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Coventry University 19th September 2018

1. That’s what you are paid for!!!
After many years of teaching in the USA and the U.K. I got really good at teaching. I designed my courses, having got approval for the syllabus and curriculum, wrote the handbook, printed off the handouts, prepared the overheads and tried to replace the lecture with workshops, games and discussions. A few weeks into the first time I implemented this approach one of my students asked when I was going to lecture them. I smugly pointed out the genius of my alt.ed approach to which he replied
“You have to lecture us, that’s what you are paid for!”
(Or, put another way, discussion is not seen as “work” and they wanted to see me work “hard” for my money)
Lesson 1 is…?

2. Oxford University, the Lectern…
Of course when I got really good at lecturing, actually really good at e-learning, I was then asked to research it. We first developed the “Community Development Model of Learning” and I was asked to talk about it at Oxford University’s “Shock of the Old” in the new Said Business School in a state of the art lecture theatre. As we were all e-learning gurus they apologised for putting us in a “lecture” “theatre” but explained that they had invented the lecture when they were founded in 1093. They only had 30 books, all hand written, all locked away in the Library. They were unlocked, carried painfully from the library, rested on a “lectern” and then were read out to the assembly. So the original lecture came about because handwritten books were too expensive and each “pupil” was just making a personal copy for themselves to read and understand later; not in the “lecture.” So copying was the original form of education…
Lesson 2 is…?

3. Behind the desk or in front of the desk… (“Teaching” or content-delivery)
Once I had earned some confidence in the classroom I realised I needed to stand in front of the desk rather than behind it. Behind the desk, and the lectern, I was just the distant deliverer of content, in the 1,000 year old Oxford University style, a fake expert because I owned THE text book (just a book of text!). In front of the desk I was open to questioning, an approachable facilitator of learning. Q&A stimulates learning, if your students pop down to the orchard and chat (e-chat is not cheat).
Lesson 3 is…?

4. Misunderstanding the Academy (let students create the taxonomy)
Despite the Renaissance #fakenews about Platos Academy it had a completely non-academic model of learning. It was in 3 parts. Building, Orchard and Gymnasium (German style). Here was no syllabus or pedagogy. You talked to Socrates in the building, who moaned that the emergence of books would ruin memory, chatted to your mates in the garden (read Platos Republic for lots of bits from this part) then exercised to refresh your body and brain. Learning was whatever was left over after that three-part process. Pedagogically curated Education emerged in the exceptionally mechanical 19th century when, first, the Museum Act provided a justification for taxonomies and, second, the Education Act encouraged local authorities to open schools; oh dear
Lesson 4 Is…?

5. Community of Scholars (or community of teachers)
My very first class, scheduled for 50 minutes, lasted just 10 minutes. I rushed through the material delivering all the content I had prepared, asked if there were any questions and fled the room. Straight into the staff room where I poured out my problems to my colleagues. They patiently explained that you had enough material to fill the time IF you included students and went through the material on a step by step basis checking If they had understood what you had said and what problems they had in understanding what you were saying. And add some Q&A which eventually…
Lesson 5 is…?

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Heutagogy and the Digital Future of Education

Presentation at DTCE Manchester University

This is an overview of my work on digital projects since 1995 and how it might inform us about the future.

If you want to ask questions or have some of the points expanded please post questions below;

Fred Garnett 24 May 2018

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From Education to Learning; A Brief History of Open (2)

Last Week I asked; what have we learnt from Web-enabled Education? Has the Web begun to enable more learning-centred approaches? Have we used the affordances of new technology to improve our learning, lives and society? This was in answer to @aleksk on Untangling the Web observation who said she would focus on ‘pedagogical theories, online education enablers, novel learning techniques and approaches that the web affords’. In fact her brief article in todays Observer disappointingly focusses on university research issues, a customary mistake by academics and policy-makers. Shockingly she quotes the complacent Hamish MacLeod (who he?) at Edinburgh “I wouldn’t say there are any profound changes in the way we should be thinking about theories of learning”. I beg to differ! So let’s look a little more inclusively at what the web has afforded us for learning.

What have we learnt from Web-enabled Education; in terms of pedagogical theories, online education enablers, novel learning techniques and approaches as Aleks Krotoski asked? Well last week as I argued that in untangling the web on education’ we are only taking a fifteen-year snapshot of a 50-year process of social change. Picking out the educational consequences of the web is a small and partial view of a broader ongoing set of social processes. Primarily we can say that the web has resulted more in changes to the processes of learning than in changes to the nature of the institutions of education; the consequences of the web on those institutions are yet to be fully realised.

However in terms of pedagogy there can’t have been a richer 15-year period since (more…)

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