Smart Social and Open Media-Enhanced Learning : the power of the multiplier effect
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This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. References Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning. 13(1). Online at:http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Conole, G. (2013). Designing for Learning in an Open World. Springer Science (Vol. 4, p. 321). Springer. Retrieved from http://www.springer.com/education+&+language/learning+&+instruction/book/978-1-4419-8516-3 Sharpe, R., Beetham, H. and de Freitas, S. (2010). Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. London: Routledge.
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Smart Social and Open Media-Enhanced Learning : the power of the multiplier effect
- 1. Learning the power of the multiplier effect Andrew Middleton Head of Academic Practice & Learning Innovation @andrewmid OER 2015 - Mainstreaming Open Education
- 2. About Smart Learning Openness as disruptive innovation Convergence of disruptive methods and contexts Innovation multiplied - the multiplier effect the convergence of diverse innovative methods that each disrupt longstanding approaches to teaching and learning that together create an educational philosophy that is widely accessible, open, flexible and convincing
- 3. Middleton (2015) 'Introducing Smart Learning' In: A. Middleton (ed). Smart learning: teaching and learning with smartphones and tablets in post compulsory education. MELSIG and Sheffield Hallam University RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS SOCIAL MEDIA FOR LEARNING Disruptive disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model disrupts Fixed “Classroom" model disrupts Provided Technology model
- 4. Middleton (2015) 'Introducing Smart Learning' In: A. Middleton (ed). Smart learning: teaching and learning with smartphones and tablets in post compulsory education. MELSIG and Sheffield Hallam University RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS SOCIAL MEDIA FOR LEARNING Transformational transforms learner-centred, social, unconstrained, self- regulated, spatially and temporarily flexible transforms networked, inclusive, diverse lifewide, lifelong, media neutral,, authentic, learner- centred, co-operative transforms more vibrant and authentic engagement transforms active, reflective, self-regulated, communal transforms portable, moving, authentic, roaming, seamlessness, formal, non- formal,, informal transforms autonomy: e.g. connect, communicate, curate, collaborate and create; heutagogical
- 5. RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS SOCIAL MEDIA FOR LEARNING Multiplier Effect disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model disrupts Provided “Classroom" model disrupts Provided Technology model Smart Learning + ++ + + +
- 6. RICH DIGITAL MEDIA USER GENERATED MEDIA OPENNESS SOCIAL MEDIA FOR LEARNING Multiplier Effect disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model Smart Learning + + + Example 1 Sharing a photograph with one’s personal learning network on Twitter
- 7. RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING SOCIAL MEDIA FOR LEARNING Smart Learning Openness in the Spotlight OPENNESS
- 8. RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING SOCIAL MEDIA FOR LEARNING Smart Learning Openness in the Spotlight commons, sharealike, affirming, co-operative, connected Social adaptable, responsive, dynamic, learner-centred, fuzzy, mixed, reusable Flexible asynchronous, ready, self-paced, incremental, mixed, just-in-time Temporal online, offline, blended, digital, tangible, unbounded, contextual Spatial real, useful, discursive, self- determined, dynamic Authentic proliferation, sustaining, situated, impactful Growth E.G.location, ideology, unrestricted, inclusive, available, free Accessible OPENNESS
- 9. Continuous disruption through converged and multiplied innovation* Smart Learning – Convergence of innovation RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING SOCIAL MEDIA FOR LEARNING OPENNESS *proliferation, exponential growth
- 10. SOCIAL MEDIA FOR LEARNING Smart Learning Multiplier Effect RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS + + + + + + Example 2 – Rich and authentic Language learning using audio and video OERs incorporating a work placement with peer group support disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Fixed “Classroom" model disrupts Provided Technology model
- 11. SOCIAL MEDIA FOR LEARNING Smart Learning Multiplier Effect RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS + + + + + + Example 3 – The Curators EBL developing Diigo and Mendeley groups to store, organise and useful sources with peers disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Fixed “Classroom" model disrupts Provided Technology model
- 12. SOCIAL MEDIA FOR LEARNING Smart Learning Multiplier Effect RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS + + + + + + Example 4 – Real world value Developing a digital story based upon a geography field trip and sharing it on YouTube disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model disrupts Fixed “Classroom" model disrupts Provided Technology model
- 13. SOCIAL MEDIA FOR LEARNING Smart Learning Multiplier Effect RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS + + + + + + Example 5 – Making your mark together Developing an e-book project as an informal group assignment disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Provided Content model disrupts Provided Technology model
- 14. SOCIAL MEDIA FOR LEARNING Smart Learning Multiplier Effect RICH DIGITAL MEDIA USER GENERATED MEDIA BYOD MOBILE LEARNING OPENNESS + + + + + + Example 6 – Managing learning 'projects' Using Trello or social media project management tools for disrupts Models of Formal of Delivery disrupts One-to-Many model disrupts Dependency on Text disrupts Provided Content model disrupts Fixed “Classroom" model disrupts Provided Technology model
- 15. Smart Learning – multiplying innovation Think about innovation X - but think about Y and Z too This is about converging innovation – whatever you understand today about openness will be only partly true tomorrow Innovation multiplied – accessibility to and impact from smart learning innovative learning spaces can transform learning… This is about bring open - to openness
- 16. Smart Learning See Smart Learning Scenarios Please speak to me about your smart learning scenarios
Notes de l'éditeur
- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. References Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning. 13(1). Online at:http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Conole, G. (2013). Designing for Learning in an Open World. Springer Science (Vol. 4, p. 321). Springer. Retrieved from http://www.springer.com/education+&+language/learning+&+instruction/book/978-1-4419-8516-3 Sharpe, R., Beetham, H. and de Freitas, S. (2010). Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. London: Routledge.
- Smart Learning encapsulates several ideas about academic innovation in the digital age. The disruption and transformation and of learning, and so teaching, are what we are interested in. Openness as disruptive innovation - Chistensen Convergent innovation – the coming together and dynamic modification of ideas, and approaches The multiplier effect – 1+1=3 AND one thing leads to another, inevitable growth Convincing – validation of ideas through symbiotic metamorphosis This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping.
- Smart Learning conceptually encapsulates and embraces, multiplies and enhances existing thinking: the connections between mobile learning, BYOD, Social Media for Learning, openness, rich digital media and user-generated content Each element introduces at least one clear and significant idea about disrupted learning space Access to a broader range of rich digital media reduces our dependency on text BYOD reduces our dependency on provided technology Social Media for Learning reduces of dependency on one-to-many models of teaching User-generated media reduces our dependency on provided content Mobile learning reduces our dependency on fixed forms of learning space Openness has many meanings, but lets consider how it changes models of delivery or rather Learning – How are our understandings of Learning Space affected by thinking about Openness? Six powerful ideas in their own right, which can each be explored in some depth (but not today!) This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- Smart Learning is transformational. It conceptually embraces, multiplies and enhances existing thinking: the connections between mobile learning, BYOD, Social Media for Learning, openness, rich digital media and user-generated content Each element introduces at least one clear and significant idea about disrupted learning space Access to a broader range of rich digital media transforms learning through more vibrant, authentic and engaging media BYOD transforms learning: promoting greater autonomy: e.g. connect, communicate, curate, collaborate and create; heutagogical approaches to learning; etc Social Media for Learning transforms learning networked, authentic, diverse User-generated media transforms learning making it more active, reflective, self-regulated, communal Mobile learning transforms learning making it portable, moving, authentic, roaming, seamlessness, formal, non-formal,, informal Openness - social, unconstrained, self-regulated, spatially and temporarily flexible personal informal contextual portable ubiquitous pervasive ---- affordability multiple functionality connectivity Cont This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- Example 1 Sharing a photograph with one’s personal learning network on Twitter Changes The role of content in learning to promote reflection, self- and peer-regulation The use of imagery heightens authenticity, possibly personalising learning, allowing more room and importance for interpretation Social media, in this case Twitter, changes the learning space and ideas about authority are challenged The open model of delivery may indicate this is an autonomous, informal learning network for example Expression of the multiplier? Autonomous learning network engages each other by being motivated to actively contribute and commit to a joint learning activity by representing their learning through self-made or found rich artefacts. What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, inevitable growth. Either, Noticing connections, or Making connections This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- Some example meanings: Accessible - location, ideology, unrestricted, inclusive, available, free (Anderson, 2013) Social- commons, sharealike, co-operation, affirming, connected Flexible – adaptable, responsive, dynamic, learner-centred, fuzzy, mixed, reusal Temporal - asynchronous, ready, self-paced, incremental, mixed, just-in-time Spatial - online, offline, blended, digital, tangible, unbounded, contextual Authentic – real, useful, discursive, dynamic (Rule, 2006) Growth - proliferation, sustaining (Attwell and Pumilia, 2007) , situated, impactful
- Convergence is an important idea here It’s a ‘heads up’ – don’t get complacent: however we represent this thinking today will be unsuitable tomorrow! Innovation is an outcome of change – and change changes! Proliferation is a useful word here too: it represents that idea of exponential or multiplied growth ---------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping.
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- What happens when we start to bring some of these innovative ideas together? It is not about adding ideas – it is about multiplying. The multiplier effect – 1+1=3 AND one thing leads to another, proliferation and exponential growth in impact Either, Noticing connections, or Making connections -------------------------------------------------------------- This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping. ext sensitivity, the real reach, ubiquity and pervasiveness of the technology, coupled with the compact computing power, commonplace integrated and customisable functionality, user-base and expectations, and the wider context of the social web
- Think about innovation X - but think about Y and Z too This is about converging innovation – whatever you understand today about openness will be only partly true tomorrow Innovation multiplied – accessibility to and impact from smart learning innovative learning spaces can transform learning… This is about bring open - to openness. …Keep pushing your imagination