Posted in Digital Inclusion, tagged #alw12, Access Space, Adult Learners Week, CISCO, Curated Conversation, Digital Day, Digital Inclusion, Education Policy, Ewan Mcintosh, Internet of People, James Wallbank, London Knowledge Lab, LSE, Media Policy, Open Learning, Ronan O’Beirne, Simon Jones, TeachMeet, technologies for humanities, technologies for life, TEL, Unlike Minds, well-being on May 18, 2012|
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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?”, (more…)
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Posted in Learner-Generated Contexts, Policy, tagged #BectaX, 2010 Election, Education Policy, informal, learner-centred, Learner-Generated Contexts, non-formal, Participative Knowledge Economy, Policy Forest, Web 2.0 on April 20, 2010|
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As mentioned in last weeks blog Education policy tends to focus on institutions and management rather than on learners and professionals. These big picture issues not only allow politicians to show how well (value for money) they spend our tax-pounds (School buildings), but also to retain the political assumptions behind the policy. Critically the current approach to policy formulation hides both the context within which education operates and ignores the learning and teaching process itself. Education policy continues to remain concerned with discussing the business model and not the learning-process. So lets look at what education policy might be if it was the learning that really mattered and it we focussed on learner-centred approaches.
This blog is concerned with promoting the Open Context Model of Learning and the post-Web 2.0 views of Education of the Learner-Generated Contexts Group. As a group we also realise that you have to change education policy to get the kind of systemic transformation necessary to implement the learner-centred approaches we advocate. As a result we have already spent some time reviewing what a learner-centred policy in the 21st Century might consist of. Over the past two years we have surveyed a range educational professionals on what their preferred policy might be in a project called the Policy Forest. So let’s examine what happened when we offered a range of possible policy statements reflecting traditional, web 2.0 and learner-centred approaches.
If you would rather take the survey before learning of its outcomes then download the Policy-Forest-survey. (more…)
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