Posts Tagged ‘Adaptive Institutions’

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


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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…)

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Submission to the CAVTL call for Evidence

Background; This blog post publishes the submission that Nigel Ecclesfield, Geoff Rebbeck, Rod Paley and Fred Garnett prepared for the call for evidence issued by CAVTL concerning best practice in Adult Vocational Teaching and Learning. We have variously worked with the sector for around 20 years, with a focus for the past 12 years on implementing new technologies for learning in a manner we now prefer to call ‘enabling digital practice‘. As well as our shared working experiences the substantive part of our submission comes from the Digital Practitioner research work detailed in the last blog post and captured in the slides I Am Curious, Digital. Rod Paley from Xtensis has used xtlearn.net to curate our evidence on that platform on the CAVTL page.

Key Points; The commission asks what evidence is there from the sector on best practice and how it might be developed to improve Adult Vocational Teaching and Learning in the future. We have concluded with five key points;

  1. Authentic learning; looking how learning can be contextualised and personalised so that it best represents employer’s real world requirements whilst also reflecting individual learner needs.
  2. Enabling Digital Practice; identifying how the emerging exemplary practice of practitioners ‘artfully-constructing student-centred learning experiences’ can best be recognised and supported.
  3. The professional use of ‘social’ technology; supporting the application of new social technology, that originate in personal, social uses, in pedagogically purposeful ways, both for learning and for new forms of professional development
  4. Flexible and adaptable providers; identifying the organisational and support needs of practitioners in order to help deliver improved teaching and learning
  5. “Dealing with the future in the present”; reviewing what is required to support the ongoing engagement with socio-economic change that providers and practitioners need in the emerging world of “perpetual beta”

Our research surfaced the first three points, however it also identified


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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…)

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JISC Workshop Staffordshire University June 7th

Nigel and I spent Monday at Professor Mark Stiles’ Workshop on “Sustaining Innovation via Organisational Development.” As we think these issues are very much what we are talking about with the Architecture of Participation we offered to carry out a Policy Forest Survey during the event on this topic. Our thinking was that we have a new government with a new set of policies relating to HE, mostly focussed on building elite institutions and cutting costs, so we could try and contrast that thinking to an Architecture of Participation approach. Using the underlying strategy we outlined in Policy 2.0 at CAL ’07 we also wanted to capture a consensual view of the thinking of the workshop participants on what exactly we need to do in HE to be able to Sustain Innovation through the Organisational Development of HEI’s. What we call on this blog Developing an Organisational Architecture of Participation. Following a great series of presentations, workshops and discussions during the day let us see what we think the aggregate view of this group was. I have posted a summary on Cloudworks for Discussion.


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What is an Organisational Architecture of Participation?

Charlie Leadbetter in his opening Keynote at the JISC 2009 online conference kindly referred to Architectures of Participations as being useful in addressing educational innovation. Nigel Paine in his closing keynote made a similar point and we, of course agree, so here is the cut and paste summary, with some links and ideas updated after the Conference on November 28th 2009.

Published last year in BJET this identifies mechanisms for creating “Organisational Architectures of Participation” which can create “Adaptive Institutions working across Collaborative Networks”. As spotted by Ros Smith the term is derived from O’Reilly’s What is Web 2.0 but extended and updated so we can apply it to institutions in line with Learner Generated Contexts group thinking about post Web 2.0 learning issues. Like O’Reilly we think an Educational Architecture of Participation needs a detailed meme map to help with implementation and reflection on learning from implementation. (more…)

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