Go to Town

Go to Town

ALT-C 2006 Theme Leader: Gilly Salmon [email protected] Next Generation Learning: Knowledge Caf 07/02/20 Gilly Salmon Leave your footprint on the sand this morning 1

07/02/20 Gilly Salmon 2 Tensions Insights from All the papers/ presentations/ discussions In the theme adult learning in a net generation context: the issues are multi-faceted Involve learners, (but its our job to design)

why would next generation of learners know about pedagogy, we need autonomy but growth take responsibility Can more personal learning be institutionally controlled? 07/02/20 Gilly Salmon 3 learning REVISITEDwhats important Insights from All the papers/ presentations/ discussions

In the theme Presence Identity Emotions Individuals/groups/teams Success of wikis/blogs depends on peoples willingness to participate/contribute blogging is interesting and engaging as an activity, but also a disappointing pursuit. many promised, few delivered; levels of use lower than hoped; interaction lower than hoped.

07/02/20 Gilly Salmon 4 The Schedule Find and briefly introduce yourself to one other person whom you have never met before Each person, in the pair, introduces, to the other, ONE key idea or theme around the issue 07/02/20 4 4 Discussions in pairs

4 Each pair joins within another pair & appoints a team recorder 3 Each person introduces him/herself 5 Each person in the pair speaks around the theme 8 Discussion occurs on choice, priority and recording

6 Record ideas! 10 Gilly Salmon 5 Just a few little rules No one individual speaks for longer than 1 minute. For that one minute he or she cannot be interrupted. After one minute the baton moves to another person in the pair or four. No one can speak again until everyone has spoken once. 07/02/20

Gilly Salmon 6 Choose your issue for discussion Issue 1 - Is the transformational impact of Learning Technology (so far) really only surface. Can we deepen this by a move from means/technology to ends/benefits. Or some other way? Issue 2 - How can we learn from ourselves to shape the next generation of learning Issue 3 - Is the technology at last becoming invisible? Issue 4 - Is the role/use of physical space being changed by the way were using virtual space? Issue 5 - the locus of control of learning (already) different and what should we do? Issue 6 - Is there a Plot to agree to constructivism. If not, what are our guiding

philosophies? Who will be our generation Great Thinkers? 07/02/20 Gilly Salmon 7 Issue 1: Is the transformational impact of Learning Technology (so far) really only surface. Can we deepen this by a move from means/ technology to ends/benefits. Or some other way? 07/02/20 Gilly Salmon

8 Is the transformational impact of Learning Technology (so far) really only surface Is the knowledge created by the new high quality tools or created by the old tools; also concerned about the digital divide; Technology invents itself and people make use of whats there; this leads to the democratisation of education and a greater opportunity for informal learning 07/02/20 Gilly Salmon 9

Issue 2 How can we learn from ourselves to shape the next generation of learning 07/02/20 Gilly Salmon 10 How can we learn from ourselves to shape the next generation of learning Were already learning because were here today; expose ourselves; express difficulties in moving forward; experimentally move forward and share with colleagues Need to fall out of love with tech and in love with people (learners, peers, institutions and others); be brave enough

to share real truth of what works and what doesnt Society may have changed but people havent; if youre over 35 youll find it difficult to cope; we are supposed to teach the new generation, but paradox is that were not that generation Looking at need for evidence-based teaching; need for pedagogy, not on technology bandwagon 07/02/20 Gilly Salmon 11 Issue 3 Is the technology at last becoming invisible? 07/02/20

Gilly Salmon 12 Is the technology at last becoming invisible? The visibility of tech is fading out. Were becoming more reliant on it, however when it breaks it becomes very visible and we often become helpless because we may not have any physical backup Students see tech as invisible; lecturers dont; students will push us to become digital natives If using tech in different or innovative ways it becomes invisible;

could be invisible to one group and visible to another We dont know what invisible means; evidence is that tech is increasing visible because people want to show they have it; its becoming ubiquitous but have concerns about access 07/02/20 Gilly Salmon 13 Issue 4 Is the role/use of physical space being changed by the way were using virtual space? 07/02/20

Gilly Salmon 14 Is the role/use of physical space being changed by the way were using virtual space? We want to use space (physical and virtual) in new ways and want to exploit the new tech that are coming on like Web 2.0 but were all; struggling in diff ways with legacies from previous generations The way that learners learn has changed (my space, etc), should be reflected in way people use physical space (PCs on carousels, etc) 07/02/20 Gilly Salmon

15 Issue 5 Is the locus of control of learning (already) different and what should we do? 07/02/20 Gilly Salmon 16 Is the locus of control of learning (already) different and what should we do? Locus of control appears to change but its superficial; theres difference between control and structure; both teachers and learners

want structure; not much we can do about control because learners will use what they want to use; assessment is a driver for control Locus of control is determined by who controls the assessment; could offer a variety of choice and within this the student can use appropriate technology, within this to seek out their own learning; lecturers need to ensure students are kept on-message and on-track Learners cant affect their own learning until they have fundamental skills and maturity; it is a disservice to all to promote undirected learning if we are to ensure meaningful self-directed and empowered learning 07/02/20 Gilly Salmon 17 Issue 6:

Is there a Plot to agree to constructivism If not, what are our guiding philosophies? Who will be our generation Great Thinkers? 07/02/20 Gilly Salmon 18 Is there a Plot to agree to constructivism No plot; Learning style dependent on students context. Constructivist based teaching methods too restrictive and can be counter-productive; constructivist paradigm

driven by dominant technology. One size does not fit all. 07/02/20 Gilly Salmon 19 Thanks for fab help from 07/02/20

John Fothergill Palitha Edirisingha Roger Dence Craig Wentworth Robert Harding And all theme speakers and delegates Thanks to Craig Wentworth who captured the discussion for these slides. Gilly Salmon 20 Please leave your business card if youd like a short write up to be e mailed to you [email protected]

07/02/20 Gilly Salmon 21

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