Posts Tagged ‘Learner Generated Contexts’

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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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

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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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Beyond a Boundary; Some Consequences of the Open Context Model of Learning

Nigel Ecclesfield and Fred Garnett from the Learner-Generated Contexts Research Group gave a presentation talking to this title at iPED 2009 on Tuesday September 15th which looked at some of the pedagogic issues raised by the Open Context Model of Learning in terms of the educational “Boundary” Issues which was a key theme of the conference.

The slides of the presentation are on slideshare and you can download the accompanying handout which elaborates some of the points in the presentation.

We argue that the LGC Groups Open Context Model of Learning reformulates educational boundaries because it is a learner-centric rather than an institution-centric model of learning and points to a co-creation process of learning. (more…)

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