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Betty Collis
University of Twente, The Netherlands
Copyright Betty Collis 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to
republish requires written permission from the author.
Some background
• From Detroit; degrees from University of Michigan, Stanford and University of Victoria (Canada)
• Faculty member 1975-2005; educational technology
• Pioneer user of technology to support learning and for strategic change in organizations
• Leader of team that developed the TeleTOP CMS
• Since 2000, associated with Shell EP; head of research for learning & leadership development
• Consultant
From context to tools to people…
• Why? Functioning in a Knowledge Society– Using digital workbenches
• How? Learning for a Knowledge Society– More than acquiring, also
contributing
• With what? Technology and Learning– Digital workbenches, also
for learning
• Who? What makes it complicated? What about research?
Why? The Knowledge Society
Characteristics of a knowledge society include:
– mobility of services, information, and workforce
– globally-available information
– working in multidisciplinary and distributed teams
– on-going need to update and change one’s skills
– using information technology for knowledge management, sharing, and creation
Productive Functioning
How? Using workbenches
A platform, tools,
customizable to the user…
People use digital workbenches to…
Solve problems that are meaningful to them
Create new processes for how they interact, communicate, organize and amuse themselves
Build new communities in which they define themselves
Fill their time
Find what they need
How? Learning for a Knowledge Society
Learning as Participating and Contributing
• The focus of learning activities is not only knowledge acquisition, but becoming a member of a community of practice: not only learning from the community, but also contributing to it
• The interactions to which the learner contributes may serve to change the knowledge base of the community even as he or she participates in it
Co-Creation
How? The Contributing Student
The Contributing Student
Sharing &
Reuse
With what? Two types of workbenches for contributions
• Discussion forum with archive
• Shared workspaces
Mostly organized around questions and sharing experiences via online communications…
Mostly organized around sharing resources or “stories”, like a library, but a library where each entry can grow…
Professional teams:
Learners as co-constructors of knowledge in a community of practice
The corporate sector: Shell EP
Well engineers and geologists who work together on multidisciplinary teams
Examples:
Cross-course:
Portfolio assessment todemonstrate relationshipsabove the individual course
Demonstrate, relate, add
value
• ..with a use outside of the course
(link…)
Example: Designing and building a product for others, with others
Example: Jointly creating a resource for othersAt the Queensland University of Technology, students as their class assignment design and develop a new version of the public Brisbane Media Map…
Example: Digital portfolios, also as learning resources for others…
(Link…)
Demonstrate, relate, add
value
Example: Using a shared workbench for team projects
Teams keep a shared environment…
•For all, drafts, final versions and resources
•Where everyone can leave comments and ideas
•Where others can share your results…..
an example …
Example: Use your experience to help others
• In the corporate setting, with multidiscipline teams…
Thus, how? Digital workbenches, also for learning
1. Common application tools
2. Specialized tools and platforms, but not created especially for learning
3. Workbenches created for learning purposes
4. Educationally oriented workbenches for instructors and instructional designers
How? A CMS as a Workbench
From being on the receiving end of content delivery to co-
constructingTransformations:
Strengthening the processes
Content
Communication
Co-constructed content and meaning
Pre-structured content, within a course
Little or no human communication
Within a course or programme
Professional knowledge building, reflection
Information repository
Online course
Blended (extended) course
Communities of Practice
Information
Who? The people involved will face challenges
How to help? Action Research
…a family of research methodologies which pursue action (or change) and research (or understanding) at the same time…
It is an iterative process which takes shape as understanding increases and converges towards a better understanding of what happens
Plan Act
ObserveReflect
Participant(s)
Our Conclusion:
For us, technology is not for “delivering” learning or for taking the
humans out of learning,
but is rather is a set of tools, a locally tailorable workbench,
which offers affordances to empower people to share, build, support, and
manage their learning together, in their common context
Prof. dr. Betty [email protected]
For more…
Collis, B., & Moonen, J. (2005). An on-going journey: Technology as a learning workbench. Available via http://bettycollisjefmoonen.nl
