic discourse
• Digital tools for government transparency
• Evolving Internet content regulation and the public’s right to information
• Digital media and the democratic process
• Factors influencing the growth of online civic engagement

Details of the radio show are still being finalised but we can promise you some surprise guests along with great interveiws and content for anyone intersted in digital media.

And the last stage of our summer tour takes us to SMIAF – the San Marino Arts Festival where we will be running workshops and broadcasting live from one of the city squares. If you are interested in getting involved here are more details:

Graham Attwell (UK) & Dirk Stieglitz (DE) di “Pontydysgu – Bridge to Learning” e della web radio: “Sounds of the Bazaar” condurranno il workshop in occasione dello SMIAF 2011.

Insieme a loro si capirà come costruire una web radio, come produrre il materiale per il broadcasting e tutto quello che serve per trasmettere.

Il workshop prevede due incontri:
Venerdì pomeriggio a partire dalle ore 15
Sabato mattina alle ore 10,30.

***Si richiede ai partecipanti un pc, mac, laptop…personale.
Lo SMIAF non fornisce computer ma solo la connessione WIFI, gentilmente concessa da PRIMA s.r.l.

Dopo il workshop..anche broadcasting in diretta:
Sabato 6 e domenica 7 agosto in occasione dello SMIAF si potrà dare vita alla prima SMIAF web radio e trasmettere in diretta da P.zza S.Agata durante il Festival.
I partecipanti al workshop e anche al festival sono liberi di trasmettere musica, interviste, e tutto quello che ritengono bello ed interessante per quei giorni.

Per iscrizioni al workshop, invia una email a: smiaf.giovanisaperi@gmail.​com

Don’t miss these shows – there will be lots of room for participation and we are looking forward to a great summer radio tour.

I am ever more interested in how we can use technology for supporting young people (and not just young people) in making future careers choices. Talking to a focus group of young people last year, they  make use of the internet, particuarly using Google to search for details about possible future education choices, jobs and careers. I also asked them how far they explored the results of a Google search and not surpisingly they told me that they usually looked at the first three or four results. Try doing this yourself – type in your job of choice and see what comes up. All too often the results can be highly misleading.

Anyway we are working on new tools to asisst young people in choosing their future careers (more details to follow quite soon, I hope). And here is a conference paper, prepared by my colleague Sally Anne Barnes from the University of Warwick and describing the emprirical research we undertook on the use of technology in careers education in the UK (requires html5 compliant browser to view). Comments welcome – I would especially like to know what is happening in other countries than the UK.

The Potential Role of Technology in Careers Education in the UK

The idea of Open Education has come a long way in the last two years. Massive Online Open Courses are becoming more common (with the announcement of the “mother of all MOOCs” on Change: Education, Learning and Technology exciting great interest in the edu-blogosphere), conferences and seminars being streamed online and Open Educational Resources have entered the mainstream.

What has been learned in this process?

Firstly the model of courses which are free to participants but charge for institutional enrollment and for certification appears to be gaining traction. How far this can go depends I guess on the extent that participation (and recording of work) becomes recognised as achievement. It will also depend on how much value universities and other institutions think they can gain (or stand to lose) through such a model.

Secondly most of these programmes are using all manner of social software and Open Source applications. There seems to be a growing practice of hanging programmes together around open webinars, with students using their own blogs or other social software for their personal work. One of the less successful experiments seems to be attempts to integrate VLEs, especially Moodle, within MOOCs. Participants are being encouraged to develop their own Personal Learning Environments as part of the process.

Thirdly such initiatives place great emphasis on peer support for learning, with a greater or lesser extent of formal learning support and formalization of networks. One greatly encouraging development is the blurring of the boundary between teachers and learners. Another is the involvement of people form different organisations in leading, facilitating or stewarding such programmes. Most stewards or facilitators are not being paid, although I suspect at present this is being accepted by institutions as a legitimate part of their work as researchers. Whatever, this is resulting in a weakening of institutional boundaries and the emergence of stronger communities of practice.

There also seems to be considerable pedagogic innovation, with a willingness to explore new ways of learning. Especially encouraging is the use of multi media, which although promised in so many formal elearning programmes, has seldom really happened.

Now comes the big question. Can the experience gained from the MOOCs be extended to provide a transferable and scalable model for Open Education.

I’ve already talked about the issue of recognition which I see not so much as a question of assessment but of social recognition of achievement. But there are other open issues. How do we deal with language barriers? More critically, most participants in the early MOOCs seem to be professionals, teachers and researchers already engaged in online learning or multi media and / or students. In other words, people with a fair degree of competence in communicating through on-line media. The model is based on a large degree of self motivation and is reliant on learners being able to manage both their own learning and able to develop their own support networks. This is a pretty big limitation.

I see two ways to deal with this. One is to provide more formal and institutional support through participation in MOOCs becoming part of courses on which learners are already enrolled and their host institution providing support. This idea is already being suggested for the Change: Education, Learning and Technology MOOC. The second is through developing more fomalised individual and group mentoring and support systems. At the moment, we are tending to focus on presenters as the key people in facilitating the online programmes. But such a second layer of mentors could play the critical role, and providing such mentoring could be a key part of Continuing Professional Development for teachers and trainers. In other words, a win, win situation.

This is proposal submitted by Andrew Ravenscroft, Graham Attwell, David Blagbrough and Dirk Stieglitz for the PLE2011 conference in Southampton has been accepted. We are going to have a lot of fun. And remember you can join us too. Whilst paper submissions are closed you can still submit proposals for posters pecha keucha or the media competition until June 11th.

Introduction: Designing personalized new media spaces to support transformational and emancipatory learning

Relatively recent research into, and definitions of, personalised learning environments (e.g. van Harmelen, 2008) have proposed new technological configurations or learning design patterns. These typically harmonise individual learner agency and initiative with a developing ecology of open web services and tools. This is the PLEs from an ‘alternative learning technology perspective’. Another and complementary way to view personalisation, that has a history beyond relatively recent technological developments, is to view ‘personlisation as practice’. In this sense, personalisation is rooted in the ‘deep’ matching and development of learners interests, experiences and motivations with their chosen informal or formal learning trajectories, that may be realized through personalised technologies. This is a psycho-social approach to personalisaton and learning technology design and use, that conceives of learning as something that grows out from the learner, rather than something that is acquired from some pre-structured, ‘external’ and ‘imposed’ curricula.

This position is particularly important when we are attempting to find technology-enabled ways to engage, retain and support the learning of disadvantaged people who are excluded, or at risk of exclusion, from traditional learning paths and trajectories. Arguably, this problem is most severe in the burgeoning numbers of NEETs (Not in Education Employment and Training) throughout the UK and Europe. Addressing the needs of these growing communities requires new and radical approaches to learning, learning design and technology-enabled practice. One foundation for a radical and technology-enabled pedagogy for disadvantaged groups is the groundbreaking work of Paulo Freire (1970).

Applying Friere to PLE design: Technical reformulation of ciphers

In Paulo Freire’s seminal work “Pedagogy of the Oppressed” (Freire, 1970), he emphasized the importance of critical engagement in and analysis of broader societal ‘cycles’ and their effects. One way to do this is through using lived culture, and praxis (action that is informed by values) as the foundational elements for developing circles that promote transformational learning. These ideas have recently been taken up within the non hierarchical, shared, creative, inclusive, safe and supported spaces called “ciphers” – which have emerged from the urban youth culture particularly around hip hop music (Wiliams, 2009).

We are currently using this cipher concept as a metaphor for designing and developing RadioActive, a hybrid of internet-radio and augmented social media platform to support the transformational learning of disadvantaged young people.

The RadioActive pilot

This presentation will describe the design, piloting and evaluation of RadioActive with NEETs in the London Borough of Hackney. The radio-social media platform is being co-designed with these NEETs and their support actors (such as youth workers and parents) in Hackney (in London). A key aspect is that the ‘going live’ aspect acts as a catalyst for community engagement and cohesion, linked to related social media activity. Put simply, the internet-radio gives a presence, real-time narrative and an energy that drives participation, interaction and content creation.

This is an innovative and participative broadcasting model that combines Open Source or easily affordable technology to create ‘the communities’ radio platform. This deliberately fuses, inspired by Web 2.0 trends, traditional distinctions between broadcaster/program planner and listener/consumer. The holistic design concept is an edutainment platform and hard to reach community combined, via the cipher approach, into a connected ‘live entity’ rather than the community being seen as a separate audience that is broadcast to.

The central idea is that this radio cipher provides the means to initially engage and retain NEETs, who can then be exposed to and participate in informal learning activities that lead to the development of skills and competencies that prepare them for Further Education or work. They develop both ‘soft’ and ‘hard’ skills through RadioActive. The softer ones relate to personal expression, the development of self-confidence and self-esteem, and the development of collaborative working skills. The harder ones involve the development of concrete digital literacy, media production, communication and organizational skills, that can exploited in other education or employment related activities. Similarly, their artefacts and competencies are recorded (e.g. in an eportfolio) or made public (e.g on the web) in ways that can be presented to potential Educators or Employers.

The proposed conference activities

This contribution will follow the collaborative and praxis driven spirit of this project and the PLE conference, through incorporating 2 related activities:
1. A presentation linked to the archive of the pilot radio show;
2. Mashup madness or a community in harmony? Live RadioActive show and DJ set during a social event at the conference, with RadioActive DJ’s mixing a set based on 1 or 2 favorite songs suggested by each delegate.

References

Friere, P. (1970). Pedagogy of the Oppressed, Continuum Publishing.

Van Harmelen, H., Design trajectories: four experiments in PLE implementation, Interactive Learning Environments, 1744-5191, Volume 16, Issue 1, 2008, Pages 35 – 46.

Wiliams, D. (2009). The critical cultural cypher: Remaking Paulo Frieire’s cultural circles using Hip Hp culture. International, Journal of Critical Pedagogy, 2, 1, pp 1-29.