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Uploaded byRichard Hall
Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience
The document discusses the potential of technology in enhancing a life-wide curriculum that prepares students for lifelong learning in a constantly changing world. It emphasizes the importance of social media in higher education and explores the concepts of resilience, co-governance, and learner activism while addressing the challenges and implications of integrating digital technologies. Various strategies and opportunities for fostering an effective educational environment through digital means are also highlighted, along with the need for open dialogue and innovation.
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Can technology help us realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience
- 1. Can technology helpus realize the learning potential of a life-wide curriculum? Towards a curriculum for resilience Richard Hall ([email protected], @hallymk1) e-Learning Co-ordinator, National Teaching Fellow
- 2. The plan: whizzthrough some theory, in order to position some emergent examples; to take and discuss some matters arising; to look at some DMU examples, and discuss possibilities; to take and discuss any matters arising. So: use the chat function; tweet @hallymk1; or put your hand-up. N.B. There are no dumb questions.
- 3. a life-wide curriculumis the most appropriate concept for a higher education experience that sets out to help students develop themselves for a lifetime of learning in an infinitely complex ever changing world Jackson, 2008
- 4. What is theplace of social media in the twenty-first century University? DEMOS Edgeless University/Resilient Nation: what is the idea of the University? Digital Economy Act: what is the idea of co-producion? JISC Report, Thriving in the 21st century ; FutureLab, Beyond current horizons : what is the idea of learning? Committee of Inquiry into the impact on HE of students’ use of Web 2.0 : what is the idea of teaching? Revised HEFCE Strategy: what is the place of social media in HE?
- 5. PREMISE: a needfor “learning in an infinitely complex ever changing world” or dealing with disruption ISSUES: does social media help us to deal with disruption? [ economy , environment , cloud , social relations/values , techno-determinism ] POSSIBILITIES: resilience; post-digital; co-governance
- 6. Caveats a tendencyfor both teachers and learners to ‘rein in’ these potentially radical and challenging effects of the new media formations, to control and constrain them within more orthodox understandings of authorship, assessment, collaboration and formal learning Hemmi et al ., JCAL, 25(1), 2009 educational technology as a profoundly social, cultural and political concern Selwyn, JCAL, 26(1), 2010
- 7. Possibilities for socialmedia to impact learner-activism in C21st civil society
- 8.
- 9. Resilience Rob Hopkins: Transition Culture “ the capacity of a system to absorb disturbance and reorganise while undergoing change, so as to retain essentially the same function, structure, identity and feedbacks” Systemic diversity, modularity, feedback
- 10. Ravensbourne, 2008 Inclusivenetworks. Hall , 2009; after Ravensbourne, 2008
- 11. Resilience we havea choice between reliance on government and its resources, and its approach to command and control, or developing an empowering day-to-day community resilience. Such resilience develops engagement, education, empowerment and encouragement Political action or civil action? [DEMOS, nef]
- 12. Towards post-digital relationshipsLLiDA report (2009) there is a tension between recognising an ‘entitlement’ to basic digital literacy, and recognising technology practice as diverse and constitutive of personal identity, including identity in different peer, subject and workplace communities, and individual styles of participation Literacies emerge through authentic, well-designed tasks in meaningful contexts
- 13.
- 14. exploration through personaltechnology : MoLeNet exploration through personal contexts/spaces: PLEs a growth model exploration through personal identity: This Is Me ; Visitors and Residents exploration through personal outcomes: mixing affective and cognitive via digital story-telling and portfolios Towards co-governance
- 15. Do you haveany matters arising?
- 16. PREMISE: a needfor “learning in an infinitely complex ever changing world” or dealing with disruption OPPORTUNITY: Beyond current horizons Principles: challenge assumptions; people not technologies; values and politics; responsibilities a ‘curriculum for networked learning’; open, flexible and networked relationships; a mentoring and networking workforce; public forums for debate Facer and Sandford JCAL, 26(1), 2010
- 17. Towards co-governance: thecurriculum Mentoring/students as guides Game Art Design: mentoring and co-creation Peer-mentoring : story-telling between students
- 18. Towards co-governance: thecurriculum 2. Curriculum learning environments Integrated learning in History Leading and Managing at a Distance The Virtual Lab in HLS
- 19. Towards co-governance: thecurriculum 3. Life-wide reward for students UCPD [WBL] for Placement students in PCS Social Media Development @ DMU
- 20. Curriculum: towards co-governance?Reclaiming innovation within traditional, safe paradigms Is it possible to develop a curriculum modelled upon personal integration and social enquiry? What do we know about the specific strategies that are deployed by learners using social software? Do we risk promoting ‘digital dissonance’? Are there sources of frustration, lack of skills and lack of opportunity for some? [See: JCAL ; Futurelab ]
- 21. Matters arising: towardsa programme of work Strategic: how does edtech enable your educational and social values? Institutional: how do you address differential experience, expertise, demand and workloads? Professional: how does edtech underpin professional identity? Learner: how do you make and act upon good-enough decisions? Think people, tech, data, policy, process, outcomes, benefits, projects
- 22. How open areyou/your values?
- 23.
- 24.
- 25. The institution andsocial media How open are you? How does this impact your social relations? How does this impact the management, admin and delivery of your curriculum? Are the technologies/data that support your curriculum sufficiently diverse and modular? How do you work beyond silos and manage complexity? Do you reward and recognise innovation?
- 26. Do you haveany matters arising?
- 27. Licensing This presentationis licensed under a Creative Commons, Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license See: http://creativecommons.org/licenses/by-nc-sa/2.0/uk/