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A Change11 seminar by
Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior Researcher 2008-10
Collaborators:Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK
Connected knowledge, collective learning:
Scenario 4
banksy.com
Society
Scenario 4
Why collective?
Society
Scenario 4
Society
banksy.com
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
Society
Scenario 4
Characteristics of immaterial labour
•constantly changing problems• networked• distributed knowledge and expertise• connected globally• collective knowledge• individual agency
Society K e y c h a lle n g e : c o n tin u a l le a rn in g
G rand cha llenge : trend to know ledge w ork
Trends in work patterns From... To...L a rg e org a nis a tions S m a lle r units of produc tion
S ing le s ite B ric ola g eP e rm a ne nt e m ploym e nt C ons ulta nc yW ork foc us e d a round one s ite Multi-s ite working a s the norm
S ilos of knowle dg e O pe n knowle dg eIn-hous e ide a g e ne ra tion C rowds ourc ing ide a sL oc a l/ na tiona l G loba l
Society
Key challenge: continual learning
An adaptable workforce is essentialfor successful participation in the global economy
IBM Global Human Capital Study (2008)
Society
Scenario 4
Grand Challenge
Learning how to solve real world problems faster and more effectively
Society
Scenario 4
banksy.com
Society
Scenario 4
•How do people make sense of collective knowledge?
•How do people use collective knowledge for learning?
•What are the binding forces that draw people/ resources together?
•What literacies and mindsets do people need?
Overview
Scenario 4
How do people make sense of the collective knowledge for learning?
Sensemaking
Scenario 4
Sensemaking
‘Learning is a process of creating networks connecting people, resources and organisations...’
Siemens, 2006
COLLECTIVEKNOWLEDGE
Connect
Sensemaking
COLLECTIVEKNOWLEDGE
Consume
Connect
Sensemaking
COLLECTIVEKNOWLEDGE
Consume
Connect
Create
Sensemaking
COLLECTIVEKNOWLEDGE
Consume
Connect
Create
Contribute
Sensemaking
Consume
Connect
Create
Contribute
CHARTING
Sensemaking
Groups, Networks and the Collective
The Individual
TheirGoals
ConsumeConnectCreateContribute
Sensemaking
Sensemaking
Scenario 4
How do people use collective knowledge while learning?
Knowledge
You Your goal
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
AnyoneGROUP
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
AnyoneGROUP NETWORK
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
AnyoneGROUP NETWORK
COLLECTIVE
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
CONNECT
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
CONNECT
CREATE
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
You Your goal
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
CONNECT
CREATE
CONNECT
CONTRIBUTE
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
CONNECT
CREATE
CONNECT
CONTRIBUTE
You and Your Peers
Your goals
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Smart Information
Your Knowledge
External contacts
You
Colleagues with similar skills
Peers with similar goals
Manager
Team
Anyone
CONNECT
CREATE
CONNECT
CONTRIBUTE
You and Your Peers
Your goals
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.
Knowledge
Scenario 4
‘... 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
Knowledge
Scenario 4
banksy.com
What are the binding forces that draw people/ resources together?
Forces
Scenario 4
Social learning through knowledge creation:
people create knowledge, working in networks, connecting via social objects.
Forces
Scenario 4
Social learning through knowledge creation (formal):
Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot
UK Open University iSpot http://www.ispot.org.uk/
Forces
Scenario 4
Social learning through knowledge creation (workplace):
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.
Forces
How do we support the achievement of goals?
ME
MY GOALS
The Ideal?
Everything you do contributes towards achieving your goals.
Actually, this is too simplistic
ME
MY GOALS
The Ideal (2)
Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort.
ME
MY GOALS
The Reality
Goals may actually evolve over time.
ME
MY GOALS MY GOALS
Charting
Helps you relate where you are to where you started and where you want to be.
ME
MY GOALS
Charting (2)
Helps you relate where you are to where you started and where you want to be
… over and over …
providing the opportunity to dynamically interact with your goals and personal development.
ME
MY GOALS
Charting (3)
Charting presents an opportunity to make use of people and resources to fine tune your plans at each point.
ME
MY GOALS
Useful resources, Useful people
Scenario 4
What literacies and mindsets do people need for collective learning?
People
Connections, resources, practices, tools
People
Open, participatory learning ecosystems seem ideal environments for collective learning.
They are not bounded, accommodate a variety of perspectives and allow learners freedom to source, use and reinterpret knowledge in ways that make sense to them.
For ideas on learning ecosystems read John Seely Brown, Minds on Fire (2008) http://www.johnseelybrown.com/mindsonfire.pdf
Connections, resources, practices, tools
People
Benefits models: reasons universities are openly releasing knowledge as OERs
•individual showcasing•institutional showcasing •capacity •share and share alike •public interest
Connections, resources, practices, tools
People
All th is p laces m uch g rea te r responsib ility on studen ts to se lect, use and m anage the ir ow n techno log ies, deve lop the ir ow n w orking spaces and p ractices, and find the ir ow n lea rn ing com m un ities V ä lja taga and F ied le r, 2009
Connections, resources, practices, tools
People
Trends in knowledge practice To...Individual authority S hared ownership
T he individual occupies a s tance/pos ition from
which a judgement can be made
T he individual is 'a node through which various
kinds of mes s age pas s ' (L yotard)P hilosophy D es ign Truth value U se value H ow I c om e to know W ho I know S ynthes is (in a dialec tical sense) A ggregation, re-us e D ialogue, disputation C om m ent D isc ipline/profess ion as resources (of m ethods , codes of prac tic e, etc )
M ulti-m odality, interdisc iplinarity as resourc es
C opyright D igital com m ons Qualif ication (followed by reputation) R eputation/recognit ion f irs t R esearch P roblem -solv ing S ubjec t knowledge and know-how Generic s k ills and aptitudes ' jus t in t im e'
knowledge and how-how Tex t-based com m unic ation of ideas M ultiple m edia used to expres s ideas S haring within scholarly com m unit ies , according to es tablished roles and rules
S haring without boundaries , ac ross ephem eral and unregulated network s
Does collective learning signal a new relationship between the individual and the collective?
Third paradigm for learning ?
Key challenge: continual learning
People
banksy.com
A seminar for Change11
Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior Researcher 2008-10
Collaborators:Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK
Connected knowledge, collective learning: