Archive for the ‘learning 2.0’ Category

What is happening with Learning Analytics?

April 7th, 2014 by Graham Attwell

I seem to be spending a lot of time looking at the potential of various technologies for supporting learning at work. I am not talking here about Virtual Learning Environments. In the construction industry we are looking at how mobile devices can be used to support learning and knowledge sharing between the different contexts of the vocational school, the industrial training centre and the workplace. And through the Employ-ID project we are looking at how to support continuing professional development for workers in public employment organisations across Europe.

None of these is particularly easy. Pedagogically we looking at things like co0counselling and at MOOCs for professional development. And another target on our horizon is Learning Analytics. Like so many things in technology advanced learning, Learning Analytics launched with a big fanfare, then seems to haver sunk under the surface. I was excited by the potential of using data to support learning and wanted to get in there. But there seems to be a problem. Like so often, rather than looking to use the power of Learning Analytics to support learners and learning, institutions have hijacked the application as a learning management tool. Top of the list for UK universities at least is how to reduce drop out rates (since this effects their funding). Rather than look at the effectiveness of teaching and learning, they are more interested in the efficiency of their approach (once more to save money).

So we are back where we have been so many times. We have tools with a great potential to support learners, but institutional managerialism has taken over the agenda. But perhaps I am being overly pessimistic and looking for information in the wrong places. If anyone can point me to examples of how to use Learning Analytics to support real learning please post below.

NB. Another issue concerning me is how to tell users what data we are collecting and how we are using it. Once more, does anyone have any pointers to good practice in this respect

 

Dysgu Ponty

December 8th, 2013 by Jenny Hughes

The Pontydysgu website is always full of news about the big projects we are involved in, like FP7 Learning Layers or Taccle2.  This is pretty inevitable as they take up the majority of our time and budget.  However, there are lots of other, smaller Pontydysgu projects running in the background that we rarely post anything about.  This is a bit of an oversight because although we often use these projects as test beds for trying out new ideas or as vehicles for piloting specific bits of technology that we then roll together in a much bigger package, they are also successful in their own right.

All of them are running in Pontypridd, (known locally as “Ponty”) which is where the Wales half of Pontydysgu is based. Some are part funded through the LLL Partnerships programme; some are funded in-house. We thought we might write a series of posts on what these projects are all about….

First up is Dysgu Ponty, which translates to Learning Ponty.  We chose this name because apart from the play on Pontydysgu (meaning approximately Bridge to Learning), we wanted to convey the idea that the whole community of Ponty was learning and that the town called Ponty was a learning resource.

The project is based on a very simple concept – let’s cover the town with QR codes linked to a learning resource.   The codes are being printed on decals (for shop windows), enamel (for the exteriors of building) and on varnished wooden plaques for hanging around trees in the park.  Codes come in three colours – red for Welsh, green for the English translation and black for careers.

So far we have 200 and our target is at least another hundred.  The town has a population of 30,000 but this covers all of the outlying villages as well.  It also has a great sense of community, which means that the level of support has been brilliant. The whole community is involved – schools, the Town Council, shops, businesses, the local newspaper

The link from each QR code goes to a website page on which there is a question that relates to the location.  The level is approximately 8 -12 yrs olds. Following the title question is some simple information using a range of multi media.   The location of the codes will be on Google Maps and we are currently sorting them out into a ‘Maths trail’, ‘Language trail’, ‘History trail’ etc so that children can choose whether to follow a subject trail or focus on the codes in one part of the town.

The purpose of the project is really to provide a bridge between formal and informal learning and to improve home school links.

We are currently working of a way of  ‘rewarding’ children for completing a number of questions – not sure Mozilla badges quite fits.  Also thinking about how we can get kids to be able to upload pictures as well as comments. May rethink the platform.

Meanwhile here are some examples of the sorts of things we are talking about

Location:  on the bandstand in the park

  • Links to… Question:  Have you ever heard brass band music?
  • Additional ‘information’ – mp3 of Colliery Brass Band with one line of text explaining that most all the pits had their own band

Location: Outside Costa Coffee

  • Links to… Question: Do you know where coffee comes from?
  • Additional information: You Tube video of coffee being harvested and processed

Location: Outside travel agent underneath exchange rates

  • Links to… Question:  How much is it worth?
  • Additional info:  Text and image – If you had £37.50 to take on holiday, how many Euros would you get?  Which travel agent in town has the best exchange rate today?

Location:  On the river bank adjacent to the confluence

  • Links to…mQuestion:  What rivers are these and where is their source?
  • Additional info:  The place where two rivers merge is called a ‘confluence’.  Use Google Earth to trace the two rivers back as far as you can, find out their names and where the river enters the sea.

 Location:  On the war memorial

  • Links to… Question:  How many died?
  • Additional info: Look at the names on the Great War memorial and then the names on the Worls War 2 memorial.  In which war were the greatest number of people from Pontypridd killed? How many times more people?  Why do you think this was?

 Location: Market Street

  • Links to…Question:  What has changed?
  • Additional Info: Picture of the street taken 100 years ago from same spot. Text – List all the things that are different between Market Street in 1910 and the same street today.
You get the idea!
[We also have black codes for older students linked to careers information as part of the EU New Jobs project.  The codes take them to links asking "So you want to be a baker?" or "So you want to be a printer?" with videos explaining what the job involves, what qualifications or skills you need etc. Some are purpose made and some from You Tube or Vimeo.  More on this is another post.]
Next time – Learning about Art in Ponty

 

 

 

The future of social networks?

August 30th, 2013 by Graham Attwell

Regular readers of this blog will know I have never been a great fan of Facebook. It was probably my own fault – I just approved almost everyone who wanted to be friends with me and did not get round to creating groups. But the constant interface tweaking, the intrusive adverts – not to say the paid for entries – and Facebook’s obvious conflict of interest between personal privacy and their desire to make money out of the site, all put me off. However, I recognise the appeal of the network for other people – it is just not for me.

I have long thought that the future of social networking lies in more niche networks – geared to individuals interests. At one time it seemed like Ning could break through in this direction, until they lost their nerve and started charging for networks. In the education field ELGG had its day, before  becoming a more general content management system. And of course, many educationalists have been active on Twitter, but that too has arguably become less useful for professional or work purposes as entertainment has taken over.

Two things started me off thinking about the future evolution of social networks in the last week. The first was I finally accepted an invitation to join ResearchGate. ResearchGate describes itself as a site “built by scientists, for scientists.” It started, they say, “when two researchers discovered first-hand that collaborating with a friend or colleague on the other side of the world was no easy task.” It is not new, having launched in 2008, but now has more than 3 million researchers as members. Not everyone is a researcher, and not all researchers will find it to their taste. But, if like me, you forget what you have published, if you want to make your research freely available, if you want to find useful and freely available research by others and talk to other people working in the same area as you, it appears very good.

The second article which got me thinking was a ‘White Paper’ by Jane Hart entitled  Building an Enterprise Learning Network in your Enterprise Social earning Network: The way to integrate social learning in the workplace. Enterprise Social Networks (ESNs) are internal platforms that are designed to foster collaboration, communication and knowledge sharing among employees.

Jane points to the growing use of social networks in enterprises citing a report from Deloitte that 90 per cent of Fortune 500 companies will have a enterprise social network by the end of 2013. She proposes setting up Enterprise Learning Networks within an Enterprise Social Network offering the opportunity to offer a range of new services, activities and initiatives – many of which have been adapted from popular approaches on the Social Web.In fact I worked on a project some three of four years ago doing just this – working with an English careers company with some 400 employees and it was highly successful. Its just we didn’t have the jargon at the time!Within the Learning Layers project we are looking at how to scale the use of technology for learning within industrial clusters,. and it struck me that establishing social learning within a (cross enterprise) social network might be a useful approach. One critical question would be the extent to which companies are prepared to share knowledge – and what sorts of knowledge. That is the subject of plenty of theoretical and empirical research – but I wonder if establishing a  network and exploring what happens might be a more productive approach.I’d be very interested in hearing from anyone else with experience or ideas in this area.

 

Taccle2 on track

May 20th, 2013 by Jenny Hughes

We are really excited about the Taccle 2 project – 5 hard copy handbooks and a website bursting with practical ideas on how to use web 2.0 apps and other e-learning tools in your classroom.

The project has reached its half way mark and we are so far on target. The E-learning handbook for Primary Teachers has just come back from the layout artist and is in its final proof reading stage. (There is a temporary version available if you want to take a look)

The E-learning handbook for STEM teachers is waiting for the layout artist to make it look pretty and the E-learning for Humanities is in its draft version. This will be available on the site within the next week.

The next book, E-learning for Creative and Performing Arts has just been started – we are still at the stage of collecting ideas but they are coming in thick and fast. The final book, E-learnig for Core Skills 14-19 is at the planning stage. All books will be ready for printing by April 2014.

Meanwhile, check out Taccle2 website It has 280 posts at the moment and our rough estimate is that there are well over a thousand ideas that can be navigated by subject, age, software, language, format and more. Even better, judging from the number of visitors who return and the number of contributions and comments, there is a growing community around the Taccle2 site which will expand rapidly once the Taccle2 training starts next month.

Please come and join us and spread the word – tried and tested ideas for using technology in the classroom, created by teachers for teachers. No theory, no research just inspiration!

PS you can also follow us on Twitter #taccle or on the Taccle2  Diigo group or on Scoop.it – so no excuses!!

A new approach to conference reviewing

February 11th, 2013 by Graham Attwell


Preparations for the 4th International PLE Conference 2013 being held in Berlin, Germany together with a parallel event in Melbourne, Australia are well underway. the conference will take place on July 11 and 12 and the deadline for the call for submission of abstracts is March 4.

The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise.

More than that the PLe conference has always prided itself on innovatory approaches to design in terms of involving participants. This year will see the continuation of the unkeynotes, which Cristina Costa and myself discuss in the video above.

And this year sees another experiment in moving away from the traditional reviewing process to an approach based on ‘shepherding’ or mentoring.

The PLEconf web site explains the process.

1. The overall review process

The PLE 2013 review process is organised into three steps:

  • Step 1 (review before the conference): Submitted abstracts for full and short papers are peer-reviewed (double-blind peer-review) by screening their overall fit with the conference scope as well as the degree of innovation, technical quality, significance and clarity of contributions. As a guide, the extended abstract for a full paper should include the background of the study, the approach and methods employed in the work, the results and the conclusion, which should reflect on the successes and limitations of the work and future development.
  • Step 3 (shepherding) To enhance the participatory character of the PLE Conference the review process is based on the shepherding concept. This means that the authors of accepted abstracts are invited to submit full versions of their papers for the conference and are offered support by shepherds (mentors) in the process of writing final full versions. Upon author’s consent, depending on the overall paper maturity, a mentor may be assigned to a paper to guide the process of preparing the manuscript. Shepherds are experienced authors who, non-anonymously, help the submitters by making suggestions for improvement. The submitters incorporate these improvements into their work over a few iterations, usually three, though this may vary from case to case. The aim of shepherding is to enhance the quality of the submissions and help authors qualify for publication in the International Journal of Literacy and Technology (JLT).
  • Step 2 (review after the conference): After the conference, the final manuscripts of short and full papers are submitted and peer-reviewed (double-blind peer-review) again to assess their quality for publication in a special issue of the scientific journal. All submissions will be published in electronic conference proceedings under a Creative Commons Licence. However, only best-quality papers will be considered for the Special Issue of the International Journal of Literacy and Technology (JLT).

2. The shepherding concept

Source: http://www.agnusday.org/strips/John10v22to30_2007.jpg

Where does shepherding come from? What is it about?
Shepherding for scientific reviewing started at Conferences on Pattern Languages of Programs (PLoP’s), a process aimed to help authors to improve their work using a non-anonymous reviewer (shepherd), guiding the author (sheep) on their way (report). The shepherds focus on the organization of the content and the format of articles. Shepherds therefore must be experts in their field and willing to help to improve the work of others. The focus of shepherding feedback is the text itself, there is no discussion of the projects or theories. The goal is to improve the papers for the second review after the shepherding process.

What is the value of shepherding?
Shepherding is now being used by several conference committees to help leverage the potential value of authors’ work by improving them considerably and thus better serving the community. This approach helps to develop more well-rounded articles. It is also an excellent opportunity for newer authors to improve their articles and to get in contact with the community.

What are the principles of shepherding?
Shepherds are experts in their field. The work is of the author. Shepherds advise authors during the process of writing. The person ultimately responsible for the article is the author (sheep). The underlying culture is a gift culture, so it is crucial that shepherds are willing to help authors to improve. The cycles of interaction between authors and shepherds based on Kelly (2008) are:

  • Author sends the first version of the manuscript to the shepherd and introduces the manuscript briefly in his/her own words;
  • Shepherds reply to authors, i.e. ask questions (e.g. What is the motivation for the paper? What do you want to achieve? Where can I help?) and provide initial feedback. Constructive feedback and suggestions for improvement are crucial for shepherding!
  • Authors improve the manuscript by answering the questions and incorporating the shepherd’s feedback.
  • Authors send improved manuscripts to shepherds and another cycle starts with the introduction of the new version (iterative cycle).

Testimonials from shepherds

“As a shepherd, I get great satisfaction helping authors communicate their ideas. A shepherd is not an editor. Shepherds don’t edit. Instead, through conversations, questions , and dialog a shepherd helps authors find their own voice and write compelling papers. I find shepherding to be a wonderful experience. That’s why I do it: to learn, to help grow communities, and to help people share their good ideas more clearly. It’s so rewarding!” Rebecca Wirfs-Brock (PLoP community)

“In my experience, when it is done well, shepherding results in an increased focus and clarity to the work. A good shepherd can help the sheep really bring out the important message of the work and make it much clearer to the reader. On occasion, the sheep gains additional insights into his own work. Note however, that I have seen some superficial shepherding, which resulted in only cosmetic improvements to the work. So it isn’t an automatic great improvement. It takes discipline to do a good job.” Neil Harrison (PLoP)

“Shepherds are individuals, with experience in writing, assigned to an author’s paper with the expressed interest in helping the author improve their paper or writing of any kind. The shepherding process is essentially a review process where the author gets to get feedback on how well the paper communicates the author’s ideas. The shepherd is able to then make suggestions on making the paper better or to assist with ways on helping the author clarify their ideas. Shepherding is about improving the paper itself, while the Shepherd maintains that the author is the one doing the writing. The shepherd can guide an author into a more mature understanding of his or her paper. The best shepherds are those that usually have a good understanding of the subject matter they are reviewing. The main goal of a shepherd is to help the author(s) to make the paper the best that it can be given the amount of “shepherding” time they have for the given venue the paper is to be presented at.” Joseph W. Yoder (PLoP community)

3. Shepherding at PLE 2013

Shepherding is an instrument to improve the quality of submissions, help authors connect with the scientific community and strengthen connections within the PLE community. Shepherds are mentors drawn from the Review Committee. Beside the intrinsic value and the insight into interesting papers, mentors will receive special recognition – shepherds will be featured on the special page and receive special badges rewarding their work. Also authors will vote for the best shepherd. The winners will be awarded at the PLE Conference 2013.

 

RadioActive Europe

January 14th, 2013 by Graham Attwell

A lot of the work we do in Pontydysgu is sponsored by the European Commission through its various programmes for supporting life long learning and the use of technology for learning. this has its advantages and its downsides. It allows us to undertake work which would be too risky on a commercial basis. And it is great to develop partnerships with organisations in different European countries. On the other hand, communication can be tricky. It is time consuming to develop project proposals, the funding is increasingly highly competitive and it is sometimes hard to see why some projects are approved whilst others are not. And, the reporti8ng, especially the financial reporting is increasingly bureaucratic and time consuming. In reality, too, the funding is often not sufficient for the work we want to do and thus we end up subsidising the publicly funded projects with income from better paid private contracts.

Having said all that, I am delighted with the launch of our latests Lifelong Learning Project, RadioActive Europe. I will write again about what we hope to achieve from the project. But this, somewhat stilted Eurospeak text, comes from the summary in the application document. And if you might be interested in getting involved we cannot fund you, but will be very happy to share with you all our project development. Just add a comment here or email me.

This project will develop and implement a pan-European Internet Radio platform, incorporating Web 2.0 functionality, linked to innovative community based pedagogies to address themes of employability, inclusion and active citizenship in an original and exciting way. The Internet Radio will provide an innovative way to engage, retain and develop those who are excluded or at risk of exclusion, and its low-cost, extensibility and sustainability, compared with fm radio for example, is a key dimension in ensuring the success of this project.

Through actively developing, implementing and running the RadioActive station and its national channels, the target groups – of older schoolchildren, young people and other older people – will develop digital competencies and employability skills ‘in vivo’ that are relevant to the 21C workplace. These competencies and skills will be accredited to provide a platform to further education or employment related to the knowledge and creative and digital industries. To quote one of the UK Youth workers who will be involved in this project: ‘I can’t think of one young person who I work with who would not want to be involved’.

The consortium is led by the University of East London (UK), with other partners from Portugal (CIMJ), Germany (UKL), UK (Pontydysgu), Malta (KIC) and Romania (ODIP). We will fully interface with at least 10 National Organisations and 450-500 direct beneficiaries, who will broadcast or link with over 5000 listeners or web-site users.

The outcomes of the project will be: a transferable and reusable model for developing internet radio and social media initiatives to address exclusion; a robust internet radio and social media platform (RadioActive Europe) incorporating 5 national Channels; an extensive and sustainable network of users and user organisations maintained through a European Support Hub (ESH); and, measured improvements in individual and community developments that address exclusion.

 

Where are we going with Peronal Learning Environments?

November 26th, 2012 by Graham Attwell

Linda Castaneda emailed me. “As I have already told you,  Jordi Adell and myself, are editing a book about PLEs in Spanish. It is not a commercial book, we are going to edit some hard copies for free and an open ebook in the Web. The idea is to offer an overview of PLE for teachers (as complete as possible), in plain, trying to explain what PLE means in general but, specially, what PLEs mean for formal education.

The idea is how understand better PLE and how PLE could transform education and the teachers practice…. in order to give a wider perspective, we would love to include a kind of “chapter of basics around the world” which include some “basic” texts (preferible blogposts), regarding some topics around pedagogical things around PLEs and emergent pedagogies from international relevant authors, even if those texts has been already published in English…

We think sometimes our teachers don’t have access to those texts because of the language, or because of the format (from our experience, school teachers are not usual blogsphere readers), or because of the context (they don’t understand  how include those texts ¡n their day to day needs. So we want to include some texts like this, translated into Spanish in order to  complete the PLE perspective we want to offer.

The question is we would love to include one of your texts (blogposts) on it. Something already published in a non problematic format (no journal papers  for Copy Right problems) that could give some light on the PLEs topic or better, on the Pedagogies around PLEs. In your case the “link with all the informal part would be great and crucial).”

And she offered me a beer and a good meal. How could I resist? I couldn’t find anything suitable that I had already written so I wrote this short text on Sunday.

PLEs and Hype cycles

Gartner has used hype cycles to characterize the over-enthusiasm or “hype” and subsequent disappointment that typically happens with the introduction of new technologies. Hype cycles apply as much to educational technologies as they do to consumer products.

Yet the discussion and development of Personal Learning environments does not follow the normal hype cycle pattern. Although the idea has been in widespread use since 2004, there is a steady increase in research and development and in initiatives to implement PLEs in practice.

Perhaps this is because although the idea of PLEs can lead to the development of new technology applications, it is predominantly an approach to using technology for teaching and learning, rather than an educational technology per se. As such the developments of PLEs interact with both wider societal discussions around the future and purpose of education and with different pedagogical initiatives around Technology Enhanced Learning. This short article will look at these interactions.

The purpose and future of education

The debate over the purpose and future of education has spread beyond the educational community to enter mainstream political and social discourses. In part this is a product of the economic crisis and pressure for fiscal savings by national governments. It is also due to attempts by capitalism to open new markets through commodification and marketisation. This in turn has led to both movements to defend state funded education and to open access to learning. At a more fundamental level, the debate may reflect the growing dysfunctionality of education systems which were developed to meet the needs of an earlier form of industrial capitalism and no longer meet the perceived needs of late capitalism. And whilst in the past education systems, curricula and pedagogy were able to balance the needs of industry with the ideas and aspirations of educators, there is a growing tension as to the very purpose of education today.

Interestingly, Personal Learning Environments offer something to all sides in this debate. On the one hand they offer a tool to recognise learning from all contexts and to allow new and open approaches to pedagogy to develop the potential of every learner. On the other hand they can be used for lifelong and continuing learning to develop and improve employability, regardless of institutional arrangements.

Technology and learning
Of course, the rapid development and implementation of new technologies is impacting on education, as it is on all other sectors of society. Technology Enhanced Learning is not a new phenomenon. Both radio and television were extensively used for learning and web 1.0 offered widespread access to information. But these were essentially push technologies. Web 2.0 has opened up discourse and interactivity further blurring the roles of teacher and learner.  At the same time improved bandwidth has facilitated the production and sharing of multimedia challenging the primacy of print as a paradigm of education. Near ubiquitous access to the internet and the development of mobile devices means learning can take place almost anywhere. And social software has allowed the development of dispersed personal networks outside the school and the creative application of technology for learning in the classroom.

Research and development of PLEs

Given such developments, PLE research could almost be seen as a description and analysis of how people are using technology for learning, rather than as an idea as to how they might. Of course many young people use their personal networks on facebook to discuss their homework. Wikipedia is an increasingly universal reference point for information and knowledge and thousands of teachers, amongst other, contribute to it. And when we want to find out how to do something we often turn to crowdsourced video sites.

However PLE thinking goes further than this. The PLE movement is not based on a single artefact or thing or a simple pedagogic approach but represents diverse ways and perspectives on how we can change process and form of education and in particular as to how we can facilitate learning in multiple contexts.

As such the development of PLEs interacts with many different experiments, projects and initiatives with using technology for teaching and learning.

These include:

The design of new schools and learning spaces
The Telefonplan School, in Stockholm has been designed so children could work independently in opened-spaces while lounging, or go to “the village” to work on group-projects.Such open environments facilitate flexible learning and personal learning pathways. Other spaces such as libraries, museums and cultural centres are increasingly seen as learning environments.

Massive Open Online Courses (MOOCs)
The fast growth in provision of Massive (and not so massive) Open Online Courses has been enabled by the use of Personal Learning Environments and even if some of the more institutionally driven MOOCs are quite traditional in form it is likely that students are using their online personal networks as a support for learning

Learning analytics
Although in its infancy, learning analytics could pathways for navigating and structuring learning through a Personal Learning Environment

The recognition of informal learning
The spread of Personal Learning Environments is leading to new initiatives to recognise informal learning and learning in different contexts. Such initiatives include the Mozilla Foundation’s Open Badges project

New Standards
The ADL sponsored Experience API is designed to allow learners to track and record their personal learning.

The use of social software and multimedia in the classroom
Teachers are increasingly bypassing the restrictions of Virtual Learning Environments to integrate social software and multimedia for creative and explorative learning in the classroom (see for example the work of the EU funded Taccle 2 project).

Shaping our Learning

Marshall McLuhan said “we shape our tools and then our tools shape us.” As a community we need to consciously shape our tools for learning, just as those tools shape the forms and learning which plays such a key role in our personal lives and in our society.

And of course the shape of those tools will inform the future design of our educational institutions and schools. PLEs are not just a tool but are an approach to how we develop and shape those tools.

This in turn will increasingly impact on the role of teachers as supporters and facilitators of learning. PLEs, along with other developments represent a move towards learners taking more responsibility for their learning. However for this to happen they will need support. It also raises the issue of what literacies learners need not just to access and evaluate information but to themselves shape their tools.

At the same time, the contexts in which we are learning are widening. Whilst we are developing an understanding of context in terms of location, through the use of mobile devices, we have still to fully understand different aspects of context including, perhaps critically, what we are trying to learn.

The debate over the role of educational institutions will continue. Our increasing understanding of the role of PLEs in learning can contribute to this debate. PLEs do not invalidate or diminish the role of institutions but can inform how we view institutionally based learning within wider communities, be they online or geographically based. PLEs may also help to overcome some of the tensions between the different purposes and directions for education in the coming years.

 

Seven things we have learned about MOOCs

November 11th, 2012 by Graham Attwell

With the explosion of interest in Massive Open Online Courses (MOOCs), both in numbers of courses and students, and in press reporting on the rise of MOOCs, it is worth thinking about the significance of all this. Here is a short version of five things that we have learned – a longer version (possibly) to follow.

  1. There is a huge pent up demand for education. MOOCs provide free and flexible access tot hose who could not previously take part in education. That includes not only from poorer countries with a limited education infrastructure but also from rich countries. And whilst some of the demand my be due to people wishing to improve their qualification, for many others the main motivation is personal interest.
  2. After a long period when Technology Enhanced Learning was seen as a supplement to traditional systems or as only for more technologically confident learners, Technology Enhanced Learning is now part of the mainstream and for many learners may be the mode or context of learning of choice.
  3. Education is now a global industry. National borders are no longer a barrier to participation in on-line courses and universities are being forced into international alliances to deliver courses to a global student body. At the same time, investors see Technology Enhanced Learning as an opportunity to develop new markets and are pumping money in accordingly.
  4. There does not seem to be any confidence about what the future financial market is for MOOCs. Some institutional managers see it as an way of recruiting more paying students to their university, others talk of a future market in selling accreditation.
  5. The new so called X-MOOCs such as Udacity or Coursera offer little in terms of new or radical pedagogies. Instead they rely on relatively well established approaches to online learning. However, they may reflect the growing experience in developing online courses and the reduced cost and ease of production of videos and, for students, the ease of access through ubiquitous connectivity.
  6. MOOCs are disruptive to the traditional university model. However such disruption may be more from globalisation and the financial crisis than from the introduction of new technologies per se.
  7. Innovation comes from outside the institutions. Despite being ignored in the popular press, MOOCs were developed and pioneered by people such as Stephen Downes, George Siemens and Dave Cormier (See Stephen Downes’ MOOC blog for more). The so called c (connectivist) MOOCs were far more innovative in pedagogic approaches but the idea was taken over and adapted by the mainstream institutions once they had proved their viability and attraction.

 

 

Disruptive Education

October 29th, 2012 by Graham Attwell

Last Friday, Fred Garnett and I made presentations to the weekly virtual Teaching and Learning Conversations (TLC) organised by Cristina Costa and Chrissie Nerantzi from Salford University. The title of the conversation, which took place on the Blackboard Collaborate platform, was disruptive education.

Fred lives in London and I was also in London for meetings, so we decided to meet up at the Westminster Hub (more on that later this week). And it was great fun! Fred and me both shared our presentations and so it evolved into a genuine conversation. I don’t know about the others, but i learned a lot (including that there is nothing like face to face proximity for a real conversation. We both agreed that globalisation is probably more disruptive to educatio0n at the moment than the introduction of new technologies, which are only an enabling factor.

I will post my slides tomorrow (and a link to the recording which seems to be broken at the moment). Here are Fred’s slides – slightly changed after the session. I especially like his distinction between disruption applied to education, which he says needs

  • new distance learning resources
  • new business models
  • globalisation
  • competition
  • capitalism
  • You!

and disruption applied to learning, which needs:

  • critical pedagogies
  • new collaborations
  • human-scale
  • Per to peer
  • social
  • Us!

No ‘Team GB’ for education!

September 30th, 2012 by Jenny Hughes

The Wales Government has announced its plans to implement the recommendations of a report it commissioned earlier this year “Find it, make it, use it, share it: learning in Digital Wales.”  We are quite excited that Wales is one of the pioneers in developing a whole-country strategy for the promotion of digital technologies in school classrooms – including advocating the widespread use of mobile devices, a shift to a PLE rather than MLE focus and the use of social software for learning.  There are one or two things we disagree with, such as the heavy emphasis on a ‘national’ collection of resources, but the rest of the report is exciting, forward thinking and realistic.  There is a serious commitment to mass staff development at all levels – surely the biggest barrier to take up of new technologies in the classroom – including defining a set of digital competences for teachers. This report also recommends that these competences (personal AND pedagogic) be compulsory in ITT courses.

The other section of the report which will cause major ripples is the chunk entitled “External conditions for success” which seem to us to identify all of the brick walls which teachers come up against and suggests that they should be dismantled. I am going to quote the report in full because it is music to the ears of most of us involved with e-learning in schools.

Universal take-up of digital opportunities assumes that:

  • all learning providers, and indeed all classrooms, can connect to the internet at sufficient speeds to enable efficient use of digital resources
  • interface equipment – whiteboards, PCs, tablets, mobile devices, etc. – are available widely enough within learning providers to give quick and easy access to resources. ‘Bring your own device’ solutions may be appropriate here
  • learners and teachers are not prevented from using resources by general restrictions imposed by local authorities or learning providers on certain types of hardware (e.g. smart phones), software (e.g. ‘apps’) or web resources (e.g. Facebook, YouTube or Twitter)
  • learners and their parents/carers have adequate access at home (and increasingly on mobile devices) to ensure that technology-enhanced learning in the classroom can be replicated and deepened outside the learning provider. 

LEAs, take note!!

The main vehicle for turning the report into reality will be an organisation called the ‘Hwb’ (no, not a funny way of spelling Hub, ‘hwb’ means to promote, push or inspire). Its remit will be to lead, promote and support the use of digital resources and technologies by learners and teachers across Wales and create and develop a national digital collection for learning and teaching in English and Welsh.  Both Pontydysgu and the Taccle2 project in Wales are committed to doing what we can to support the Hwb and will make sure that all our resources and experience in the field are freely available.

The driving force behind it all is Leighton Andrews, the Minister for Education in Wales – with whose politics I usually disagree – but I am very happy to admit that he has come up trumps with this one!  He is knowledgable, committed and comes across as a genuinely enthusiastic technophile with an understanding of what education could look like in the future and a clear vision of how, in Wales, we are going to get there.  (“Just like Michael Gove!”, I hear my English colleagues say….).  I must admit, that even as a card-carrying member of a different party (byddwch chi’n dyfalu!), devolution has been all good in terms of education and we have had two excellent Ministers.   Look at the image on the top of this post and you may understand why we are looking forward to an increasing divergence and autonomy.  Team GB? No thanks!

 

 


 

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