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A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
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Beyond Boundaries:some consequences of the
Open Context Model of learning
Fred Garnett – London Knowledge LabNigel Ecclesfield - Becta
The background to our sessionLearner Generated Contexts Group
A Coincidence of Motivations leading to Agile Configurations
In a User Generated Content world how do you structure learning?
The LGC group is concerned to explore the pedagogic consequences of learner-centricity whose key themes are; The Ecology of Resources context model of education Changing; roles, expertise, knowledge, pedagogy,
accreditation, power, technology, participation and democracy
Open Context Model of Learning – Luckin et al 2009 This is a co-creation model of learning drawing on Vygotsky
and the concept “obuchenie” A Pedagogic Model designed to create self-management in
learning and is “fit for context” .
The background to our session
The PAH Continuum
Pedagogy Andragogy Heutagogy
Locus of Control teacher learner learner
Educational sector schools adult education doctoral research
Cognition Level cognitive metacognitive epistemic
Knowledge Production Context
Subject understanding Process negotiation Context shaping
The background to our session
REVEEL
Research exploring the impact of e-learning on post-16 institutions; “learning in technology-rich environments/societies” Leaders empowering cultures of
learning and enabling new learning contexts into education
Staff developing wider range of roles than being subject specialists integrating formal/informal
Learners valuing learning, developing learning literacy & evaluating learning resources
System Issues – UK
Learning seen as the acquisition of desirable employment skills with the needs of employers prioritised at policy and delivery levels
Change seen as being in response to the demands of globalisation with other issues such as climate change not influencing educational policy and practice e.g. Leitch without Stern
Educational policy not seen as having relevance in the context of teaching and learning – dealing with system and organisational issues - Jephcote
Learner and practitioner experiences A national curriculum where neither content,
delivery or assessment are open to negotiation Learners and staff drawn into a target culture
using KPI’s (key performance indicators) to provide justification for policy initiatives, which undermines the capacity of staff and organisations to respond to changes at global and local levels
Historical and contemporary boundaries to learning created by policy and organisational rigidities and embedded practices with the result that, policy has little effect as a factor in changing educational practice and organisational adaptiveness and is constantly being revised and updated
Co-Creation & Boundary issues
Leaders are rewarded for delivering against negotiated targets leading to self-developing, adaptive institutions (self-regulation model?)
Teachers aware of and experts in the PROCESS of learning as well as their subjects and so able to model lifelong learning
Learners supported to engage in managing their own learning. Collaborative learning fully rewarded.
Some consequences of the Open Context Model of Learning
A Co-Creation Model requiring; Leaders who facilitate and sustain the use
of multiple contexts for learning Teachers who develop learners’ abilities
to create and manage their own learning Learners who develop new collaborative
and personal literacies for learning
Addressing boundary issues Whitworth – Information Obesity;
cognitive schemas of disciplines Sharples – Theory of Mobile Learning;
semiotic layer between informal & formal learning
Luckin – Ecology of Resources with filters; participatory design with stakeholders
NEFG – Networked Public Value; stakeholder-responsive negotiated outcomes. Enables boundary issues to become learning drivers
Responding to a world in flux Adaptive institutions working across
collaborative networks Dialogic systems Public Value model as a test of relevance
to needs, requiring filters to help establish the utility and relevance of policy and knowledge
Dynamic targets that can be negotiated and adapted to circumstance
New conceptions of professionalism Genuine participation and effective
feedback loops in policy development and implementation
Some conclusions A learner-centric approach to education
surfaces the boundary issues around learners, classroom and institution and these can only be addressed by dealing with issues of value and power at these boundaries.
This needs both a new pedagogy, Open Context Model of Learning, and a new way of valuing institutions
Adaptive institutions working across collaborative networks
Learner experiences inside and outside boundaries YooDoo and South Downs School
JISC Programmes Issues
learners excluded from schools for their behaviours interviewing learners excluded as a consequence of the behaviours of their peers
Younger learners showing their capacity to organise their own learning and negotiate their needs
Older learners reviewing their use of technology in higher education
Knowledge Curriculum
Resources
Administration
Organisation Environment
Underpinning concept: The Ecology of Resources model of context
Knowledge Curriculum
Resources
Administration
Organisation Environment
The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
Knowledge Curriculum
Resources
Administration
Organisation Environment
The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
Boundaries Organisational
Competition Funding Roles
Professional Discipline/subject Organisational Curriculum
Learner Economic
Digital exclusion Community access to learning resources
Geographical Passivity – learning about vs learning from or
with