Wednesday 29 August 2012

Learning environments

I have just taken two weeks off study, following my last TMA. For the first - I was ill for the week. And the second - on holiday. (Well deserved break from the world, sailing the south coast - with little phone signal)

It's been a hectic few months, with TMAs coming each month. I now have 3 weeks for completing my examinable assignment. (Scarey - but thank goodness TMA 3 was planning it!)

Anyway, about 2 months ago I took some pictures of my actual learning environments - so here they are.

This (left)  is the path up to where I work. I walk twenty minutes from the train station to Gilwell Park in Essex, which is an activity centre and HQ for The Scout Association.

During this walk I often ponder things....so it's an importnat perspective building environment.

On the right is my train station (I should have put this first). I check twitter and emails while waiting.


 
Train carriages are very importnat. Sometimes standing but normally sitting - this is where I read most papers and materials - after downloading onto my (borrowed from partner) kindle.







A lot of study happens either on my sofa or at the kitchen table - using my work laptop. If it's urgent then it tends to be at the table.






We do also have a desktop - but mostly I have found I concentrate better at the dining room table!


And very occassionally, I use some of my lunch break to do some study at work.....










And finally....the thing I can't live without now...although I do sometimes turn it off...my smartphone. Not so much a learning environment as the other, but a portable learning device that helps me turn many places into a learning environment.

Wednesday 1 August 2012

interaction and learner support

Getting the mix right

Anderson, T. (2003) ‘Getting the mix right again: an updated and theoretical rationale for interaction’, International Review of Research in Open and Distance Learning, vol.4, no.2; also available online at http://www.irrodl.org/ index.php/ irrodl/ article/ view/ 149 (last accessed 31 July 2012).

Anderson in this paper introduces us to the ' interaction equivalency theorem' - whereby we need at least one of the following at a high level:

·         student - student interaction
·         student- teacher interaction
·         student - content interaction

'Student' - 'teacher' - 'content' are the three elements.

Interaction is seen as a crucial component in education, with a need for balance between individual study and interactive learning strategies. However not all interactions have formal educational value, bearing in mind that in formal environments there has to be a link to the learning outcomes.

Functions of interaction include:

  • learner control
  • facilitation adaptation
  • participation and communication
  • development of meaningful learning
Some interesting points include:

  1. student- teacher currently has the highest value
  2. student - teacher can also be easily automated in some scenarios
  3. student - content can be recorded
  4. student - student is crucial in constructivist environment (but less for cognitive or behaviourist)
  5. Student - student is critical for developing collaboration skills
  6. student - content is most accessible
  7. teacher - student  is least scalable
  8. some teacher interaction could become learning objects
  9. Teacher - teacher collaboration is essential in research led org.
  10. content most flexible of actors
  11. cost of content interaction falling fast
  12. value of content based on how engages students/teachers
  13. high levels of interaction require actors to be personally active and engaged.

Activity 2

In what ways have you found that H800 incorporates each of the functions of interaction and through what means?

An interesting question. In most distance courses the student - content interaction is highest, but for MAODE there is a high student-student interaction expected, meaning that participation and communication are important. In fact the content is so well designed and integrated, that one can traverse the module without the high Student- student interaction. This can be seen when weeks vary in their participation. As far as learner control is concerned , there is a great deal. I can chose not to do some activities, or to organise my time in a different way, as long as I complete the assignments needed.

Has the fact that forum participation is no longer part of our marked assignments meant a change in interactions? Maybe. But maybe study fatigue also sets in. Nine months is a long time to study intensively.

For me it has most definitely facilitated adaptation. I am constantly looking at how I can use what I learn in my professional life - not just in thinking about online learning, but in training others to think about learning in general and also in thinking about how young people use technology. Research, theories, practices can be re-imagined in different context. I would also say that this year's module has made me rethink how I can use Twitter, and I  am astounded at how much I can learn through peripheral participation. (Communication and participation outside MAODE). Which leads neatly on to development of meaningful learning. many of the activities call on this, but the meaningfulness comes from reflection. I am getting better at this. My blog helps me to put things into context, which helps me to condense and filter when it comes to assignments. I have found better clarity with writing assignments this year.

Based on your experience of H800, would you agree with the first claim in Anderson’s equivalency theorem?

‘Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.’ (Anderson, 2003, p.4)

YES?! Not necessarily the most enriching, but given our experience of lectures, distance learning, online learning this is probably true. I feel that depending on what I am learning, I need a different thing to be at that high level. And I find this is teaching/training too. I natural encourage student-student interaction as I am involved in lifelong learning. But my knowledge and skills as a professional can add a new insight to interactions. My passion also helps the right messages get across.

 Anderson also argues that there is ‘pressure and opportunity to transform student–teacher and student–student interaction [interpersonal forms of interaction] into enhanced forms of student–content interaction.’ He later gives examples of this as teacher videos, virtual labs, personalised FAQs, etc. Anderson also notes that students themselves perceive student–teacher interaction as having the highest value and that the teacher–student interaction is the least scaleable (probably the most expensive).Anderson does not limit his account to distance education, and briefly discusses classroom delivery, audio and video conferencing and web-based modules. He also sets out an interaction-based model of online learning in figure 2 on page 9, based on the three major elements of student/learner, teacher and content.

To what extent does this model apply to your own practitioner context?

In my context, because it is not formal education, this is not the case. The main route of interaction is student -teacher. And then we let people go. One of the core developments is the introduction of student-student and student-content interaction to enrich and prolong the experience. We also have practitioners at different points in their journey, and a huge variety of individuals with their own contexts, perceptions and background. That is the joy and the challenge in learning development in a volunteer setting. So maybe going back to the last question - too much of one thing without the presence of the other interactions, or the 'guide on the side' is also detrimental. I also think there may be a need for the 'sage on the stage' as well. Interestingly many of our management roles are now shared - with one person being the leader, inspiring and motivating, while the other takes on the management duties and functions.

 Which of the four different forms of interactive learning is most appropriate for your context?

·         Paced, collaborative learning

·         Independent study

·         Structured learning resources

·         Community of inquiry

    Each one of these has a role to play. Paced, collaborative learning is often done in a face to face environment - but as yet not online. Independent study is crucial for volunteers who need to learn anywhere at any time that should be flexible enough to suit them. Structured learning resources are something that we have, but we don't really give enough support and scaffolding to using them and a community of enquiry is something I hope to build.

Although we are not an educational institution, we do have institutionalised approaches and so are still very focused on the instructional methods. It's the innovator sand creative who do this differently, but it takes time for that culture to change - or infiltrate, as I like to think of it - like ninjas! (I like to think of myself as a creative ninja, but am probably more a creative buddha).
http://www.obeythecode.com/blog/ink-creative-ninja-his-story/

Tuesday 31 July 2012

Are practitioners roles changing?

From ‘sage on the stage’ to ‘guide on the side’
Haythornthwaite, C. (2008) ‘Ubiquitous transformations’, Proceedings of the 6th International Conference on Networked Learning, Halkidiki, Greece, 4–7 May 2008; also available online at http://www.networkedlearningconference.org.uk/ past/ nlc2008/ abstracts/ PDFs/ Haythornthwaite_598-605.pdf (last accessed 30 July 2012).
Haythornwaites paper looks at transformations in learning – who learns what, where and when, focusing on the changes that technology brings – conversation, participation and community.
Is the balance changing?
It is suggested that there is an imbalance of who does the work and who benefits, and the work of ‘verifying’ sources has fallen to the uses. (pointing out that 71% use ineternet for convenience). New media literacies = social skills. Ways of interacting with the larger community.
Technology changes relationships.
Leaders and concurrent learners:
·         What is expertise? (from the learners)
·         Fear that teacher will be obsolete (from leaders)
·         Will learners think experts unnecessary? (personally I think this is highly unlikely if the experts are also good at engaging)
·         To whom will the uni degree matter?
·         Online learning has seen evolution and re-negotiation of roles, where students have to be more responsive. The learner is no longer the ‘empty vessel’ but the learning leader.
·         ‘co-learning’ pedgagogy. From one to many transfer of knowledge to many to many, exchange of knowledge. Noted that the shared coming to of knowledge through novices helping each other, is mirrored in the behaviour of experts. (so does that mean that we are now creating new experts?)
I also found it interesting to note that there have been changing in the way online behaviour is managed. From having to manage behaving appropriately, to now getting people to participate.
Relationships with past learners – “joining a community is negiotiating current and historical discussion”. The internet stays there, even if people more away. Therefore the path of these discussions can be traced back.
Relationships with documents – what’s in a name? Can we trust sources? Is there a mutability of online resources? Does there need to be a new media literacy?
Relationships with local community and networks – meaning of local changes online and we need different skills for global practices (like managing time distributed conversations.)
There is a need for social boundaries in place of the physical.
Activity 1
What evidence is there of this shift towards taking responsibility for learning by the learners themselves? I don’t have much experience within the education system, but I am sure I can draw on many of the papers and stats we have seen over the module that give examples of learners taking responsibility. Traditionally this may have been more of a focus in higher education. But when educating volunteers about young people and the internet, time and again I hear that schools are giving young people homework that involves searching on the internet. One could say that most homework is about taking responsibility for ones learning, but I remember homework mostly being the things we didn’t finish in the day.
In my professional life I deal with informal learning. Professional development for volunteers to ensure that they understand what’s going on in the world an how that affects their roles in Scouting, and thus young people. Very much you have to inspire to get attention, or have learners who are truly motivated about your subject. They don’t get qualifications – but they do get better relationships and activities with the young people they volunteer with.
Is Haythornthwaite’s account an idealised version of learner behaviour in your view? I see traits of this in many learners and often a dichotomy of approach. You have those who relish the collaborative elements and for whom the best bits are learning from each other. And others who get frustrated when there is not enough from the expert at the front – they don’t see themselves as experts and want to know the answers. In some ways the best learners are the best facilitators/trainers. They use the opportunities to learn and are motivated.
In the light of your own responses and experience, does this ‘new paradigm’ indicate the redundancy of the practitioner? Absolutely not. In many ways I see myself as encouraging others to be practitioners. Practice is about how we do things – and that changes as we learn, build relationships, meet new situations. In some ways it’s a bit like Seely-Browns cognitive apprenticeship. For lifelong learners it is a constant cycle.
Or, on the contrary, does it indicate the need for a practitioner with in-depth knowledge of how new technologies can be harnessed and with the time to provide facilitation and support to students as they take on these new responsibilities? Most probably!

What has Twitter given me this week?

The Merging of innovation, technology and change Jeffrey Vargas gives us a glimpse into the future. (courtesy of Microsoft)
·         Interactive whiteboard....using the cloud
·         Gaming tools enhancing work experience
·         The ‘all screen’ desktop
·         The super device
Also this film takes it a step further....




Mobile technology at the heart of personal computing. John Naughton’s “informed bewilderment”.  So many numbers we don’t know what to do. He picks out some key findings from Ofcom report:
  • Home internet access rose by 3%  from 2011 – 2012. 80% of homes have internet access.
  • 76% home have broadband connection
  • 65 – 74 yr old showed largest rise, 9%, in internet access
  • 2/5ths of UK adults use Smartphone’s
  • 4 in 10 Smartphone users say phone most important device they have for accessing internet
  • Volume of calls made from mobile phones fell by 1.1%
The internet is now part of normal life....the future’s mobile?
Do you know the history of online education? Why do we all love an infographic?!


Data Changes Everything: Delivering on the Promise of Learning Analytics EDUCAUSE Starting to see several threads emerging in regards to learning analytics – friend or foe? This was also something that has graced the Horizon reports for a couple of years now.

“Can't get enough of these infographics—this one is on the future of education technology http://bit.ly/Qjjldx  #edtech
'Workplace Learning: New Thinking & Practice' output from the Workplace Learning group at the EFMD . The report makes for an interesting read, and probably no surprises.
“people learn mainly through doing rather than through knowing”
Work-life was much simpler in the last century. Information work entailed following instructions and procedures, and logical analysis. Today’s concept work is improvisation. Learning leaders must deal with situations that aren’t in the rule book. Concept work relies on pattern recognition, tacit knowledge and the wisdom born of experience. You can’t pick this up in a classroom or workshop.”
Addiction to work, not gadgets, is bringing us down. A counterpoint to the argument that technology makes us addicts. Alexis  Madrigal considers whether it’s changes in work practices  that bring us down – i.e. our devices enable us to work 24/7 so we perpetuate the assumption that we will. Alexis argues that we need to change our approach to work.

The numbers are 20 million minors on FB / 7.5 million younger than 13 and 5 million 10 and under - Consumer Reports . An article more focused on my role and research at work with young people, but interesting none the less. Some interesting guidance as well. We are often beset with the moral dilemma – do we not allow under 13s a FB account or do we educate them how to be safe online. I always advocate openness and trust, exploring these things in partnership, rather than outright banning. After all, kids growing into teenagers like to break boundaries and take risks – that’s what they do. We can be their ‘guide on the side’.
New survey provides insight into who enrolls in online programs, and why: http://bit.ly/MVZV7O  An interesting survey that sees woman as the main enrollers in online learning courses – although many of these seems to be business based.“When choosing an online institution, the respondents said they value reputation above all else, with price tag coming in a close second.”
Steve Wheeler asks have you subverted the rules? A reminder of the need for a sense of wonder, spirit of discovery and individual progress. I often remember the side alley that a few of us used to wait in during street running. We had to do circuits so we would wait until the others had been round several times. No one checked on us, and I think that may have instilled in me a sense of challenge for unnecessary rules. However I also remember many moments of going to teachers and asking for help, both financially and other. This certainly instill in me the idea that you are no worse off if you ask, or the old phrase ‘don’t ask, don’t get’. We go back to this idea of pushing boundaries – this is what helps young people to discover their own identities – so sometimes, we should help them break the rules – after all there is a guilty pleasure in breaking rules together!
Because it's important...What to do if you’re being bullied on Facebook - the official guide: http://on.fb.me/LLoSqm  So Facebook are starting to get things right. There’s also another interesting take on how employees manage this....
The usefulness of useless knowledge – a must-read circa 1939, timelier than ever http://j.mp/LTi2KG 
Institutions of learning should be devoted to the cultivation of curiosity and the less they are deflected by considerations of immediacy of application, the more likely they are to contribute not only to human welfare but to the equally important satisfaction of intellectual interest which may indeed be said to have become the ruling passion of intellectual life in modern times. “
Fascinating insights into the link between economic growth and test scores, in 49 countries, and the 50 US states
Social Media and the Art of Being Interested  It’s incredibly rare – and becoming more so – to find someone who’s truly interested in others.”

Tim O’Reilly Faire PlayNew industries start with people having fun”
Why social networks are different from other types of networks. http://www.mendeley.com/research/why-social-networks-are-different-from-other-types-of-networks/ …  Interesting read after talking about ‘network’ metaphors last week.

Thursday 26 July 2012

Metaphors for describing the digital world.

These little things crop up all over the place. When is a Metaphor not a metaphor?
(Well my other half thinks that the ‘network’ metaphor for technology is not a metaphor as the internet is a ‘network’ and it’s too closely related.)

There is some interesting stuff out there on this, some of which is a bit out there but you may find interesting to broaden the context (if you have the time).
This is a paper that looks at research on conceptions of internet.

“The way we describe something can affect the way we perceive it and way we perceive it can affect the way we use it”

The key message here is about finding out how users describe the online environment, and why they describe it this way.

“Metaphors from novices often bear a sense of confusion, complexity or frustration while experts are much more anchored in reality.”

Metaphorik “What can Internet metaphors reveal about the changing perception of the Internet?” Is an interesting look at metaphors and in summary how internet is now part of the world rather than different world

Six metaphors This is a left-field entry, with an interesting take on looking at the metaphors we could use for the internet. (Shank 2001) Thought-provoking stuff!
 “To our knowledge, none of these metaphors have ever been used before to describe the Internet or Internet Culture”

Albatross  We talk about the soaring potential of the Internet to teaching and learning. The future promises to be a graceful one.  Bringing it down to earth, apply in to the classroom and we’re witness to the potent structure stumbling along its way in the present.”
When developing our learning theories we should look at where they have to land.

Chiaroscuro (use and interplay of light and dark) “…out of the darkness at the edge where the network of connections emerges the Internet is taking on its new form. Between the time we access a web page and the time we finish reading it, someone somewhere in the world has uploaded yet another web page that will change the nature of what we have just read.”

When teaching we are reminded to give up our search for absolutes. We should seek the yin to the yang of each and every one of our theories and findings on teaching and learning using technology.

Diadem -   “If the Internet is a diadem, then it is a crown designed by M.C. Escher and crafted by Moebius.  It is a crowning adornment of culture but there is no centerpiece, no privileged spot……as the Internet has grown, and as various branches of Internet Culture have taken form, then the formlessness of the Internet has oscillated into branches of hierarchical structure and order almost inevitably…..There are sick people, and crazy people, and misguided people, and stupid people, and hate-filled people out there making web pages and chatting and posting messages that mimic the trappings of civilized thought”

“When teaching and learning we must define which people can wear the crown and how to find the and we must make it clear to our young learners that the diadem they reach for is poised on the top of thorns.”

Saprogen (organism living upon nonliving organic matter and capable of causing it’s transformation)
“The Internet is spreading its influence nourished by the decaying methods of didactic information….although shaped by literacy, the Internet manifests the "other" of literate behavior”

“Staying current requires the actions of teachers and learners to recognize and become familiar with the saprogenic nature of the Internet.  It is a simple concept with complex consequences.  It is scalable, malleable and all very adaptable.”

Shibboleth (something that reveals group identity).
“The Internet is a shibbolethic sea, a medium where use virtually signifies access, class, cultural identity, and profession. On one level it is a way to transform impressions into stereotypes; it used to be that you could tell what someone was like by their record collection, but now all you have to do is look at their bookmarks. And yet, the concept of the shibboleth goes well beyond the idea of just places and passwords. Its very intonation is whispered, speaking of private access to those inner circles characterized not only by privilege but also by committed belief.”

“The distinction between teacher and student based on authority over content is blurred and those that are part of a learning community cannot belong in the same way as before. It begs the question, what is a student or a teacher?”

Zebra
“The most interesting things about the zebra are those things that it is not.  It is not a type of horse, even though it looks like one. Why is it, even though we realize that the zebra is not a horse, do we persist in thinking of it as a horse? It is not white with black stripes.  It is black, with white markings.  How is it that these white markings, which accentuate the zebra, take over and define its basic color as a form of markings?”

“The zebra is our metaphorical marker on the persistence of appearance and tradition, and how these factors can interfere with understanding what it is that we see right before our eyes…education must accept what technology is and not what it’s thoughts to be.”

Shank ends by telling us that he is leaving us with a sense of incompleteness.
“ We need to leave the reader with a sense of incompleteness in our resolution of the metaphors…. you need to work with the tensions in meaning created by our lack of resolution.  How have we not understood, or misunderstood, Internet Culture from your vantage point?”

Summary

Metaphors also come with their own conceptions and perceptions. When using them we need to know what are learners and teachers get from them – do we need to be explicit about them? But does that explicitness negate the mystery and personal exploration of the metaphor? Do we need to construct our metaphor, as with the learning environment to guide people.

For me some clear points stand out:

  • How we describe something may affect how it is used
  • Understanding personal metaphors may help us understand motivations and feelings about technology
  • When developing learning theories we need to be grounded
  • We need to recognise the changing nature of the internet and what that means
  • We need to accept what technology is and what it can do