Design challenges for future learning

one plus one equals three: design challenges for future learning environments in a Web 2.0 world CC by: http://www.flickr.com/photos/juhansonin/2345837597/ Dr Steven Warburton King’s College London Learning Futures Festival 19 November 2008

context ,[object Object],[object Object],[object Object],[object Object]

social software: computer programs that enable people to rendezvous, connect or collaborate through computer-mediated communication and to form online communities. wikipedia definition : accessed 27/03/2007

what are our models? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],an open distributed model with flattened structures and community-based knowing a hierarchical industrial model that can respond to increasing student numbers and pressures on staff time

who are our learners? ,[object Object],[object Object],[object Object],[object Object],“ The report by the CIBER research team at UCL claims that, although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to asses the information that they find on the web . The report ‘Information Behaviour of the Researcher of the Future’ also shows that research-behaviour traits that are commonly associated with younger users – impatience in search and navigation, and zero tolerance for any delay in satisfying their information needs – are now the norm for all age-groups, from younger pupils and undergraduates through to professors.”

who are our teachers? http://www.nmk.co.uk/articles/1020 “ Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit. ”

what are our learning spaces? VLE, institution: formal Internet, social software: informal ‘ Educational blogging’ – an emergent, disruptive learning space blurring the boundaries between informal and formal i.e. the demands of the internet versus the demands of the institution. Traditional student (resistant) negotiation of meaning Net generation (open) Summary slide from my 2006 project studying the use of blogs in distance education and the hybrid learning space that was used: Blogger and Blackboard (formerly WebCT)

lines of conflict ,[object Object],[object Object],[object Object],http://www.elearning.ac.uk/features/nextgenevent He suggested that these areas are often in conflict with each other in an educational context. Peter Hartley (at the JISC Next Generation Environments Conference 2007) identified three types of space that are inhabited by staff and students:

thinking about design “ Everyone designs who devises courses of action aimed at changing existing situations into preferred ones” Herbert Simon (1969)

http://www.flickr.com/photos/43806301@N00/380939661/ new transactional maps for learning

emerging technology maps: course designers

transitional design for learning - course ,[object Object],[object Object],[object Object]

emerging technology maps: learners http://www.flickr.com/photos/actionhamster/2850879730/

transitional design for learning - the learner ,[object Object],[object Object],[object Object]

mixing it all up - learning in new spaces

formal, non-formal and informal ,[object Object],“ From my perspective, absolutely not! I’m one of the many lurkers trying, and not always succeeding, to juggle life. I rarely get to participate in a synchronous manner, but do read (ok, skim), watch and listen as my schedule permits. I view courses like this as excellent pd and good use of my time. Indirectly, my college will benefit from my exposure to CCK08.” http://kenkat.wordpress.com/2008/10/31/cck08-failing/

learning in disaggregated spaces ,[object Object],[object Object],[object Object],[object Object],“ It became apparent that the synchronous sessions were us students listening to our instructors, with an opportunity for “questions” but only an illusion of participation in the sense that we couldn’t really create anything in that space, only follow.” http://kenkat.wordpress.com/2008/10/31/cck08-failing/ “ The most prominent impression is, of course, being overwhelmed by the huge amount of stuff. My way of approaching the confusing landscape of countless tools, sites, and resources, was to try and get a visual overview of the salient ones.” http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/

“ There are no relations of power without resistance” Michel Foucault (1980, 142)

power structures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

what design challenges are being raised by these ‘future environments’? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

“ In design, one plus one equals three or sometimes more.” Josef Albers (1969). Search Versus Re-Search . Hartford USA, Trinity College Press . Dr Steven Warburton School of Law King's College London Email: steven.warburton@kcl.ac.uk Liquid Learning at http://www.liquidlearning.org

Design challenges for future learning

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