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Learning:Journeys, environments,
networks
Miles BerryRoehampton University
Learning Journeys
Smith, 1801, via Tufte 1990
3
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
5
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Topologies
8
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
35
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
41
Blog
42
E-portfolio
43
Tags, Network
44
PLE
49
50
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
65
Communities
CC by-nc Rain Rabbit
Questions?Comments?
