Niels Henrik HelmsVidensemergens

Content

• Me

• Fundamentals Learning and Space

• Learning Design Issues

• Tribal War

• Cases

• Outcome

• Summing Up

Working with learning, , Innovation and Media since 1980’ies. Associate Professor at The Danish Institute for Educational Training of VocationalTeachers. Associate Professor at University of Southern Denmark, Director, Knowledge Lab(SDU). Head of Research, Docent, University College Zealand. Independent Researcher and Consultant -Vidensemergens APS.R&D UX, Learning and Innovation.

4

Definitions – The Phenomenon former known as:

E-learning is the planned acquisition, sharing and development of knowledge which is mediated or partly mediated through digital media

The Learning Agenda

Learning (sometimes)occurs in classrooms (formal learning); other times it results from serendipitous interactions among individuals (informal learning).

Space—whether physical or virtual—have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness.

Understanding

That learning takes place

– transforming learning space to learning place

- coupling with the learning environment –

- Coupling with the learner

Presence

The learner is coupling to the learning environment/context. It is probably better to talk about coupling instead of embedding – it is a more dynamic description

It is a reciprocal process – continuous, reciprocal causation

The experience of being coupled to the learning environment should be labeled “Presence” - Flow

Presence is generated through the process of coupling and be scaffolded by cognitive and affective factors

No coupling – No learning

8

9

Learning Landscape

The learning landscape…it is a design

which affords a sudden interplay

or context..which again potentially

generates a re-configuration of the

learning landscape

Learning Design

Therefore we need learning design

- The process of learning design refers to the activity

of designing units of learning, learning activities

or learning environment.

- How do we then do that?

Designed Learning Paths vs Learning Trajectories

Don’t follow the Learner??

The Challenge of Education and of Learning Design

• The Intention – Education

• Framing for interaction

• Form for formatting for transcending the format

• The learner should meet the unknown, the unexpected – in a scaffolded way

• Learning environments should invite into estrangement

Become like the Others or get a Future

Obey to Basics

Learnability refers to the speed and ease with which a novice user canachieve proficiency with the system.

Efficiency refers to the degree to which the system supports the performance of an experienced user in the shortest amount of time and with the fewest steps.

Memorability refers to the degree to which a user, particularly an intermittent or casual user, can remember how to accomplish a taskusing the system, the steps of which were learned previously.

Errors refer to the number of mistakes and missteps made by users.

Satisfaction refers to the users’ overall emotional experience whenusing the system.

Past, present and futureIf you want to develop digital infrastructures/content you should try to understand the context it should operate in (the present and the past) – and the future it should

enable...

Digital artefacts reconstitute context – context reconstitute artefacts

We know that, governments know that, still we seem to forget it...

I said it –Governments knows it..

Use a Strong Model for Development!!!

The Quadrant Model

The Quadrant Model

.. illustrates four stages in didactic design. The model combines

the strengths of the different traditions.

The model should be read clockwise starting in the upper left

section.

The four stages represent a progression in terms of chronology

and substance. But the model is not linear. At each stage, iterative

processes occur, and iterations may also take place across

stages.

Different Cases

• Teachers Training – Teachers in primary – secondary education

• MOOC facility

• Recognizing prior learning

• Adaptivity

Adult Vocational Education

• Integrating worklife and Learning

• Supporting ”weak”/different learners

• The question of digital literacy

Adaptive EducationalDesigns

Access to education (educational ressources) independent of time and space

Identification and recognition of prior learning

Adaptivity - medullisation in relation to learning needs

Different pedagogical designs – Cultural Coding

18.05.2017 Slide 23

Dynamic Adaption

The reciprocial interaction between environment and actor

Opening/declaring a break

Drawing a Distinction

Grounding the Distinction

Embodying the Distinction

Learning is the embodyment of knowledge

Transcending the Tribal War

• Instructional Design + Performance Technology + Ideology(Behaviorism/Cognitivism)

• Heuristic Design + Biographic Technologies + Ideology(Connectivism)

26

The Kind of Education we Need? The Kind of Learning Environments???

Should they be a kind of incubators and simulations of the life and work life learners should participate in?

Or should they offer the potentials of a different context, which offers a culture of friendly estrangement where learners have the potentials of knowing about themselves and the world they are part of by creating the difference, which make reflection and insight possible.

”YES!!”

28

The School, is a School is a School

Making distinctions to other contexts

(Pupil)”Elev” – A process of elevation

Participant, participation – degree -level, quality?

Learner – Learning? Re-learning? New-Learning? Self construction

The Learning Evironment/ The Learning Context

29

Different Learning Contexts

Different areas and forms of practice

Make rules, values & criteria for evaluation explicit

Context markers

Make the context readable

Context and Activity

It becomes obvious that context is not a stable, given form but one that is “continually constructed through negotiation between communicating partners (including humans and interactive technology) and the interplay of activities and artefacts” (Syvänenet al.

(2005) ).“context and activity are mutually constituent” (Dourish: 28)

The Outcome

Learning is not mathematics where the outcome /the result is equal to input and conditions

It should rather be seen as an understandable configuration of relations where we through a narrative structure generates meaning and understanding

This understanding also shows that it is our self who constructs order through action and reflection -rather than seeing competence as something hidden

The Teacher

Curator – Selecting, validating, making openings.

Narrator – Enabling narrative structures, paths for learning.

Champion – Leading, standing in front

Supporter – Standing behind, supporting

Being present in various relevant ways

Competence/organisation

Competence Organisation

Before The Same Apart

Now Different Together

T-Competence

Picture Credits:

https://guycookson.com/2015/06/26/design-vs-user-experience/ (slide 12)

http://www.streetviewphotography.net/wp-content/uploads/2013/11/Ivy-Wong.jpg (Slide 11)

Slide 23: Karsten Gynther, UCSJ

Dourish, P. 2004. What We Talk About When We Talk About Context. Personal and Ubiquitous Computing, 8(1), 19-30.

Helms, N.H., Heilesen, S. (2015). Velfærdsteknologi og læringsteknologi med MOOC som eksempel i Eriksen, K. K., Hansbøl, M., Helms, N. H., Schlüntz, D. A. & Vestbo, M. 2015 Velfærd, teknologi og læring: i et professionsperspektiv. University College Sjælland, Sorø: UCSJ Forlag,

NOU 2014:5 (2014). MOOC til Norge.Regjeringen.no. Retrieved from NOU 2014:5 - MOOC til Norge - Regjeringen.no.

Syvanen, A., Nokelainen, P. & Ruohotie, P. (2005). From Mobile Learning to PervasiveLearning Environments. In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2005 (pp. 2960-2966). Association for the Advancement of Computing in Education (AACE).

Winn, W. (2002). Learning in Virtual Environments: Embodyment, Embeddedness and Dynamic Adoption. Tech.Inst. Cognition and Learning. Vol1.

Better + Faster ? Cheaper

18.05.2017 Slide 35