(re)designing for learning in a digital world

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(re)Designing for Learning in a Digital World Steve Wheeler @timbuckteeth Plymouth University, UK

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These slides are part of a keynote speech delivered to staff at Massey University in Palmerston North and Wellington, in New Zealand on 24-25 November, 2011.

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Page 1: (re)Designing for Learning in a Digital World

(re)Designing for Learning in a Digital World

Steve Wheeler@timbuckteeth

Plymouth University, UK

Page 2: (re)Designing for Learning in a Digital World

Declarative vs Procedural

http://slated.org

Knowing that

Knowing how Stev

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Page 3: (re)Designing for Learning in a Digital World

“For the first time we are preparing

students for a future we cannot clearly describe.”

- David Warlick St

eve

Whe

eler

, Uni

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f Ply

mou

th, 2

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Page 4: (re)Designing for Learning in a Digital World

"In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists."

- Eric Hofferwashingtonrebel.typepad.com St

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We need to think critically about teaching

Page 5: (re)Designing for Learning in a Digital World

http://mosangels.ning.com

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“Reflection in professional practice, gives back not what it is, but what might be, an improvement on the original.”

- Biggs (1999)

Page 6: (re)Designing for Learning in a Digital World

“...a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving...”

– Moon (1999)

http://leocasey.blogspot.com

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Page 7: (re)Designing for Learning in a Digital World

ReflexivityEscher, Drawing Hands 1948

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Page 8: (re)Designing for Learning in a Digital World

http://w

ww

.nonformality.org/2006/04/excuse-m

isuse-or-abuse/

http://www.ldu.leeds.ac.uk/ldu/

“This field suffers from serious conceptual confusion and a lack of accumulated theoretical knowledge.” – Frank Coffield

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Page 9: (re)Designing for Learning in a Digital World

Digital Natives?

The Net

Generation?

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http://www.flickr.com/photos/56155476@N08/5667863948/

Homo

Zappiens?

There is no empirical evidence for any of these theories and yet they persist. Why is this? Because they are convenient untruths.

Page 10: (re)Designing for Learning in a Digital World

http://www.maslowshierarchyofneeds.net

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Another theory that requires a challenge. Maslow’s theory is flawed because he largely used white, male, privileged, Western examples in his studies.

Page 11: (re)Designing for Learning in a Digital World

the VAK model…

Visual Seeing and reading

Auditory Hearing and speaking

Kinaesthetic Touching and doing Stev

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Page 12: (re)Designing for Learning in a Digital World

…multi-modal learning...?

Auditory

Visual

Kinaesthetic

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Page 13: (re)Designing for Learning in a Digital World

...or Confucius repurposed?

Auditory

Visual

Kinaesthetic

I see, I remember

I hear, I know

I do, I understand

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Page 14: (re)Designing for Learning in a Digital World

situated learning

Auditory

Visual

Kinaesthetic

I see, I remember

I hear, I know

I do, I understand

Cognition

Memory Meta Cognition

Deeper Learning

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Learning best occurs when multi-modal contexts are enabled. We cannot justify pigeon holing students into single mode learning.

Page 15: (re)Designing for Learning in a Digital World

learning styles?

“There are as many learning styles as there are people.”

– Wheeler (2009)http://fluorescentflicker.files.wordpress.com

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Page 16: (re)Designing for Learning in a Digital World

Fair measures?

Assessment of, or for, learning?

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http://www.flickr.com/photos/darrenhester/3901158717/

We need to think critically

about assessment

Page 17: (re)Designing for Learning in a Digital World

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Page 18: (re)Designing for Learning in a Digital World

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Page 19: (re)Designing for Learning in a Digital World

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Source: http://www.masalatime.com

Page 20: (re)Designing for Learning in a Digital World

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Source: http://www.masalatime.com

Page 21: (re)Designing for Learning in a Digital World

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Source: http://www.goiit.com/posts/show/944766.htm

Page 22: (re)Designing for Learning in a Digital World

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Source: http://www.masalatime.com

Page 23: (re)Designing for Learning in a Digital World

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http://4closurefraud.org

Assessment fails because the pedagogy fails...

Page 24: (re)Designing for Learning in a Digital World

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Sour

ce: h

ttp:

//w

ww

.mas

alati

me.

com

Page 25: (re)Designing for Learning in a Digital World

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Sour

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ttp:

//w

ww

.mas

alati

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com

Page 26: (re)Designing for Learning in a Digital World

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Page 27: (re)Designing for Learning in a Digital World

Join all nine dotsUsing four straight Lines. Do not takeYour pen from the Paper and do not Go back over any Lines.

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Page 28: (re)Designing for Learning in a Digital World

Thinking ‘outside the box’ means we go beyond the fixity of our natural

perception

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Page 29: (re)Designing for Learning in a Digital World

Ipsative assessment...

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...where a student’s learning is measured against previous attainment. This is observed in games where players are constantly trying to better their own previous top scores.

Page 30: (re)Designing for Learning in a Digital World

Personalisation of learning means ensuring that individual differences are

acknowledged

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Page 31: (re)Designing for Learning in a Digital World

Triadic assessmentPeer Assessment

Tuto

r Ass

essm

ent

Self Asse

ssment

Triadic Assessment (Gale et al, 2002)

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Page 32: (re)Designing for Learning in a Digital World

Does education need transformation?

Source: Chambers English Dictionary

"In large states public education will always be mediocre, for the same reason that in large kitchens the cooking is usually bad."

Nietzschehttp://thescholasticdiary.wordpress.com

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Page 33: (re)Designing for Learning in a Digital World

Positive Deviance“Somewhere in your organization, groups of people are already doing things differently and better. To create lasting change, find areas of positive deviance and fan their flames.”

- Pascale & Sternin (Harvard Business Review)

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Page 34: (re)Designing for Learning in a Digital World

I P D

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InnovationPrevention

Department

Page 35: (re)Designing for Learning in a Digital World

Pay attention at the front!

http://flickr.com/photos/shu1/6065783/

We need to think critically

about how we engage students

Stev

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Page 36: (re)Designing for Learning in a Digital World

http://www.flickr.com/photos/shardsofblue/5949563868/

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Orienting reflex

Response to changes in the environment

Page 37: (re)Designing for Learning in a Digital World

http://www.flickr.com/photos/nerdcoregirl/4444937490/

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Uneven ground?

“If your prediction is in error (PE) this is the signal to turn on attention and learning.” - Cathy Davidson

Page 38: (re)Designing for Learning in a Digital World

220My prediction

216Reality

It’s OK to be wrong

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Page 39: (re)Designing for Learning in a Digital World

http://www.gamefront.com

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Permission to fail

Unpredictability

Page 40: (re)Designing for Learning in a Digital World

“Learning proceeds when outcomes occur that are not fully predicted, then slows down as outcomes become increasingly predicted and ends when outcomes are fully predicted.”

- Wolfram Schultz

http://www2.ph.ed.ac.uk/elearning/projects/voting/

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Page 41: (re)Designing for Learning in a Digital World

In just 60 seconds....

• 1500 new blog posts• 100,000 new tweets (Twitter)• 20,000 new posts (Tumblr)• 600 new videos (YouTube)• 12,000 new adverts (Craigslist)• 3000 new image uploads (Flickr)• .... Myspace, Wiktionary, Vimeo, Picasa,

Facebook, Wikipedia, Scoopit, Delicious, Diigo, Wallwisher, Etherpad, Storify....

Source: http://gizmodo.com

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Page 42: (re)Designing for Learning in a Digital World

http://www.flickr.com/photos/luc/

Paragogy

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Page 43: (re)Designing for Learning in a Digital World

The kinds of learner support

Social support

Academicsupport

Technicalsupport

Reference: (Carnwell, 2000)

Traditionally the domain of the teacher/tutor

These are often provided by peers

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Page 44: (re)Designing for Learning in a Digital World

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

- Paulo Frierehttp://arts.anu.edu.au

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Page 45: (re)Designing for Learning in a Digital World

Heutagogy

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Flâneur

Self-determined learning

Hase & Kenyon

Page 46: (re)Designing for Learning in a Digital World

Modes of learningInformalFormal

Collaborative

Reflective

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Page 47: (re)Designing for Learning in a Digital World

Modes of learningInformalFormal

Collaborative

ReflectiveE-portfolios

Essay writing

Group workPeer learning Social networking

BloggingMicroblogging

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Page 48: (re)Designing for Learning in a Digital World

Space integration

Community spacePersonal space

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Page 49: (re)Designing for Learning in a Digital World

Wiki blog integration

Reflective spaceCollaborative space

Blog Wiki

Community spacePersonal space

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Page 50: (re)Designing for Learning in a Digital World

Wiki blog integration

Reflective spaceCollaborative space

Blog Wiki

Negotiation of meaningCo-construction of knowledge

Community spacePersonal space

Proximal Development Professional ID

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Page 51: (re)Designing for Learning in a Digital World

Wiki blog integration

Who I am What I know

Blog Wiki

ReflectionSelf expression

(Brescia & Miller, 2006)

Creative writingCritical thinking

Meta cognitive processesSocio cognitive processes

(Gleaves et al, 2007)

Sharing/exchangingEditing/modifying

(Tu et al, 2008)

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Page 52: (re)Designing for Learning in a Digital World

“All too often today we are giving young people cut flowers when we should be teaching them to grow their own plants.”

- John W Gardner

http://www.freedigitalphotos.net/image/s_flowers-lost-gardens-of-heligan.jpg

http://www.newcastle.edu.au

The future?

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Page 53: (re)Designing for Learning in a Digital World

Learners need critical thinking skills

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Page 54: (re)Designing for Learning in a Digital World

“60% of all Internet pages contain

misleading information.”

- Thomas Edison

Learners need digital wisdom

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Page 55: (re)Designing for Learning in a Digital World

language

personal data

language

Managing identity

nameimages

netiquette

reputation

avatar interaction

privacy

identity

legacy reputation

name

privacy

images

interaction

http://i.dailymail.co.uk

LOLZ lets post dis up on 2 Facebook

Responsibility and safety online

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Page 56: (re)Designing for Learning in a Digital World

Content isn’t King. It’s a Tyrant...

• How do I find stuff?• How do I know it’s accurate?• How do I share content?• How do I filter content?• How do I keep up with all the news?• How do I file content?• How do I categorise content?

scavenging.files.wordpress.com

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Page 57: (re)Designing for Learning in a Digital World

http:

//so

cial

ente

rpris

eam

bass

ador

s.or

g.uk

Learning to learn

Critical thinking

Collaboration

Creativity

Reflection

Evaluation

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Page 58: (re)Designing for Learning in a Digital World

http://learningputty.com

Social media are now an important part of the culture of many young people.

Lecturers need to exploit the power and potential of these new tools to engage learners and enhance learning.

We need to think critically

about our future roles

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Page 59: (re)Designing for Learning in a Digital World

Content curation

Collaboration

Facilitation

Inspiration!

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http://www.flickr.com/photos/worldbank/2760560588/

Co-learning

Learning support

Page 60: (re)Designing for Learning in a Digital World

Digital Content Curation

www.scoop.it/t/future-school

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Page 61: (re)Designing for Learning in a Digital World

“Education is not the filling of a pail, but the lighting of a fire”.

W. B. Yeatswww.preservefortlouis.org

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Page 62: (re)Designing for Learning in a Digital World

jupiterimages.com

Thank you

W: http://steve-wheeler.netE: [email protected]: http://steve-wheeler.blogspot.com

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Page 63: (re)Designing for Learning in a Digital World

This work is licensed under the Creative Commons Attribution-Non-Commercial-No Derivative Works 2.0 UK:

International Licence.

Steve Wheeler [email protected] University of Plymouth, United Kingdom

http://steve-wheeler.net