can technology help us realize the learning potential of a life-wide curriculum? towards a...

Can technology help us realize the learning potential of a life-wide

curriculum?Towards a curriculum for resilience

Richard Hall (rhall1@dmu.ac.uk, @hallymk1)Richard Hall (rhall1@dmu.ac.uk, @hallymk1)e-Learning Co-ordinator, National Teaching Fellowe-Learning Co-ordinator, National Teaching Fellow

The plan:• whizz through 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.

a life-wide curriculum is 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

What is the place 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?

PREMISE: a need for “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

Caveats

a tendency for 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

Possibilities for social media to impact learner-activism in C21st civil society

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

Ravensbourne, 2008Inclusive networks. Hall, 2009; after Ravensbourne, 2008

Resilience

we have a 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]

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

Source, TallBlog:http://bit.ly/5MH79O

• exploration through personal technology : 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

Do you have any matters arising?

PREMISE: a need for “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

Towards co-governance: the curriculum

1. Mentoring/students as guides

• Game Art Design: mentoring and co-creation

• Peer-mentoring: story-telling between students

Towards co-governance: the curriculum

2. Curriculum learning environments

• Integrated learning in History

• Leading and Managing at a Distance

• The Virtual Lab in HLS

Towards co-governance: the curriculum

3. Life-wide reward for students

• UCPD [WBL] for Placement students in PCS

• Social Media Development @ DMU

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]

Matters arising: towards a 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

How open are you/your values?

The institution and social 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?

Do you have any matters arising?

LicensingThis presentation is 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/