1. A keynote presentation at the University of Durham, Jan 2013 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy Collaborators: Dr Isobel falconer, Dr Anoush Margaryan, Dr Colin Milligan,, Lou McGill, Glasgow Caledonian University, UK The learning ecology: why the promise of an economy of scale has not been achieved

2. Key challenge: continual learning “The most profound impact of the Internet… is its ability to support and expand the various aspects of social learning”. “Attention has moved from access to information towards access to other people”. John Seeley Brown (2008), Minds on Fire Grand challenge

3. 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

4. Key challenge: continual learning Trends in work patterns From... To... Large organisationsSmaller units of production Single site base Multi-site working as the norm Permanent employmentConsultancy Silos of knowledgeOpen knowledge In-house idea generationCrowdsourcing ideas Local/ national focusGlobal / networked reach

5. Scenario 4  Telepresence  Multi-site micro expertise  Networked innovation  Crowdsourcing  Multi site data analysis Grand challenge

6. Key challenge: continual learning GC: Every graduate from the UK HE sector has the ability, confidence and mindset to plan and implement his/her own learning pathway to achieve his/her learning goals. Grand challenge

7. Scenario 4 E-learning research and development tends to Focus on... Largely ignoring... Online versions of current learning design where teachers map out learning pathways Learners decide their learning pathways Bounded, structured environments Open, unstructured environments as the ‘norm’ Content as the central object of activity People learn together via objects of activity Trends within the education sector Wider societal trends and the impact on education Stepanyan, K, Littlejohn, A & Margaryan, A (2012) Sustainable eLearning, Journal of Educational Technology and Society

8. Key challenge: continual learning Grand challenge 1.How do learners learn in open, unstructured, networked environments? 2.How can learners be prepared for learning in such environments? 3.What learning approaches prevail? 1.Do inter-relationships change in open, unstructured environments?

9. Question 1 How do people learn in open, unstructured, networked environments?

10. Context: Shell global knowledge sharing networks Period: Sept 08-Apr 09 Method/instruments: Mixed method: Questionnaire (Cross and Parker, 2004) & semi-structured interviews (critical incident) Sample: survey: n=462 (E46%; N27%; M27%); interviews: n=29 (E41%, N31%, 28%M) How do learners learn in unstructured env?

11. COLLECTIVE KNOWLEDGE How do learners learn in unstructured env?

12. COLLECTIVE KNOWLEDGE Connect How do learners learn in unstructured env?

13. COLLECTIVE KNOWLEDGE Connect Consume How do learners learn in unstructured env?

14. COLLECTIVE KNOWLEDGE Connect ConsumeCreate How do learners learn in unstructured env?

15. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute How do learners learn in unstructured env?

16. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute How do learners learn in unstructured env?

17. Connect ConsumeCreate Contribute Charting occurs when each learner maps his/ her learning pathway through planning, implementing & reflecting on learning goals CHARTING How do learners learn in unstructured env?

18. Connect ConsumeCreate Contribute Charting occurs when each learner maps his/ her learning pathway through planning, implementing & reflecting on learning goals Builds individual & collective knowledge CHARTING How do learners learn in unstructured env?

19. Scenario 4 Question 2 How do these knowledge actions relate to approaches to learning?

20. Scenario 4 Acquisition Participatory of knowledge Sfard, 1998 What learning approaches are used?

21. Scenario 4 Knowledge creation Acquisition Participatory of knowledge Sfard, 1998; Paavola, Lipponen, and Hakkarainen, 2004 What learning approaches are used?

22. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute What learning approaches are used? Acquisition

23. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute What learning approaches are used? Acquisition vidcast lectures OERs Open Courseware x-type MOOC

24. Scenario 4 What learning approaches are used?

25. Scenario 4 What learning approaches are used?

26. Scenario 4 Typically sequenced tasks with vidcast lectures, computer marked tests. Little or no interaction with the thousands of other learners Acquisition What learning approaches are used?

27. COLLECTIVE KNOWLEDGE Consume ConnectCreate Contribute Participatory What learning approaches are used?

28. COLLECTIVE KNOWLEDGE Consume ConnectCreate Contribute Participatory What learning approaches are used? online tutorials blended learning cMOOC

29. Scenario 4 What learning approaches are used?

30. Scenario 4 What learning approaches are used?

31. Scenario 4 Typically structure provided by instructor. Learners provide peer support & create/ contribute content Participatory What learning approaches are used?

32. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute Knowledge creation Third type afforded by networked technologies What learning approaches are used?

33. COLLECTIVE KNOWLEDGE Connect ConsumeCreate Contribute Knowledge creation Third type afforded by networked technologies What learning approaches are used?  research degrees  professional or workplace learning

34. Scenario 4 Social objects as knowledge is created/shared collectively See Knorr-Cetina, K (2001), Edwards, A (2011) and Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor: An emergent epistemological approach to learning. Science and Education, 14(6), 535-557 Digital networks used to connect while sensemaking Siemens, G. (2005) Connectivism: Learning as Network-Creation http://www.elearnspace.org/Articles/networks.htm Shared goals as a focus for knowledge creation Littlejohn, A., Milligan, C and Margaryan, A (2012) Charting Collective Knowledge, Journal of Workplace Learning Connecting the individual & collective

36. You Your goal

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 You Your goal Your Knowledge

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

46. Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. What learning approaches are used?

47. Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. ‘... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding’ Paavola and Hakkarainen, 2005 What learning approaches are used?

48. Q Should networked knowledge creation be a mainstream approach to learning in universities? If yes – How can we implement it into mainstream practice? If yes – How can we prepare learners for this form of learning? If no – What are the consequences of not mainstreaming this approach to learning? Pause for thought

56. ‘... 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 How can learners be prepared?

57. Scenario 4 SRL MOOC Study Hypothesis People who exhibit a high degree of Self-Regulation in their learning will use qualitatively different strategies to plan, monitor and reflect on their learning than individuals who exhibit a low degree of Self-Regulation in their learning How can learners be prepared?

58. Scenario 4 Plan Implement Reflect How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

59. Scenario 4 Plan task analysis goal setting Implement Reflect How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

60. Scenario 4 Plan task analysis goal setting Implement self-instruction help-seeking self-monitoring etc Reflect How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

61. Scenario 4 Plan task analysis goal setting Implement self-instruction help-seeking self-monitoring etc Reflect self-judgement self-evaluation How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

62. Scenario 4 Plan task analysis goal setting Learners with high SRL scores set clear goals & can adapt these goals as learning pathways change. Those with low SRL set vague (or no) goals. Implement self-instruction help-seeking self-monitoring etc Learners with high SRL scores & clear goals can adapt these goals as learning pathways change. Reflect self-judgement self-evaluation Learners with high SRL scores reflect on and adapt goals. How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

63. Scenario 4 Plan task analysis goal setting ConnectConsumeCreateContribute Implement self-instruction help-seeking self-monitoring etc Reflect self-judgement self-evaluation How can learners be prepared? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.

64. Scenario 4 Plan task analysis goal setting Connect charting tools ConsumeCreateContribute charting tools Implement self-instruction help-seeking self-monitoring etc facebook search tools bookmarks twitter delicious diigo scoop.it blog twitter scoop.it blog Reflect self-judgement self-evaluation blog Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA. How can learners be prepared?

65. Scenario 4 Question 4 Are we evidencing the changing inter-relationships Seeley Brown predicted?

66. COLLECTIVE KNOWLEDGE Do relationships change? HEFCE Impact study around awareness of UKOER programme and SCORE work Two questionnaires Semi structured interviews (n=10) Lifecourse perspective

67. Scenario 4 people immediate environment extended environment Do relationships change?

68. Scenario 4 Openness… is now a part of the world we’re living in(R1) A lot of the things with OERs are about philosophy, it’s about culture, it’s about why are we actually wanting to do this? (R6) Openness now is part of the team culture in learning technology (R7) [I see a] ground swell of change in attitude towards ideas about openness (R4) Do relationships change?

69. Scenario 4  amongst academics;  between academics and students;  between academics and organisations;  academics and students with knowledge resources Do relationships change?

70. Scenario 4 Why the promise of an economy of scale has not been achieved? Universities tend to journey to familiar destinations, building on what they are already doing. By following familiar paths institutions are bringing about change, though the change tends not to be transformational. HEFCE Impact study Final Report (2013) Make do or spend?

71. Scenario 4 Teachers mapping out learning pathways Learners deciding their learning pathways Bounded, structured environments Open, unstructured environments Content as the central object of activity People learning together around objects of activity With focus on trends within the education sector Considering societal trends and the impact on education Make do… or spend resources on….

72. Key challenge: continual learning Unlearning Transformational change requires everyone involved in the processes to unlearn their current beliefs, values and assumptions Dede, C. (2007) Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes, NCSU Friday Institute (February 2007) http://thenetwork.typepad.com/files/dede_21stc-skills_semi-final.pdf Make do… or spend resources on….

73. The learning ecology: why the promise of an economy of scale has not been achieved A keynote presentation at the University of Durham, Jan 2013 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy Collaborators: Dr Isobel falconer, Dr Anoush Margaryan, Dr Colin Milligan,, Lou McGill, Glasgow Caledonian University, UK