Navigating the Marvellous: Openness in Education Catherine Cronin ? @catherinecronin ? #altc ? 2nd Sept 2014 презентация

2nd Sept 2014

Image: CC BY-NC 2.0 owaief89

& World Report Magazine Collection ppmsca.04295

CC BY Burns Library, Boston College (Flickr)

an approach to
teaching and learning that
builds a community of learners
online and off.
Jim Groom
@jimgroom

“

is the process [of] establishing oneself as a node in a broad network of distributed creativity.”
– Joi Ito @joi

Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink

dissonance between these – with or without our support.

the level of use of non-traditional resources and also masks the methods learners use to increase their understanding of subjects, creating what we have called The Learning Black Market. The point at which learning takes place is often not being discussed because either explicitly or implicitly learners are being told by their educational intuitions or perceive that the educational institutions view that their information-seeking practices are not legitimate.

David White, Lynn S. Connaway,
Donna Lanclos, Erin M. Hood & Carrie Vass
Evaluating digital services: a Visitors and Residents approach, JISC InfoNet

“

maths lecturer!
Khan Academy is possibly one of the most useful sources for students studying maths. The idea is simple, If you don't understand the first time you watch it... watch it again.

Khan Academy...

#studentvoice

“

never end, as there is always a cohort to carry on, and lead into the next group, and when they overlap that’s great – that’s where the genuine collaboration happens. Traditionally, we deliver modules/courses, neatly chunked into 12 weeks, with units of assessment, leading to grades etc. and that’s the way things are (generally) done. I’m not saying scrap all of that, but I do think that modules are best served as springboards to other things.
Increasingly, students are connecting across levels and cohorts through Twitter and now we have ex-students getting together with current students, undergrads coming to postgrad classes (and vice versa) as they’ve connected online and have a genuine interest in getting involved in other groups/further curricula outside of their taught modules.”

#icollab

Helen Keegan (2012)
@heloukee

“

and learning communities
also can be nodes, e.g. via #hashtags.

this I would have been less likely to express my views to a group of people online whereas now I would not have a problem in doing so.

By posting publicly it opened up our world to other academics or people who are just interested in the topic... I don’t think anyone would have thought that the author of one of the works we were researching would get involved.

#studentvoice

Openness...

“

“

keeping in contact with people, but since have discovered they both have much more to offer.

They are places to discover new information and boost your knowledge. That both education and socialising can be rolled into one.

#studentvoice

Social networks...

“

“

of geography, culture, institution, term, education sector, community, and/or power level…

level schools across Leicester
through design & implementation of a digital literacy framework for secondary school staff.

Josie Fraser, Richard Hall & Lucy Atkins

http://www.digilitleic.com

of online identity is not that it transforms identity but that it makes us more aware that offline identity was already more multiple, culturally contingent and contextual than we had appreciated.

Danny Miller (2013) @dannyanth

Photo by George Miller
(used with permission)

“

student scripts – the formal and informal, the official and unofficial spaces of the learning environment – intersect, creating the potential for authentic interaction and a shift in the social organization of learning and what counts as knowledge.

University of Colorado, Boulder

Kris Gutiérrez (2008)

“

holds true not only across the span of our lives but also across and within the institutions and communities they inhabit...
I take an approach that urges me to consider the significant overlap across these boundaries as people, tools, and practices travel through different and even contradictory contexts and activities .

Gutiérrez (2008)

“

real challenges they face...
[they] will have to shift their focus from
imparting curriculum to supporting the
negotiation of productive identities
through landscapes of practices.

CC BY-NC-SA 2.0 choconancy1

Etienne Wenger (2010)

“

Edinburgh

By redefining connection, we find we can make eye contact online.
Place is differently, not less, important online.
Community and contact drive good online learning.
…

onlineteachingmanifesto.wordpress.com

norm” – a roaming autodidact
a self-motivated, able learner that is simultan-eously embedded in technocratic futures and disembedded from place, culture, history, and markets.

Tressie McMillan Cottom (2014)

“

tressiemc.com/2014/07/30/round-up-of-berkman-center-notes-and-reflections

their identities, and adopt subject positions through different social technologies and media.

These opportunities can only be supported by academic staff who are themselves engaged in digital practices and questioning their own relationship with knowledge.

- Keri Facer & Neil Selwyn (2010)

product after all. It’s not so much the what we learn but the how and the who with and the why we do so… it’s not so much about “open” as an adjective to describe education; rather it’s “opening” as a verb to describe what we must do. What we want students, learners, all of us, to do.
Audrey Watters (2012)

“

of the bridge…” Colum McCann

Vogt (Eds.) Politics of Education: Essays from Radical Teacher. State University of New York Press.
Atkins, L., Fraser, J. and Hall, R. (2014) DigiLit Leicester: Project Activities Report, Leicester: Leicester City Council (CC BY-NC 3.0).
Cottom, Tressie McMillan (2014). Roundup of Berkman Center Notes & Reflections. tressiemc.com
Cronin, Catherine (2014). Networked learning and identity development in open online spaces. 9th international Networked Learning Conference, Edinburgh.
Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research. In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age. Routledge.
Gutiérrez, Kris D. (2008). Developing a sociocritical literacy in the Third Space. Reading Research Quarterly, 43(2), 148-164.
Heaney, Seamus (1991) Lightenings viii, Seeing Things. Faber and Faber.
Ito, Joi (2011, December 5). In an open-source society, innovating by the seat of our pants. The New York Times.
Keegan, Helen (2012). A new academic year: global, connected, creative – and not (quite) a MOOC.
Miller, Danny (2013). Future Identities report. Foresight Project, DR2.
Pew Research Internet Project (2013). Social Media Update 2013.
Rainie, Lee & Wellman, Barry (2012). Networked: The new social operating system. MIT Press.
Watters, Audrey (2012). Gardner Campbell, J. Alfred Prufock, and the Ecologies of Yearning. hackeducation
Wenger, Etienne (2010). Knowledgeability in Landscapes of Practice SRHE Conference 2010. In deFreitas & Jameson, Eds. (2012) The e-Learning Reader.

truly open, online and networked learning in the wilds of the Internet, with the expertise represented by institutions of higher education.”

http://open.media.mit.edu/

– from the public sector, voluntary sector, academia and technology SMEs;
Interested in encouraging openness by default and with specific reference to data, encouraging the release and use of open data for social, economic and environmental benefit.