New Learning Technologies and Emergent Practices in Higher Education
Emergent Learning Model
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Transcript of Emergent Learning Model
Learner-Generated Contexts Group
Emergent Learning Model
Informal/non-formal/formal Learning
Fred Garnett
London Knowledge Lab
OU Talk October 7th 2010 (revised)
Emergent Learning Model
Topics
Emergent Learning Model Elements
Informal, Non-formal & Formal learning
Background
Teaching as Brokering
Technology, Learning & Social Change
Technology-based Informal Learning
Emergent Learning Model
ELM issues and possibilities
ELM; Pros & Cons
What difference does it make?
ELM Elements
Why Emergent? Because it seems to offer a structure which can be used with Sugata Mitra's work on self-organised learning
Emergent Learning Model Elements concerned with;
Integrating Informal, Non-formal & Formal learning
To meet EU i2015 targets; which extend the Bologna Process of standardising HE across EU to all phases of learning
BUT!
Offers an opportunity to reconceptualise learning; or even to see Plato's Academy in it's original tri-partite design?
Learning as different processes with education
NOT!
“Informal Learning is what my students do in their own time to meet the requirements of their formal degree” An HE VC
ELM Informal Learning
Informal Learning traditionally seen as what we do in our free time, reading in 'Street-corner Universities' Libraries
MLA; “Informal Learning is what occurs in Libraries”
DBIS; “Watching TV especially the BBC”
Could be Incidental Learning
Learning when playing, or games, or having fun
Learning in various social contexts but not institutionalised
Increasingly seen as learning using the Internet;
BUT for this model
“Informal Learning is the social processes that support learning in any context”
ELM Non-formal Learning
Non-formal Learning, traditionally seen Post-compulsory Voluntary Education;
Adult Education or Community Education
Also organised hobbies and groups with special interests
Could have been defined as “Structured Learning opportunities without formal learning outcomes”
e.g. School of Everything
but this can be redefined around the concept of scaffolding;
“Non-formal learning is Structured Learning Resources without formal learning outcomes” (or accreditation?)
ELM Formal Learning
Formal Learning; traditionally defined as learning which occurs within the various Institutions of the education system
Primary School (as preparation for education)
Secondary School (as assessed education – or NC)
College (as Vocational Education)
University (as fully accredited education)
Characterised by the power to set assessments and validate qualifications (subject to accreditation criteria) and good for organising classes.
Can be defined as;
“Formal Education is the process of administering accreditation and qualifications”
Emergent Learning Model Concepts
“Informal Learning, the social processes that support learning in any context” is about People
“Non-formal Learning, Structured Learning Resources without formal learning outcomes” is about Resources
“Formal Learning, the process of administering accreditation and qualifications” is about Institutions
(See Table)
The issue then raised from this proposed structure is 'flow.' Do we start with institutions and impose processes that work for them, or start with the social processes of self-organisation and design systems and resources to support the learning that emerges?
ELM Background
Teaching as Brokering;
A Learning Broker;
a) writes the syllabus & develops the learning process,
b) supports & facilitates collaborative learning
c) enables learners to follow the motivation of 'interests
d) allows creative assessments
2007 LSDA Innovation in Learning Project interviewed Star Award winners to identify their qualities after 3-5 years they;
a) understand their subject for teaching (pedagogy)
b) understand learning management (andragogy)
c) turn power over to the learners. (heutagogy)
ELM Background
Technology, Learning & Social Change;
Kondratieff long-wave economic change effected by meta-technology; e.g. Steam Engine over 50-year cycles
1971/2021; the microprocessor era of long-wave change
Technology Innovation Process of Change through second-order effects (unanticipated) is resolved by user choices
Results in NSU Model; Networks, Services, Users;
So social change in learning arguably may be characterised by;
Distribution Networks (& network effects); Internet
Service “business” model of provision (of learning resources)
User-driven model of use; learner-centric approach;
ELM BackgroundTech-based Informal Learning; some factors
Metadata for Community Content; Tools & Skills not content
Social Network Model of Learning; participatory, interest
lastfridaymob; Creative, Interactive, Participative Tech Design
Ecology of Resources; More Able Partner supports learning
Learner Generated Contexts; “Coincidence of Motivations leading to Agile Configurations”
Open Context Model of Learning; PAH Continuum, 2007
An Organisational Architecture of Participation; nPV 2008
ELM Issues
So this Model of Learning requires expertise in educational professionals which can support learners as they are served across three phases of the learning process;
Informal Learning Phase; enabling models of learner self-organisation that can be recognised by institutions post-hoc
Non-Formal Phase; Learning resources have to be designed for learner appropriation. Accreditation opportunities need to embedded & quality assured (through templates?)
Formal Learning Phase; Need to support resource provision, map to accredited learning outcomes, validating learning and managing financial flows. Quality Assurance, the provision of the security and authentication of learners digital resources will enable learning strategies & policy outcomes to be provided to the government (See Policy Forest outcomes)
ELM Flows & Learning Literacy
A Learning Literacy will emerge by enabling participatory models of learner self-organisation that create agile configurations dynamically in institutions
Non-Formal; Learning resource design have to be designed for appropriation whilst provide accreditation opportunities and allow co-creation (as learning sequences nQuire)
Formal; Need to support resource provision, map to learning accreditation outcomes, quality assurance & policy outcomes
This key institutional change alters the role of the teacher who work to support the learners 'literacy' in using this model
ELM Projects
We are testing this model with a range of Ambient Learning
Projects;
1) Ambient Learning Manchester using 'learner-generated Digital Libraries' to integrate institutions in the Manchester 'Digital Corridor' using 'Google Goggles'
2) Participative Science Park – Kew Gardens. Finding ways of integrating a visitor attraction with a world class scientific centre through flora interactions
3) Local Larder & Recipe Walks in Lewisham developing “psycho-geography you can eat”
ELM Pros & Cons
PROS; Socially Responsible System of Learning
Inclusive >> Participation
Adaptive >> Voluntary Communities
Ecologically Responsible >> #Hyperlocal
Transparent >> Public Education Professionals drive Policy
Socialises for the (Knowledge) (Democracy) post industrial
Learning driven by Intrinsic values not extrinsic motivation
CONS; Not the traditional mode of Institutional behaviour
Prioritises Informal Learning over Formal Learning
Requires new skill sets, teaching, managing, learning, finance
Learner-centred system model requires post-hoc accreditation
How can institutions capture the network effect of Tech-based Informal Learning?
ELM; PAH Continuum
Pedagogy, Andragogy, Heutagogy Continuum
Knowledge Creation
Process negotiation
Subject Understanding
Knowledge Production Context
EpistemicMetacognitive Cognitive Cognition Level
doctoral research
adult education
schools Education sector
learnerteacher/learner teacher Locus of Control
HeutagogyAndragogy Pedagogy
Learner-Generated Contexts Group
Emergent Model of Learning
http://heutagogicarchive.wordpress.com/
The Learner Generated Context Group