Feeds:
Posts
Comments

Archive for the ‘Architecture of Participation’ Category

Digital Hubs supporting Participation

This book chapter, written by Fred Garnett & Nigel Ecclesfield, discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime,” which came from the chapter brief.
It argues that two conceptual models that we developed can help address these issues;

Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model.

Secondly a “development framework” for institutional flexibility called an ‘organisational Architecture of Participation’, which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.

Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also includes looking at broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.

The full book chapter is available as a PDF by clicking on this link http://www.slideshare.net/fredgarnett/towards-an-adult-learning-architecture-of-participation

Advertisements

Read Full Post »

How we might develop Education Institution 2.0

Before and After Institutions is a Slideshare which summarises, in general terms, what we have learnt about developing organisational Architectures of Participation; how institutions might become more adaptive to facilitate digitally-driven behaviours. Slides tend to be pointed rather than discursive so this blog post will elaborate on some of the key issues that slides don’t make particularly clear.

Background Nigel Ecclesfield and Fred Garnett started looking at the issue of e-maturity at Becta in 2005 when a key issue of national UK policy concerning e-learning was noticed. It was thought that existing institutions were not e-learning ready and we were tasked to find a solution concerning their overall e-maturity, or e-readiness for e-learning. On a personal note it was working together on this project for over a year that cemented our enduring friendship.

Assumptions Nigel and I each have over 15 years of experience working with e-learning and embedding it within organisations (more…)

Read Full Post »

When Digital Natives Go to College

Background; This blog post is to complement the slides Digital Practitioner 2011 on slideshare. The topic of the Digital Practitioner emerged from an LSIS survey into FE College staff capabilities during the summer of 2011. It was derived from the work of Geoff Rebbeck at Thanet College who had developed original ways of surveying staff capability and built upon by Nigel Ecclesfield, with support from Fred Garnett, who redesigned the survey in a number of ways. Geoff evolved the approach of moving beyond a quantitative survey of practitioner use of technology for learning to one based upon attitudes and feelings towards the use of technology in action. Nigel developed the survey instrument on SurveyMonkey so that it both captured practitioner attitudes and provided an opportunity for additional free-text responses. (more…)

Read Full Post »

Theory, Practice & Mobile Social Media #ece11

Background; This blog post is related to a workshop at the Education for a Changing Environment Conference at Salford University to be held at 11.30am on Friday July 8th 2011, using this presentation. The purpose of the workshop is to look at how we might embed the practices of technology stewardship within and across institutions in such a way that attendees have practical take-home messages for their institutions. You can join in using the Salford meet online link (now finished)

Theory, Practice & eTeams; The starting point for the workshop is the three-fold approach highlighted in the sub-title, Theory, Practice and mobile Social Media.

Firstly the theory is based on Nigel Ecclesfield and my writings on Architectures of Participation on this blog, which seek to identify appropriate institutional behaviours in networked post Web 2.0 worlds.

Secondly, the practice of Paul Lowe as a solitary Technology Steward at the University of the Arts proselytizing the practices of his successful M.A. in Photo-journalism.

Thirdly, Thomas Cochrane’s long-term strategic approach to embedding the use of mobile social media at Unitec, NZ by developing the idea of a technology steward representing a set of responsibilities embedded within communities of practice, eTeams, rather than being a separate identifiable role.

What is a Technology Steward? Etienne Wenger describes a Technology Steward as being the person who is capable at walking at 45 degrees between the institutional hierachies within which we work, and the flat-world affordances of networked technologies, particularly mobile technologies, what Mike Sharples calls bringing the informal into the formal. We might also see this as reflecting a similar tension between learning processes and institutional demands for assessment and administration. The Technology Steward is the person who can broker positive learning outcomes between networks and hierarchies. “Being a technology steward has very little to do with being an expert technology user, instead it’s much more about understanding the connections and interactions of human networks”

1. Heutagogy and institutional technology stewardship; this workshop is, in part, developed  from an earlier presentation given at CAL11 and outlined in the earlier Technology Steward post on this blog. (more…)

Read Full Post »

CAL 2011 Manchester

Dialogue Paper; Bridging Contexts; Preparing the institution for emerging technologies

Background

This is based on a conference paper prepared for CAL11.The more up to date Slideshare Presentation is here. We examine what has been learnt from new ways of using mobile technologies and Web 2.0 tools to support learning and how that might by used to help prepare institutions to support a range of new environments for learning. As researchers we tend to look at the affordances that new technologies might offer us for learning, however in this paper we are looking at what institutions might do to provide the affordances for the adoption of new technology. We will look at both the practical work undertaken at Unitec Auckland New Zealand and their model of using both web 2.0 technologies and mobiles to “bridge learning contexts (pdf),” and also at a framework for the broader institutional adoption of mobile technologies, and then use that to refine a proposed model of the roles of Technology Stewards.

(more…)

Read Full Post »

Public Value for Publics not Policy Makers

I finished 2010 by setting out the basis of my critique of the approaches to public value demonstrated by the mainstream discussion reflected in the approach to public value developed in the NIACE “Inquiry into the Future of Lifelong Learning” (IFLL) which grew out of Moore‘s work in the USA, was refined by the UK Cabinet Office(pdf) and other writers in a range of different contexts, including Further Education(pdf) and the BBC, most notably the IFLL. I have argued that fundamental flaws in the arguments put forward in the literature I have reviewed are that;

  1. Public value is seen, on the one hand as being a measure of consumer satisfaction with public services and reflects a view of public perception as essentially passive, and in some cases, manipulable;
  2. The measure of public value is set in relation to the salaries paid to senior public officials in the original work or in other “cash” values such as the potential savings created by the beneficial impact of adult education on offenders.
  3. These are proxy measures and poor ways of measuring either the impact of public services or the consequent value placed on them in private or public settings such as families, neighbourhoods, communities or wider society, let alone by individuals; (more…)

Read Full Post »

ALT-C 2010

Fred and I have been wondering for some time how to represent the ways in which mobiles affect the Architecture of Participation. A year ago we presented a paper at iPED2009 (Beyond a Boundary on Slideshare) which, in line with the conference theme of pedagogical boundaries, looked at organisational boundary issues from a range of perspectives, including mobile. Picking up on Mike Sharples theme that mobiles enable informal learning strategies to enter the classroom, what Thomas Cochrane calls “Bridging Learning Contexts,” we started looking at what a mobile Architecture of Participation might look like. Last week we  presented the attached poster (pdf) and supporting paper (.doc) at the ALT-C 2010 Conference in Nottingham to elaborate our developing ideas.

The poster seeks to look at the context for mobile learning and is based on our work both on policy (Policy 2.0) and with the Learner-Generated Contexts Group by exploring how issues such as trust and organisational learning need to be addressed in making the best of use of mobile technology for learning and participation in education.The poster is presented graphically as a series of flows to promote reflection and the paper is basically the same material presented as linear text.

In more practical terms a presentation by Thomas Cochrane at ALT-C, on strategies for mlearning integration, addressed a lot of the issues identified in our  mobile AoP and put them into practice on the B.Sc for Product Design at Unitec in Auckland, New Zealand using the concepts of the PAH Continuum and Technology Stewardship. He gave a brilliant talk at ALT-C which can be viewed on his “mlearning Prezi”.  Thomas adds in a role for Technology Stewards, as discussed by Etienne Wenger in Digital Habitats, but his key trope is involving lecturers in designing the use of mobiles, and in scaffolding that use against clear assessment outcomes. We really value this work but our concern is perhaps more at the next, strategic, level of the system investigating how these kind of imaginative, purposeful uses of mobiles can be integrated into the strategies and policies of the University (as recommended by Gilly Salmon) and thus help lead to a more participative learning process and educational system. Thomas Cochrane and Fred Garnett have since developed this aspect in their CAL11 paper on Technology Stewards.

Mobile – Architecture of Participation-submission-x

Supporting-paper-0179 Creating the right conditions for the use of mobile technology in learning

Posted by Nigel Ecclesfield

Read Full Post »

Older Posts »