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A keynote presentation at the University of Greenwich, UK July 2011 by Professor Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology.

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Presentation on theme: "A keynote presentation at the University of Greenwich, UK July 2011 by Professor Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology."— Presentation transcript:

1 A keynote presentation at the University of Greenwich, UK July 2011 by Professor Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 www.academy.gcal.ac.uk Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Helen Beetham, Lou McGill Glasgow Caledonian University, UK Collective learning: enhancing learning, transforming practice

2 Scenario 4 Join us around the ‘campfire’ to share your story ‘ Grand challenge:

3 Scenario 4 “Never waste a good crisis” Take a giant leap.... ‘ Grand challenge:

4 Scenario 4 Our times are characterized by immaterial labour......labour that is not restricted to material production but penetrates also the political, the social, the cultural, and ultimately life itself. ‘ Multitude’, Hardt and Negri, 2004 Grand challenge: trend to knowledge work

5 Key challenge: continual learning An adaptable workforce is essential for successful participation in the global economy IBM Global Human Capital Study (2008) Grand challenge: trend to knowledge work

6 Extending reputation economic uncertainty global competition for employment changing work patterns - consultancy, self-employment, multi-cultural working, interdiscipinarity and multi-disciplinary a networked society with increasing ubiquity and reusability of digital knowledge assets blurring boundaries real/ virtual, public/private, work/ leisure distribution of cognitive work into networks of expertise Beetham, McGill, Littlejohn, Learning Literacies for the Digital Age (LLiDA Report, 2009) Grand challenge: trend to knowledge work

7 Paradigm shift from.....to... We know, we teach youLearners' digital skills rewarded and used as a resource for the learning community/group/collective Stable job market in specific vocations and professions Unstable job market: adaptability management of multiple roles to the fore Students typically on two- or three- year programmes of study: Students engaged in multiple forms of learning while employed /or attending several institutions Established methods, based in disciplines Emerging and mixed methods, interdisciplinary problem spaces Students become 'qualified' in specific kinds of academic knowledge practice Students need to strategically manage a range of knowledge practices, for different contexts Technologies are introduced according to the requirements of the curriculum Curriculum is continually modified by the impacts of technology in the environment Modular assessment: focus on achievement within clearly defined curriculum goals Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how Disaggregated services(library, ICT, study skills, careers) Integrated support for students' learning development and different learning pathways Induction and one-off training model of literacy support Ongoing review, progression and just-in-time support

8 Scenario 4 Grand challenge: trend to knowledge work GC: Learning how to solve real world problems faster and more effectively

9 Scenario 4 People create knowledge, working in networks, connecting via social objects. Grand challenge: trend to knowledge work

10 Scenario 4 Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot http://www.ispot.org.uk/ Grand challenge: trend to knowledge work

11 Scenario 4 Professionals in the energy sector (people) build a novel solution to an oil spill (knowledge) by working on a designed solution (social object) via a global knowledge network. Grand challenge: trend to knowledge work

12 ‘Learning is a process of creating networks connecting people, resources and organisations...’ Siemens, 2006 Key challenge: continual learning Networks, resources, practices, tools

13 Collective knowledge Networks Connections, resources, practices, tools Networks, resources, practices, tools As learners position themselves in knowledge space, they need to connect with the right knowledge find, evaluate, make sense, structure and create new knowledge

14 Networks Practices Connections, resources, practices, tools Networks, resources, practices, tools New knowledge practices, connecting people and knowledge,create opportunities for learners, teachers and learning organisations. Collective knowledge

15 Networks Resources Practices Connections, resources, practices, tools Networks, resources, practices, tools Learners, teachers, and ‘external experts’ can contribute to and draw from of the expanding pool of knowledge resources for learning Collective knowledge

16 Open knowledge Networks Resources Practices Tools Connections, resources, practices, tools Networks, resources, practices, tools As learners position themselves in knowledge space, they need to connect with the right knowledge find, evaluate, make sense, structure and create new knowledge

17 Groups, networks, collectives ‘... All of us learn as an inseparable part of the Many - the range of distinct groups, networks, communities or collectives that are part of our lives...” Dron and Anderson, 2007 Key challenge: continual learning Networks, resources, practices, tools ‘Collectives allow access to the unpredictable, and yield spontaneous and serendipitous learning and knowledge sharing.’ Sunstein, 2001

18 Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning (and working) Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. Third paradigm for learning ‘... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding: there is collaborative systematic development of common objects of activity’ Paavola and Hakkarainen, 2005

19 ‘... learners (rather than some instructor) are in charge of their learning, by setting their learning goals, by monitoring their learning progress, and by choosing the time and place of learning. This type of informal learning might be framed as a form of self-regulated learning which requires a specific learning competence.’ Schulz and Robnagel, 2010 Key challenge: continual learning Third paradigm for learning

20 COLLECTIVE KNOWLEDGE Charting: scaffolding collective knowledge

21 COLLECTIVE KNOWLEDGE Consume Charting: scaffolding collective knowledge

22 COLLECTIVE KNOWLEDGE Consume Connect Charting: scaffolding collective knowledge

23 COLLECTIVE KNOWLEDGE Consume ConnectCreate Charting: scaffolding collective knowledge

24 COLLECTIVE KNOWLEDGE Consume ConnectCreate Contribute Charting: scaffolding collective knowledge

25 COLLECTIVE KNOWLEDGE Consume ConnectCreate Contribute Charting: scaffolding collective knowledge

26 Consume ConnectCreate Contribute Charting: scaffolding collective knowledge COLLECTIVE KNOWLEDGE CHARTING

27 ‘… charting helps the individual manage his/her interaction with the collective – the people, information data and knowledge with whom he will learn: consuming ideas, connecting and creating new knowledge and contributing this back to the collective.’ Littlejohn, Margaryan, Milligan (2010) Charting: scaffolding collective knowledge

28 You Your goal

29 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge

30 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Tutor Team Anyone

31 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Tutor Team Anyone GROUP

32 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Tutor Team Anyone NETWORK GROUP

33 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Tutor Team Anyone NETWORK GROUP COLLECTIVE

34 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Team Anyone CONSUME CONNECT Tutor

35 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Team Anyone CONSUME CONNECT CREATE Tutor

36 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information You Your goal Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Team Anyone CONSUME CONNECT CREATE CONNECT CONTRIBUTE Tutor

37 Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Knowledge Networks Libraries of Cases / Examples of Practice Smart Information Your Knowledge External contacts YouPeople with similar skills Peers with similar goals Team Anyone CONSUME CONNECT CREATE CONNECT CONTRIBUTE You and Your Peers Your goals Tutor

38 Learning goal as social object bringing people/resources together Linked to learners’ current toolset Visualisation of knowledge structures - eg swirl Unique aspects of charting

39

40 Paradigm shift from.....to... We know, we teach youLearners' digital skills rewarded and used as a resource for the learning community/group/collective Stable job market in specific vocations and professions Unstable job market: adaptability management of multiple roles to the fore Students typically on two- or three- year programmes of study: Students engaged in multiple forms of learning while employed /or attending several institutions Established methods, based in disciplines Emerging and mixed methods, interdisciplinary problem spaces Students become 'qualified' in specific kinds of academic knowledge practice Students need to strategically manage a range of knowledge practices, for different contexts Technologies are introduced according to the requirements of the curriculum Curriculum is continually modified by the impacts of technology in the environment Modular assessment: focus on achievement within clearly defined curriculum goals Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how Disaggregated services(library, ICT, study skills, careers) Integrated support for students' learning development and different learning pathways Induction and one-off training model of literacy support Ongoing review, progression and just-in-time support

41 A keynote presentation at the University of Greenwich, UK July 2011 by Professor Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 www.academy.gcal.ac.uk Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Helen Beetham, Lou McGill Glasgow Caledonian University, UK Collective learning: enhancing learning, transforming practice

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