Posts Tagged ‘Thomas Cochrane’

Teaching & learner-centred learning

In A History of Teaching in 10 Lectures I discussed the quality of accidentally discovering truths about teaching by bumping into the expectations of learners.
This process of bumping into the expectations of learners ended up, for me, in developing a technique I called educational brokering. Captured well in this interview with David Jennings on creating “learner-generated contexts.

Other teachers developed other techniques, and I referred to Bernie Dodge of San Diego who invented WebQuests, or rather co-created WebQuests, with an SDSU class. Back in 1994 and lacking material (or perhaps being unprepared) Bernie decided to run a class as a debate discussing the question “is browsing learning?” He had noticed that people using the, then newly invented, web spent a lot of time “just browsing, thanks.” He thought his class would be split 50/50 and his unprepared 50 minutes would pass easily by in the gentle to-and-fro of debate. Instead EVERYONE said “browsing IS learning, thanks” and so they spent the next 48 minutes inventing WebQuests in order to capture browsing as learning. Or described as Heutagogy, 48 minutes were spent in the co-creation of a self-determined learning tool.

More explicit applied Heutagogy was displayed by the wonderful Thom Cochrane who took the PAH Continuum, which he discovered by just browsing, thanks, and (more…)


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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.  (more…)

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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. (more…)

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