Emergent Learning Model

Heutagogy, Emergent, Ambient (2)

This is the second of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning (OCM) into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester (with MOSI-ALONG). The OCM is an attempt to re-conceptualise learning post web 2.0, with a concern to rethink roles and responsibilities for learning as suggested by the LGC Manifesto. An earlier blog post, the first of a sequence of three of which this is number two, used the concept of the PAH Continuum to look at how teachers might develop a craft of teaching that would enable and support the self-organisation of learners. Sugata Mitra, who works on similar ideas, is now talking about Self-Organised Learning Environments (SOLE).  However what we are discussing here is perhaps the conceptual follow on, what I call an Emergent Learning Model (ELM), for reasons that I hope will become clear. 

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Heutagogy & The Craft of Teaching

Heutagogy, Emergent, Ambient (1)

This is the first of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester. I start by looking at what Heutagogy might tell us about teaching in the 21st Century.

The Salford Method; Using the time-shifting mechanisms available to us all in iWorld I recently gave a Philosophy Phriday talk on a Tuesday in the Salford Think Pod called Heutagogy & The Craft of Teaching. Cristina Costa kindly invited me to give the first talk in the Salford Method series, partly to answer David Roberts’ interest in all things Heutagogy. I give my Learner Generated Contexts interpretation on this here, but you might also want to read Stewart Hase on From Andragogy to Heutagogy. Heutagogy is a key element of the Open Context Model of Learning, which this blog is about so, partly because of the audience in Salford and partly to follow on from the iPED 2010 talk (The Open Context Model and the Craft of Teaching), I have chosen to refine how heutagogy might help us rethink the practice of teaching. Since our iPED talk in September I have also had time to further reflect on the innovative work of Paul Lowe as a ‘technology steward’, in developing his MA in Photojournalism, and Thomas Cochrane’s use of the PAH Continuum to help ‘Bridge Learning Contexts’ on his B.Sc in Product Design at Unitec in New Zealand.

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Curating Future Learning

Deschooling Society 2012 @the Serpentine Hayward

I spent most of the last day of April 2010 at the infuriatingly provocative DSS event at the Purcell Room; the Hayward Gallery is being refurbished until June 19th, I think, when they re-open with Festival Brazil. Hey, We’re Closed! is a site-specific season outdoors now, in the meantime.

Deschooling Society, titularly inspired by Ivan Illich but focused around Critical Pedagogies, was a roomful of somewhat precious creatives from the expansive USA, the diffident UK and the rigorous EU (compression hey, don’t you just love it) discussing the possibilities for Museum Education in 2012. In many ways this was a unique debate on curating future learning.

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