Karl Royle

Back to the future : Learning to be human in a (post) digital age.

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Some questions

How many of you sleep with your phone?

Do exams make you smarter?

Phones in or out in a lecture?

Are you analogue or digitally oriented?

Competitive or collaborative?

Education is a right or a commodity?

A quote from Michael Wesch

Escaping through your mobile

In research on the insertion of laptop computers into wired classrooms, the combination of permeable classroom boundaries with built pedagogical status hierarchies (lecture hall format classes, for example) led to the destabilization of power relations – students escaped through their laptops. Monahan (2002)

Sometimes learning occurs in classrooms (formal learning); other times it results from serendipitous interactions among individuals (informal learning).

Space—whether physical or virtual—can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion.

Or, space can carry an unspoken message of silence and disconnectedness. Oblinger (2006)

Back to the future : changing why and how we teach not what. Questions to consider at a crucial design point.

‘Post-digital’ refers to a state in which the disruption

brought upon by digital information technology has already occurred. This can mean, that this technology is no longer perceived as disruptive.

Cramer, F. (2014)

Schooling

Matching learning to the world of work in the 20th century was easier. Grammar School > Professional Technical School > skilled industry . Everyone else > unskilled /semi skilled industry

StandardisationQuality is definedTime is limitedTasks are specialised

What are we educating people for?

Success may be evidenced by broad qualities such as accuracy, relevance, and developing resilience. More particular virtues included valour, compassion, and grace . Norwood (1943)

Creativity, originality, initiative, idea generation, design thinking, adaptability and reflexivity with problem identification, problem solving, innovation, expression, communication and practical action. QAA (2018)

To develop an understanding of human acts, of social situations and of the problems of value which arise from them. Lawrence Stenhouse (1965)

Looking at education as only a means to economic growth or personal earning represents an “impoverished metric of human well-being” Akkoyunlu-Wigley & Wigley (2008)

What skills, attributes, values, capabilities?

8

Does schooling develop the wrong skills? Zhao (2012) from diversity to conformity

Key questions: HOW CAN EDUCATION DEVELOP THE RIGHT THINGS?

Why do we deliver learning?

Digital Learning does not exist! ….. So, let’s stop talking about it.

Smart Class Rooms or Smart People?

What are we examining and why?

At present the examination dictates the curriculum and cannot do otherwise;

it confines experiment,

limits free choice of subject,

hampers treatment of subjects,

encourages wrong values in the classroom... (1943)

5. Which pedagogies can open spaces for the purposeful development of human agency?

The main issues are, not so much what ground to cover in the sense of what subjects to teach, but what information ideas and experiences to grapple with, through what media, and by what means. Stenhouse (1979)

One's best and happiest moments occur when a person's mind is stretched to its limits in an effort to accomplish something challenging and worthwhile. Csikzentmihalyi (1990)

I cannot teach anyone anything, I can only create an environment in which they can learn. Carl Rogers (1967)

Leave people alone under a good structure and they will sort things out for themselves. Taleb (2018:92)

Autocracy V Democracy

Key question: How do we move to co-design of education?

Competition V Collaboration

Key question: What causes competition? What would create more collaboration?Digital habits and practices – collaborative or competitive?

To understand how to be Human we need to re-study -Curriculum. … Where is your curriculum?

• Curriculum as a body of knowledge to be transmitted.

• Curriculum as an attempt to achieve certain ends in students – product.

• Curriculum as process.

• Curriculum as praxis.

Curriculum: Carl Rogers (1969)

• Nearly every student finds that large portions of his curriculum are for him, meaningless. Thus education becomes the futile attempt to learn material which has no personal meaning.

• Such learning involves the mind only. It is learning which takes place from the neck up. It does not involve feelings or personal meanings; it has no relevance for the whole person. (Rogers, 1969, pp. 3-4)

Curriculum: Bernstein (1975)

‘Formal education knowledge can be considered to be realized through three message systems: curriculum, pedagogy, and evaluation.

Curriculum defines what counts as a valid knowledge,

Pedagogy defines what counts as a valid transmission of knowledge,

and Evaluation defines what counts as a valid realization of this knowledge...’ (p. 85)

Opening space in the citadel with powerful (sticky)pedagogy

Non Human Actors?

Pedagogy as technology. Arthur (2009)

Defines technology as “a means to fulfil a human purpose. ... as a means, a technology may be a method or process or device”.

Which pedagogies are powerful?

• PBL

• Design led

• Ones that promote agency and capability.

What do you change to change the way you do things in education?

3 choices?

6 cs to think about

Connection

Communication

Control

Collaboration

Curation of space

• Co-construction

Key question: What kind of society do we want?

Learning with human agency : disruptive, digital/analog… agile humans

Karl Roylek.royle@wlv.ac.uk @karlroyle. On TwitterKarlr61 Skypehttps://www.researchgate.net/profile/Karl_Royle/contributions

Halva: Pitanja?

References

• Gibson, W. (2003). Pattern recognition. Camberwell, Vic.: Penguin.

• Graff, E. & Kolmos, A.(2003), Characteristic of PBL ,Int. J. Engng Ed. Vol. 19, No. 5, pp. 657±662, 2003 Printed in Great Britain.

• Lawrence Stenhouse Papers. (n.d.). Retrieved from https://www.uea.ac.uk/education/research/care/resources/archive/lawrence-stenhouse

• Methods Project Erasmus Plus Jordan. http://methods.ju.edu.jo/ ERASMUS+ Programme – METHODS Project number: 561940-EPP-1-2015-1-JO-EPPKA2-CBHE-JP

• Nakamura, J., & Csikzentmihalyi, M. (1990). The construction of meaning through vital engagement. Flourishing: Positive Psychology and the Life Well-lived., 83-104. doi:10.1037/10594-004

• Norwood Report (1943). Board of Education, Curriculum and Examinations in Secondary Schools. London: HMSO.

• Enterprise and Entrepreneurship - qaa.ac.uk. (n.d.). Retrieved from http://www.qaa.ac.uk/scotland/development-projects/enterprise-and-entrepreneurship

• Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles E. Merrill.

• Royle, K. and Nikolic, J. A modern mixture, Agency, Capability, Technology and 'Scrum': Agile Work Practices for Learning and Teaching in School: Journal of Education & Social Policy, Vol. 3, No. 3; September 2016https://www.researchgate.net/publication/309764033_A_modern_mixture_Agency_Capability_Technology_and_'Scrum'_Agile_Work_Practices_for_Learning_and_Teaching_in_Schools

• Taleb, N. N. (2018). Skin in the game: Hidden asymmetries in daily life. New York: Random House.

• Thomas, J.W. (2000) A review of research on project based learning. San Rafael, CA: Autodesk Foundation

• UNESCO (2015) Transversal Competencies In Education Policy And Practice : A Report, Available from: http://unesdoc.unesco.org/images/0023/002319/231907E.pdf

• Wesch, M. (2009) From Knowledge to Knowledg-able: Learning in New Media Environments, Academic Commons. https://www.colorado.edu/ftep/sites/default/files/attached-files/wesch_-_knowledge_to_knoweldgeable.pdf

• Zhao, Y. (2012) World Class Learners: Corwin Press: California