Learning: journeys, environments and networks

Learning:Journeys, environments,

networks

Miles BerryRoehampton University

Learning Journeys

Smith, 1801, via Tufte 1990

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Start address: LondonEnd address: DoverDistance: 78.9 mi (about 1 hour 53 mins) 1. Head south from Saint Margaret Street - go 250 ft2. Continue on Abingdon Street - go 0.2 mi3. Continue on Millbank - go 0.2 mi4. At the roundabout, take the 2nd exit onto Millbank - go 0.5 mi5. Turn left at Vauxhall Bridge Road - go 0.3 mi6. Turn left at Wandsworth Road - go 213 ft7. Bear right at Kennington Lane - go 0.2 mi8. Turn right at Durham Street - go 0.1 mi9. Turn left at Harleyford Road - go 0.1 mi10. Turn right at Kennington Oval - go 0.2 mi11. Bear right at Harleyford Street - go 0.1 mi12. Bear left at Camberwell New Road - go 0.1 mi13. Turn right at Brixton Road - go 1.5 mi14. Continue on Effra Road - go 0.4 mi15. Continue on Tulse Hill - go 1.1 mi16. Bear left at Thurlow Park Road - go 0.8 mi17. Bear left at Dulwich Common - go 0.3 mi18. Bear left at Dulwich Common - go 0.6 mi19. Turn right at Lordship Lane - go 0.2 mi20. Bear left at London Road - go 0.5 mi21. Turn left at Devonshire Road - go 0.1 mi22. Bear right at Waldram Crescent - go 0.3 mi23. Turn left at Sunderland Road - go 0.1 mi24. Turn right at Stanstead Road - go 0.9 mi25. Turn left at Catford Road - go 0.4 mi26. Bear left at Rushey Green - go 0.1 mi27. Bear right at Brownhill Road - go 1.0 mi28. Continue on Saint Mildreds Road - go 0.4 mi29. Bear left at Baring Road - go 216 ft30. Continue on Westhorne Avenue - go 0.7 mi31. At Clifton's Roundabout, take the 3rd exit onto Sidcup Road – go 2.7 mi32. Continue on A20 - go 6.7 mi33. Bear right at M20 - go 50 mi34. Continue on A20 - go 7.1 mi35. At Western Heights Roundabout, take the 2nd exit onto A20 - go 0.3 mi36. At Limekiln Roundabout, take the 1st exit onto A20 - go 0.2 mi37. At Prince of Wales Roundabout, take the 1st exit onto A20 - go 0.3 mi38. At York Street Roundabout, take the 1st exit onto York Street - go 0.3 mi39. At A256, take the 2nd exit onto Priory Road - go 0.1 mi40. Bear left at High Street - go 186 ft41. Turn right at Ladywell - go 0.1 mi42. Continue on Park Street - go 0.1 mi43. Turn right at Maison Dieu Road - go 97 ftThese directions are for planning purposes only. You may find that construction projects,traffic, highway men, or other events may cause road conditions to differ from the map results.

Google, 2006 4

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Google, 2006 6

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Topologies

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Learning Environments

VLEs, PLEs, MLEs and other TLAs

2000s

1111

The e-strategy Ensure integrated personal

support for children and learners

Schools … will want to develop eventually an e-portfolio where learners can store their work, record their achievements, and access personal course timetables, digital resources relevant to their own study, and links to other learners

Pupils’ home use of computers

Valentine, Marsh and Pattie, 2006 High level of access

Educational opportunities outside school are beneficial

Children value the freedom they have at home

Extensive use of communication

Learners and Technology: 7-11Cranmer, Potter, Selwyn, 2008

“Many primary pupils’ actual engagement with ICT to be often perfunctory and unspectacular - especially within the school setting… Home internet was dominated by online games, watching video clips and, to a lesser extent, chatting and using social networking sites… it was notable that creative and collaborative uses of so-called ‘Web 2.0’ applications were not prevalent either inside or outside school, with passive consumption rather than active production the dominant mode of engagement.”

Virtual Learning Environment

Discussions Immediate feedbackRange of resources Range of activitiesCollaborative workReview the lesson

Taking the best of the classroom and making it available at home

Other benefits Sense of community

Opportunity to look back

Learning from mistakes

Verbalizing mathematics

Personalized learning

ICT skills and understanding

Catching up

Assessment for learning

Knowledge management

Looking back

Opinions of the VLE

0% 20% 40% 60% 80% 100%

Other HW

Fun

Easier

Faster

Interesting

Agree strongly Agree No opinion Disagree Disagree strongly

• “This has been a great year for maths. I loved moodle.” (6A)

• “Its a great way of doing home work and its fun!!!” (6B)

• “I really like to use moodle because I find homework disscusion really helpful” (5A)

• “I like the idea of homework on the computer and homework disscusen when your stuck.” (5B)

COLLES

I have found the work interesting

When we start a topic, we talk about things in the real world

The things I learn help me to understand the world better

I learn how the things I'm taught will be useful for me when I leave school

The teacher makes me think

The teacher shows me how to discuss ideas

Other pupils make good sense of what I say

SATs

0

20

40

60

80

100

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

%

St Ives L4 St Ives L5Indep Sch. L4 All Schools L4Indep Schs. L5 All Schools L5

Value added

Primary Learning Platforms

Rich and stimulating learning environment

Learning through experience

DIY resources

Creativity and collaboration

Social learning

Informal, independent learning

Experiment and play

31CC by-nc steve_cx

Education

Our concept of an educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake, and whose pursuit of them and general conduct of life are transformed by some degree of all round understanding

R S Peters, 1972

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Choice and VoiceThe DfES is proud of the way it has placed choice and voice at the heart of its policy making and service delivery. The recently published ‘Five Year Strategy for Children and Learners’ sets out the Department’s plans to radically reshape the system for delivering education and children’s services so that its central characteristic will be personalisation – a system that fits the individual rather than the individual fitting the system.

Evidence to public administration select committee inquiry into

choice, voice and public services, 2004 33

Personalisation through Participation

A more customer-friendly interface with existing services

More say in navigating their way through services

More say in how money is spent

Users as co-designers and co-producers of services

Self-organization - the public good emerging from within society

Leadbeater, DEMOS, 2004

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The Learner’s CharterAs a learner I expect:

Choices To take joint responsibility

for and be seen as an active agent in determining my own learning priorities

Skills and knowledge To draw upon and make

connections between the expertise and competencies I develop across all areas of my life

Appropriate learning environments To have access to people

who are able to extend and develop my understanding in my chosen areas.

Feedback To achieve recognition for

learning that enables me to progress within the wider community

Futurelab

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Their SpaceGreen and Hannon, DEMOS, 2007

Building relationships

Creating content

Essential skills Creativity Communication Collaboration

User types: Digital pioneers Creative producers Everyday

communicators Information gatherers

The Rose Review

Primary children relish learning independently and co-operatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world; and they readily empathise with others

The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake.

Use of the Internet

Use of computers

Social networking at school?

Profile

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Blog

42

E-portfolio

43

Tags, Network

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The VLE is dead?

Scott Wilson, 2005

PLE

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MLE

VLEs and Knowledge Management

“There is no obvious system for innovation in learning and teaching to direct the complex process of knowledge creation, capture and transfer” (Gilbert et al 2007)

VLEs can do much to support KM and organizational learning

Are used for sharing data, information and resources

Not used much to codify teachers’ tacit knowledge

Culture of collaborative working essential to reap the benefits and keep things manageable

Potential for data analysis not yet realised

Participation in design makes for better use of the tools

Introducing a VLE can help with organizational change

An MLE should … give priority to learning and teaching by integrating

timetabling, planning, assessment and resources;

facilitate the sharing of pupil information between all those teaching a pupil; allow planning and assessment to be readily monitored;

provide a single integrated view of all the data held on any given pupil;

incorporate tools to support teachers’ and managers’ analysis of performance at fine-grained levels, and assess the effect of interventions;

improve communication within the school and between school and home;

facilitate opportunities for pupils to take greater responsibility for their learning; and

be accessible from home.

Learning Networks

Learners involved in a joint enterprise with one another and their teacher in creating new meaning

Dewey - the place of experience

Piaget - accommodation and assimilation

Vygotsky - zone of proxymal development

Social Constructivism

ATHERTON J S (2009) Learning and Teaching; Constructivism in learning

Social Constructivism

Pollard 2009

Constructionism

“Constructionism is a philosophy of education in which children learn by doing and making in a public, guided, collaborative process including feedback from peers, not just from teachers…”

http://wiki.laptop.org/go/Constructionist

Connectivism

CC by jean-louis zimmermann CC by-sa Hijod.Huskona

CC by-nc-sa Mr Ush http://www.connectivism.ca/

Communities of Practice

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Communities

CC by-nc Rain Rabbit

Questions?Comments?

For more details

m.berry@roehampton.ac.uk

milesberry.net

twitter.com/mberry