Designing for Lifelong Learning (LLL) Keynote at EDUWORKS Winter Meeting Budapest, 29th January, 2016

John Cook, CMIR, UWE BristolProf John Cook: John2.Cook@uwe.ac.ukSlides: http://www.slideshare.net/johnnigelcook

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Structure1. Introduction2. Mapping the space of LLL3. Designing for LLL4. Examples of TEL for LLL from Learning Layers

– Hybrid Stokes Croft – ZoP app (will be used for Cinefest app) – Confer

5. Conclusions6. Questions

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City Campus at Arnolfini occupies the top three floors of the Arnolfini building on Bristol’s Harbourside and offers accommodation for programmes in Graphic Design, Graphic Arts, Drawing and Print and our second year Drama students.

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1. Introduction

CMIR – Core Research Streamshttp://www.cmiresearch.org.uk/core-research-streams.html

Digital Cinematography: technical, Physiological Moving Image: Art & Practice Film and Television Studies Hybrid Reality and Culture

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2. Mapping the space of Lifelong Learning (LLL)

• Eduworks: Labour market matching from perspective 5 disciplines, of which LLL is one

• “In a society in which normative transitions are becoming destandardised, increasingly multiple and multilinear, less defined by age-related stages, occurring more often ‘off-time’ in relation to what once were standardised life-cycles, and involuntary as they are brought about by unpredictable economic, social and personal constraints, there is a need to investigate what kind of transitions are actually taking place. With the context of EDUWORKS our research will focus on identifying and mapping learning transitions of mobile learners and how technology (whether personal, public, portable or fix) supports those transition taking place.”

• http://www.eduworks-network.eu/lifelong-learning

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• Cook, J. (in press). • Designing for Lifelong Learning. • In Caroline Haythornthwaite, Richard

Andrews, Jude Fransman, and Michelle Kazmer (Eds.), Handbook of E-learning Research, (2nd Edition). Sage. Expected April 2016.

• Final draft: http://tinyurl.com/jctlfvm

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• There are all sorts of debates around the notion of lifelong learning (LLL) and the term has entered a wide-ranging discourse

• But the term LLL is problematic • Consequently, in the chapter & this talk I

progress the idea that learning has to be supported and encouraged throughout the life course

• C.f. learning transitions 8

• Smith draws on work by Field to provide us with the following three reasons why we should continue to investigate lifelong learning:1. It is important to retain the aspirations it contains2. Something new is happening3. LLL is now a mechanism for exclusion and control, the concern over

individualization in a knowledge-based economy• UNESCO (2014) has recognized the importance of ICT in lifelong

learning but provide the caveat that – ‘there is a risk that advanced technological requirements may lead to

the exclusion of large numbers of people from sharing the advantages of the new global communication channels. It is UNESCO’s concern to enable all people around the world to make use of the huge potential of ICT for learning and self-empowerment’

– Relates to 3 above

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AI, Robotics, and the Future of Jobs

10http://www.economist.com/news/briefing/21594264-previous-technological-innovation-has-always-delivered-more-long-run-employment-not-less

Nearly half of young people fear jobs will be automated in 10 years – report

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http://www.theguardian.com/technology/datablog/2016/jan/18/young-fear-jobs-automated-10-years-report The Guardian Monday 18 January 2016

http://www.bbc.co.uk/programmes/b05372sx

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www.eurofound.europa.eu/publication-contributors/fernndez-macas-enrique-0• Fernández-Macías, Enrique & Hurley, John• Drivers of recent job polarisation and upgrading in

Europe - European Jobs Monitor 2014 • The majority of net employment losses continued to

occur in middle-paid and low-to-middle-paid jobs in construction and manufacturing.

• Employment growth remained resilient in high-paid, high-skilled jobs.

• There was net employment growth only in jobs in the top quintile of the wage distribution.

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PEW 2014: AI, Robotics, and the Future of Jobshttp://www.pewinternet.org/2014/08/06/future-of-jobs/

Key themes: reasons to be hopeful 1.Advances in technology may displace certain types of work, but historically they have been a net creator of jobs. 2.We will adapt to these changes by inventing entirely new types of work, and by taking advantage of uniquely human capabilities. 3.Technology will free us from day-to-day drudgery, and allow us to define our relationship with “work” in a more positive and socially beneficial way. 4.Ultimately, we as a society control our own destiny through the choices we make.

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PEW 2014 (continued)

Key themes: reasons to be concerned 1.Impacts from automation have thus far impacted mostly blue-collar employment; the coming wave of innovation threatens to upend white-collar work as well. 2.Certain highly-skilled workers will succeed wildly in this new environment—but far more may be displaced into lower paying service industry jobs at best, or permanent unemployment at worst. 3.Our educational system is not adequately preparing us for work of the future, and our political and economic institutions are poorly equipped to handle these hard choices (my bold).

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3. Designing for LLL

• The phrase ‘Designing for’ takes up the first part of this talk/chapter title

• Along similar lines to the PEW (2014) report, I propose that much work is needed on how to design e-learning or ICT support for lifelong learning

• See my book chapter (Cook, in press) for a selective review of key work in the field, which is contained in the sections – ‘What are the drivers for learning in lifelong learning?’ and– ‘Mobiles, museums and my robot’

• In rest of this talk I want to raise design opportunities for lifelong learning – elaborate on my own research in area of work-based practice from the

EC-funded Learning Layers project

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Hybrid Reality and Culture: http://goo.gl/AX3vsR

Design and Research Challenge

In the context of socio-technical environments, how can the design process and design thinking advance or bridge our social/cultural capital?

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Hybrid Social Learning Networks

A meta-design approach describing socio-technical systems that enable Zones of Possibility (ZoP) to emerge when people and artifacts interact and engage in social positioning practices while learning in informal workplace (or other) learning situations.

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Design Based Research & Participatory Pattern Design

• The PPD method includes design principles (and meta-design principles) as boundary objects

• translating theory into practice, and • agile user stories as boundary

objects bridging the Design Based Research language with that of software engineering.

The resulted meta-design principles are: Respect Learners' Zone of Possibility, Support Knowledge Building Discourse, and Aim for a "50-50 partnership".

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Design Based Research & Participatory Pattern DesignThe patterns development has been a catalyst for driving the Learning Layers project towards reflecting on the experiences on the design and research process itself

We see a lot of potential for also making significant contributions to the general methodology of Design-based Research and future project opportunities

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Feedback from EC: 3rd Annual Review Learning Layers,12/01/16• Excellent news for UWE• “The consortium has carried out

thorough theoretical … research in order to assist them in answering this ‘how to?’ question … The work of WP 2 and 3 (report 2) is useful and to be commended”

• UWE leads on Work Package 2 (WP2)22

Our 2016 plans & objectives include: Hybrid Stokes Croft (in collaboration with U-Soap Media and others)

Zone of Possibility (ZoP) app / Hybrid Cinefest 2016

Confer – Health Sector UK, UWE ACE modules e.g. Learning innovation workshop 8th March

Bristol is Open opportunity

Smart City and Cultural Literacy bidding

Other potential collaborations?Image source: Bristol is Open

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4. Examples of Technology Enhanced Learning (TEL) for LLL from Learning

Layers

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Aims for this section

Give you:•A quick introduction to the Learning Layers project•An introduction to 3 Learning Layers tools

Discuss with you:•Ideas for how tools/apps could be used to support

– students or professional staff– Other potential areas: …

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Design Based Research Approach

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North UK GP Practices

Empirical Studies

Field Testing

Hybrid Stokes Croft – inPartnership Rik Lander (http://www.u-soap.com/)

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Vision Statement

• Hybrid Stokes Croft (HSC) is a website based on Zone of Possibility design principle

• It is a digital public space where “community reporters” from the inner city neighbourhood of Stokes Croft in Bristol can share their stories of social resilience to create opportunity and urban regeneration through culture

• The HSC website will use these stories to give insights that influence and inform people and organisations

• Users may consume the media, comment on it or make their own media to develop an argument or propose an idea

• We will have a proof of concept together for March 2016 that we can use at short sharp show-and-tells and for grant proposals

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ZoP app demo (will be used for Cinefest app)

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Confer3 steps to consensus for working groups

Short (few minutes) demonstration video of the Confer tool can be found in here (no sound just subtitles): https://youtu.be/lSRpaUY6d-Q

Confer: 3 steps to Consensus

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Confer:Supports working groups, maintains focus and flow of work, structuring task, supporting discussion, reaching consensus

Confer

Original ideaPractice-demand (bridging between face to face meetings, keep tasks on focus and moving forward, offer easy, early engagement in collaborative work)Research interest (hybrid social learning networks, ZoP, scaffolding for networked learning, progressive inquiry model)

Tool SupportsEasy collection of ideas from F2F discussionStructuring (scaffolding) of collaborative task for working groupsDiscussion throughoutSupport for early development of ideas prior to formal writing

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Support working groups - focus, flow, discussion, consensus

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Confer : 3 Steps to Consensus

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Demo: https://confer.zone/

Possible scenarios for use with students, lifelong-

learners• Problem-based learning groups

• Supporting group work for professionals working in different locations

Your ideas…

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5. Conclusions

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• Design affects all our lives• Democratic right to have equity of access to LLL and

cultural resources • Talk looked at how design approach has impacted on the

EC project Learning Layers• Evolving our design process and thinking so as to

uncover new possibilities and to enable socio-technical systems to

• bridge and build the social and cultural capacity of our citizens

• transform lives • bring about the full potential of the Internet

For further information

Learning Layers Websitehttp://learning-layers.eu/

Confer http://confer.zone

UWEJohn2.Cook@uwe.ac.uk Patricia.Santosrodriguez@uwe.ac.uk

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Key publications• Cook, J. (in press). Designing for Lifelong Learning. In Caroline Haythornthwaite, Richard Andrews, Jude

Fransman, and Michelle Kazmer (Eds.), Handbook of E-learning Research, (2nd Edition). Sage. Author’s final draft: http://tinyurl.com/jctlfvm

• Cook, J., Mor, Y., Santos, P., Treasure-Jones, T., Elferink, R., and Kerr, M. (in press). Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning. Ed-Media 2016. Available from: http://eprints.uwe.ac.uk/27653 and http://tinyurl.com/gt8k58v

• Cook, J. and Lander, R. (in press). Urban Regeneration within the Zone of Possibility in Citizen Led ‘Hybrid Cities’. Digital-Cultural Ecology and the Medium-Sized City, UWE Bristol, April 2016. Available from: http://eprints.uwe.ac.uk/27652

• Cook, J., Mor, Y. and Santos, P. (2015) EDITORIAL: Ideas in mobile learning. Journal of Interactive Media in Education, 1 (18). pp. 1-2. ISSN 1365-893X Available from: http://eprints.uwe.ac.uk/27410 and http://dx.doi.org/10.5334/jime.aw

• Bannan, B., Cook, J. and Pachler, N. (2015). Reconceptualizing Design Research in the Age of Mobile Learning. Interactive Learning Environments. Available from:http://eprints.uwe.ac.uk/26204 & http://tinyurl.com/h53rzxf

• Santos, P., Dennerlein, S., Cook, J., Holley, D., Treasure-Jones, T., Kerr, M., Attwell, G., Theiler, D., Lex, E., and Kowald, D. (in press). Going beyond your Personal Learning Network, using recommendations and trust through a multimedia question-answering service: The Help Seeking tool. Journal of Universal Computer Science.

• Santos, P., Cook, J, and Hernández-Leo, D. (2015). m-AssIST: Interaction and Scaffolding matters in authentic assessment. Educational Technology & Society, 18(2), 33–45. Available from: http://eprints.uwe.ac.uk/26205 & http://tinyurl.com/n6c5lbx

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6. Questions

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