Surfacing, Sharing and Valuing Tacit Knowledge
Jenny Mackness
Roy Williams
E-Learning Tag – 17. September 2014
Introduction to Open Learning Environments
The first MOOC – Connectivism and Connective Knowledge (CCK08)
Roy
Jenny
Source of Image: http://x28newblog.wordpress.com/2008/09/06/cck08-first-impressions/
Emergent Learning
Source of Image: http://blogs.ft.com/photo-diary/2013/11/a-murmuration-of-starlings/
Understanding Open Learning Environments
Source of image: http://nicfreeman.com/2012/05/22/7-days-walking-el-camino-de-santiago-spain/
Characteristics of Open Learning Environments
Open/Structure
Interactive environment
Characteristics arranged in clusters of factors
Agency
Presence/Writing
Characteristics of Open Learning Environments:25 Factors
http://footprints-of-emergence.wikispaces.com/Factors+and+Clusters
Openness / Structure
RiskLiminal Space
Unexpected Outcomes
Ambiguity
Disruptive
Self-correcting
Multipath
InteractIve
Space
Diversity Experiential Adaptive
Co-evolutionInteraction / Networking
Trust Other Minds
Agency
Cross- modal
Open Affordances
Autonomy Negotiated Outcomes?
Identity
Self-organised
Presence
/
WrIting
Solitude & Contemplation Serendipitous
Encounters
Networking / Engagement
Hybrid Modes of Writing
Informal Writing / Inscription
From Prescribed to Emergent (or vice versa)
Source of image - http://www.irrodl.org/index.php/irrodl/article/view/1267/2307
GIF Created by Matthias Melcher - http://x28newblog.wordpress.com/
Describing the learning experience
Influential Theories
Communities of practice
Affordances Social constructivism
Connectivism
Complexity theory
Risk as a factor in open learning environments
How have you experienced risk? How does risk affect the way you learn?
Source of image: http://jobangel.blog.hu/2013/07/29/kinek_a_kockazata_a_jutalekos_munka
Wie gehen Sie mit Risiko um?
• In groups of 4 people
• For 10 to 15 minutes discuss the questions above in groups of 4.
• Identify one confident English speaker in your group.
• The identified person should be prepared to feedback to the whole group one statement in English about how risk affects your learning or your design for learning.
How have you experienced risk? How does risk affect the way you learn?
• Select any learning scenario that has involved feeling at risk.
• This could be an example from everyday or working life.
Source of image: http://rustyrev.wordpress.com
/
Wie gehen Sie mit Risiko um?
• In 4er-Gruppen
• 10-15 Minuten Zeit für die Diskussion
• Wählen Sie ein Lernszenario aus, in dem Sie einem Risiko ausgesetzt waren! Diskutieren Sie, inwiefern Risiko Lernprozesse oder Lerndesigns beeinflusst
• Sie können ein Beispiel aus Ihrem Alltag oder aus dem Berufsleben auswählen
• Einigen Sie sich auf eine Person, die das Risiko eingeht, auf Englisch für die 4er Gruppe zu sprechen
• Diese Person, der Sprecher oder die Sprecherin der Gruppe, fasst die Gruppenergebnisse für alle TeilnehmerInnen in einem Satz zusammen
Welche Erfahrungen haben Sie mit riskanten Situationen gemacht?Wie beeinflusst Risiko Ihren Lernprozess?
In open environments learning is increasingly unpredictable and emergent
How can we capture and value this experience?
Drawing footprints of emergencehttp://footprints-of-emergence.wikispaces.com/Drawing+Footprints
Example of a prescriptive learning environment
A standards driven
Teacher Training course
The gap between design and experience
Design intentions
Learner experience
Changing experience over time
Learner experience of Modern and Contemporary American Poetry MOOC (ModPo) – the first 4 weeks
How safe or hazardous is your learning environment?
Prescribed learning
Sweetly emergent learning
Sharp, challenging emergent learning
Off the edge
Chaotic learning
Fail-safe Safe-to-fail High risk< .. > < .. >
How safe or hazardous is your learning environment?
Prescribed learning
Sweetly emergent learning
Sharp, challenging emergent learning
Off the edge
Chaotic learning
Fail-safe Safe-to-fail High risk< .. > < .. >
Footprints as probes for reflective practice
Source of image: http://travelspirit333.files.wordpress.com/2012/11/p1019574.jpg
open, experimental, tools / ideas / interactive affordances
used, reversioned, remixed, and recreated by the participants
Probes are
Surfacing tacit knowledge and understanding
Source of image http://open.az/razvlechenija/kartinki/155093-kartinochkipics.html:
Drawing footprints of emergence encourages deep reflection
‘….any emergent learning event - invites participants …. to explore, surface, and share their own way of making sense of their learning in their own reflective practice.’
Williams, R. & Mackness, J. (2014). Surfacing, sharing and valuing tacit knowledge in open learning.
Evaluierung offener Lernszenarien. FH Joanneum, Graz
Some final thoughts ….
Drawing footprints elicits tacit knowledge and understanding – individual and unpredictable
Reflection should be in the hands of the learner
Each person becomes a self-organising system, creating and shaping their own networks and learning
Prescribed and emergent learning are both recognized
We need to rethink the way in which wevalue learning
Learners can take control of their own learning
Questions?
Thank you
Visit our Footprints of Emergence Wikihttp://footprints-of-emergence.wikispaces.com/
ReferencesWilliams, R.T, Karousou, R., & Mackness, J. (2011). Emergent Learning and Learning Ecologies in Web 2.0. International Review of Research in Open and Distance Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883
Williams, R.T, Mackness, J. & Gumtau, S. (2012). Footprints of Emergence. 13(4) International Review of Research in Open and Distance Learning. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1267
Williams, R.T., & Mackness, J. (2013). Open Research and Open Learning. Scientific Journal of Educational Technology. 2(1). Campus Virtuales. Retrieved from http://revistacampusvirtuales.es/index.php/en/journal/currentissue
Williams, R.T, Mackness, J. & Pauschenwein, J. (2014). Using visualization to understand transformations in learning and design in MOOCs. (in press)
Williams, R. & Mackness, J. (2014). Surfacing, sharing and valuing tacit knowledge in open learning. 13. ELearning Tag FH JOANNEUM am 17. September 2014
Footprints of Emergence open wiki - http://footprints-of-emergence.wikispaces.com/
Image sourcesSlide 5:Open/Structure - http://www.chinadaily.com.cn/china/2006-09/22/content_694963.htm Interactive environment - http://www.annacarreras.com/eng/mediate/ Agency - http://brilliantbias.com/2014/04/25-reasons-why-we-need-feminism-in-media/Presence/Writing http://france3-regions.francetvinfo.fr/pays-de-la-loire/2013/05/20/cest-latoussaint-non-msieurs-dames-cest-la-pentecote-254611.html
Slide 7: Open/Structure cluster imagesRisk: Christine Vaufrey. www.flickr.com/photos/christing/with/9462310131/ Liminal Space. http://www.jewishpress.com/sections/family/parenting-our-children/are-you-a-caterpillar-or-butterfly/2011/12/23/ Unexpected outcomes. http://ruhalacenter.com/Ambiguity. http://www.newworldencyclopedia.org/entry/Rubin vaseDisruptive. https://www.flickr.com/photos/blackwood/ Self-correcting. http://bs.wikipedia.org/wiki/Wikipedia
Slide 8: Interactive environment cluster imagesDiversity. http://www.dogonews.com/2010/1/25/wilson-a-bentley-a-k-a-snowflake-manExperiential. http://m.flikie.com/33572941/rock-climbing.html?skey=rockAdaptive. http://www.wallpapersax.com/wallpaper/ladybug-and-chameleon-2.htmCo-evolution. http://www.botanicalgarden.ubc.ca/potd/2010/03/mycorrhizal_networks.phpTrust. http://www.johnlund.com/page/1428/trusting-trapeze-artist.aspOther minds. http://newsoffice.mit.edu/2011/autism-theory-mind-0201
Image sourcesSlide 9: Agency cluster imagesCross-modal. http://www.mat.ucsb.edu/~g.legrady/academic/courses/10f200a/cf/background.htmlOpen affordances. http://www.annacarreras.com/eng/mediate/Self-organised. http://www.paulvanslembrouck.com/page/2/Autonomy. http://en.wikipedia.org/wiki/Desire_pathNegotiated outcomes. http://en.wikipedia.org/wiki/Campus_of_Texas_A%26M_UniversityIdentity. http://www.theguardian.com/science/2011/sep/08/australopithecus-sediba-ancestor-modern-humans
Slide 10: Presence/Writing cluster imagesSolitude/contemplation. http://arranbhansal.com/2014/01/09/losing-your-inspiration-as-a-writer/Serendipitous encounters. http://news.nationalgeographic.com/news/2006/07/060705-mouse-frog.htmlHybrid modes of writing. http://triptease.com/united-kingdom/hotels/durham-lumiere-festival-durham-city-england-lumiere-24906Networking/engagement. http://www.fotosearch.com/clip-art/cocktail-party.htmlInformal writing/inscription. http://www.independent.co.uk/news/world/americas/banksy-makes-his-mark-across-america-1993251.htmlInformal writing/inscription. http://france3-regions.francetvinfo.fr/pays-de-la-loire/2013/05/20/cest-latoussaint-non-msieurs-dames-cest-la-pentecote-254611.html Slide 13: Communities of practice: http://survivorsvoice-europe.org/?page_id=6008 Social constructivism - http://andersonleadershipsolutions.com/teamwork-rookies-versus-veterans/ Complexity theory - http://commons.wikimedia.org/wiki/File:Mandelbrot_set_10.jpgConnectivism – https://www.flickr.com/photos/photonquantique/1818489936/ Twitter - http://www.designntrend.com/articles/1707/20120610/twitter-changed-logo-simplified-blue-bird.htm
Slide 18: http://www.mytownblackhills.com/Local-artist-s-oil-painting-exhibit-opens-at-Dahl/19110755
Slide 27: http://www.greercpw.com/?page_id=147
Further resources for discussion: the drawing tool
Go to Footprints of Emergence open wiki - https://footprints-of-emergence.wikispaces.com/Drawing+footprints
Download Palette 2 Word version.docx
Watch the video for drawing instructions Drawing Footprints of Emergence
Further resources for discussion: Xiaoxia’s Story
Xiaoxia’s Story http://footprints-of-emergence.wikispaces.com/2-year+Part-Time+PGCE
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