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The Beatles Creativity

In 2007 I was part of the Learner-generated Contexts team that presented the Open Context Model of Learning at the launch of the OU’s Open Learn initiative. Our view was that if OER’s we being offered in a post-Web 2.0 world we also needed a new pedagogy. We believed that various approaches that existed to learning had developed with the limitations that came from the sector or institution in which they originated. However Open Learning means more than just “open access” which it seems to be limited to in the University sector, but means learning that is open to all and emergent. So we, the joint authors (from every sector of education) proposed a new “pedagogy” that was open to context. 

The Open Context Model of Learning was the result, fusing pedagogy, andragogy and heutagogy, and it is what this blog is about. The Learner-Generated Contexts presentation at OpenLearn was successful and loved by John Seely Brown. We were first asked to write that up for the Conference proceedings, which we did collaboratively as the Open Context Model of Learning  but that was rejected. We re-structured it as book chapter but I argued that we needed a more accessible form of publicising this work and wrote a novel 63/68 A Visceral History which I subsequently publicised by writing about The Beatles. At the request of Russell Francis I applied the Open Context Model of Learning to The Beatles recording career and found that they developed their recording craft in line with the PAH Continuum. All You Need is Heutagogy captures that and is, perhaps, an easy way into understanding Heutagogy;

I think the Beatles Career went through 6 phases;

1. Live 1957-1963 This was the period from the Woolton Fete in July 1957 when Paul McCartney was introduced to John Lennon after he played with The Quarrymen skiffle group, who played a Buddy Holly track that became their first recording -  That’ll Be The Day;

Until Love Me Do

During this time John Lennon, Paul McCartney and George Harrison they evolved into The Beatles who, with Pete Best on drums, became a great live rock n roll group. They were finding their identity together with help from their mates, hangers-on and admirers, and learning from the context they were in. Managed by Brian Epstein they got a recording contract and evolved, with the addition of Ringo Starr on drums, into a potential recording group.

2. Singles 1963-1964 Determined to make a hit record during their “pedagogic” phase they did as instructed by the music industry professionals they worked with, especially George Martin, in order to learn how to make hit records. They first achieved that with Please Please Me;  ;

They continued to develop as hit recording artists, the Pop Mop Tops, until Hard Days Night

Although by She Loves You they were stating what they, as a group, thought was a hit record as opposed to being directed towards a hit by George Martin, who was describing himself as their “school teacher” at this time. They disagreed on the ending & The Beatles prevailed over Martin; She loves You was the biggest selling single of the 60s.

Continue Reading »

What is Heutagogy?

Self-Determined Learning

Edited by Stewart Hase and Chris Kenyon; the book Self-Determined Learning – Heutagogy in Action is published by @BloomsburyAcad on September 26th 2013 and we are calling September 26th World Heutagogy Day to promote the book, heutagogy and heutagogic practice. There will be a second World Heutagogy Day on September 26th 2014

The book is more than just a primer on heutagogy, in a way that was achieved with their “From Andragogy to Heutagogy“. The book has been written more than 10 years later and captures a range of ideas and practice that build on those original ideas from a range of practitioners and educationalists, all of whom add to the theory of heutagogy directly or indirectly. They are pulling this together on the Heutagogy Community of Practice blog

What is Heutagogy? on Slideshare is a “curated conversation” introducing the book chapter by chapter…

Twitter Hashtag #wHday13 more Twitter @HeutagogyCop and Continue Reading »

The PAH Continuum

Pedagogy, Andragogy & Heutagogy

Background; This was first a guest post on Stewart Hase’s Heutagogy Community of Practice blog; you can follow them on Twitter as @heutagogycop. I’ve reblogged it here because the PAH Continuum, as a reference point, is a key part of our work concerning heutagogy. I am currently spending most of my time working on WikiQuals which is a heutagogic answer to the accreditation of learning problem; more on the WikiQuals blog.

In my teaching practice, mostly with socially excluded kids attempting to get some qualifications in college, I developed a number of techniques for showing them how to be successful on their own terms. College is classically a context in which an andragogic approach works best, where you negotiate with your students to find an agreed learning path. In the Computer Studies department where I worked, at Lewisham College in London, we had developed our own universal entry test, followed by an interview, which everyone took. We had found this process to be a better predictor of success that their school results, which usually just measured their dissatisfaction with an education system which was designed to fail them. We then offered to the prospective student what seemed to be appropriate courses and subjects on which they might be successful.

However, over time, I developed a technique that I now call brokering that was much more about negotiating with the learner Continue Reading »

With Escola de Comunicações e Artes (ECA-USP) Sao Paulo Brasil

Co-creating Open Scholarship; was a paper Nigel Ecclesfield and I wrote a year ago for ALT-C. There was a lot of interest in reflecting on what we had learnt about learning technology since ALT was founded in 1993, and this was what we addressed. We were asked to expand our original submission into a journal article which is now freely available in ALT’s open repository. There was some debate about using Boyer’s model of scholarship as a baseline but, unlike Martin Weller in Digital Scholar, we felt that Boyer’s model itself needed updating. This was because what we had learnt most from using learning technology was about the pedagogy of learning itself. Inspired by Terry Anderson’s excellent keynote at ALT-C on Open Learning and his early scoping of Open Scholarship we felt that we should provide a synthesis and propose a new model, derived from Boyer, upon which we could debate the future of scholarship. What we are attempting to do in this post is provide some supporting arguments for such a debate with the Escola de Comunicações e Artes in Sao Paulo.

Framing the debate; In 2012 there has been a lot of discussion on what has been called open learning. However this is perhaps more about the massification of learning, or rethinking mass education, and seems to be focussed on scaling up traditional learning models, and addressing the opportunities and threats of globalisation using technology, whilst keeping the same institutional and policy frameworks. I’m thinking of Udacity, Coursera and MITx amongst others, as well as MOOCs. As I discussed on my blog on Open Academic Practice I had been a teacher for 15 years before I designed technology-enhanced (blended) learning for the first time in 1997, and I immediately designed for collaboration and discussion; which are core features of learning that do not scale and so don’t interest the biggest institutions. I have been working on pedagogically related issues concerning the use of technology ever since, mostly with an informal group of researchers known as the Learner-generated Contexts Research Group. This post outlines from where our ideas about co-creating open scholarship emerged.  Continue Reading »

Digital Inclusion & Policy 

Overview; I previously promised to write a blog post on the practicalities and way forward relating to Digital Inclusion based on upcoming events. The Curated Conversation on Digital Inclusion and, subsequently a workshop on Social Digital Research organised by UK Online Centres and held as part of Dr. Ellen Helsper’s work relating to Media Policy at the LSE. This post will pick up on some of the issues raised partly to promote awareness on Digital Day in Adult Learners Week, partly to highlight issues that a networked digital society might have to address.

At TEL (the Technology Enhanced Learning Research Programme) we have been experimenting with fresh ways of developing research-driven policy recommendations. We had tried out a series of “curated conversations” on innovation during Autumn 2011 held at the BIS Innovation Space hosted by Annabelle Simmons. They had been on Education Innovation, on Technology Innovation and on Social Innovation for a Network Society. So when Professor Jane Seale organised a research workshop for TEL on Digital Inclusion it seemed logical to hold a curated conversation, which lasts just one hour, at the end of that day.

Curated conversations had three initials inspirations. Firstly they were inspired by the collegiality of the interdisciplinary conversations that characterised the RSA Tavern Room in the eighteenth century and which pre-figured and, in part, shaped the industrial revolution. Secondly Professor Theodore Zeldin has been using a curated conversation over dinner as part of a project to stimulate engagement in deprived communities during the recession. Thirdly, and most importantly, they were inspired by Ewan MacIntosh’s development of TeachMeets five years ago as a form of condensed self-organised professional development for teachers lasting just one hour. Professor Richard Noss of the London Knowledge Lab and I had wanted to create a form of “ResearchMeet” where we could cover a wide range of concepts and discuss them in a very condensed form and produce policy recommendations as a result.

Jane Seale had just published a new pamphlet asking “What next for Digital Inclusion?”, Continue Reading »

Digital Inclusion; Concepts & Issues January 2012

Introduction; In January 2012 I am taking part in two events relating to Digital Inclusion. A TEL Conference at Sheffield Hallam University run by Professor Jane Seale, building on her recent research review, and a Curated Conversation where we try and tease out possible policy outcomes.  Consequently I am writing two blog posts on digital inclusion, firstly looking at concepts and ideas, secondly looking at practicalities and ways forward.

Background; Much of the writing on this blog, and the ideas that they try to express, derive from work concerning Digital Inclusion that I have carried out in various ways during the past ten years. As I mentioned in an earlier post I taught a Unit called Information, Technology & Society in the 80s/90s in which I developed an approach to technology and social change between 1770 & 2020 called NSU; networks, services and users. For the past twenty years I have been thinking about what the lineaments of a networked digital society might look like. In 1989 I recorded my thoughts on how 2021 might be outlined using NSU thinking, and I haven’t really changed my mind since. As a consequence Continue Reading »

CoCreating Open Scholarship

From Open Scholar to Open Student

This is a blog post version of the paper “Towards a framework for co-creating Open Scholarship” by Fred Garnett, and Nigel Ecclesfield given as a paper at ALT-C 2011 published in the Proceedings and freely available in their open Access repository. The shorter slide presentation is on Slideshare. This post includes the arguments as to how we might develop Boyer’s Model of Scholarship in the digital age towards an open model of learning by developing his arguments about Discovery, Integration, Application and Teaching, to include Co-creation. It is a ‘modest proposal’ not the finished article. However it develops our long-term thinking that digital learning is not a subset of old models of learning but a superset of ideas that are capable of transforming our understanding about, and the practice of, learning. Continue Reading »

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