A few random quotes from the JISC Learning Activities and Resources Conference, January 2008
Allison Littlejohn, Glasgow Caledonian University
Knowledge sharing is akin to learning¦.actions of users¦.knowledge sharing is an essential art of academic lives¦.information sharing rather than knowledge sharing¦.learning approaches¦.learners as consumers¦.learners as contributors¦.beyond the limitations of networks¦.collective learning¦.charting¦.wisdom of the crowd¦.set goals and chart learning paths¦.sharing adapting and reusing knowledge and ideas¦.new shared knowledge¦.competencies for knowledge sharing¦.knowledge economy¦.guidance teams¦.key goals and personal priorities¦. beyond pdp¦.learning trails¦.connect with peers¦.consume resources¦.contribute resources¦.contribute to collective resources¦.connect different environments¦.they want My Space to be their space¦.tacit knowledge¦.business goals, authentic tasks¦.trusted networks¦.reflect and record practice¦.knowledge base for the collective¦. charting is a key aspect of collective learning¦.charting is learners planning their own learning paths¦.evolutionary step¦focus on personal goal.¦planning on micro as well as macro level¦.autonomy in setting learning goals¦.self regulated learning¦.autodidaxy¦.learner motivation¦.assessing current expertise¦.periodic table of expertise¦.beer mat knowledge to contributory knowledge¦.from novice to expert¦.help learners make faster transition from novice to expert¦.learning trails¦.scaffolding¦.different learning choices¦.big challenges ahead¦.novices prefer a linear step by step approach¦.experts are adept at integrating information¦.implications for the way learners connect with resources¦.rapid prototyping is essential¦.make sure community needs are met¦.lots of challenges¦.fantastic opportunities¦.transformational change in institutions.
Discussion and Comments
Design will become ever more critical¦.The Joy of E-Learning¦.disenchanted learners¦.are learners students or people who are learning?…. more casual learners¦.ideas from workbased learning¦.developing research mindedness in undergraduates¦.research – teaching linkages¦.much of what is done in workbased learning is negotiated¦.requirements of an university to control and manage accreditation¦.cultural challenges¦.need to look at the actions to know what we should support¦.emphasis on productivity¦.its about having a job and doing well in it¦.universities value system is different from workplace value systems (good point!)¦.does this mean we need to adapt assessments to a business facing pedagogy?….universities need to diversify¦.selecting universities and recruiting universities¦.what are the hallmarks of higher education?….team work is natural in industry¦.other people are a tremendous stimulus¦.there is nothing like people to make you think¦.intellectual interaction¦.
Miles Metcalf, Ravensbourne College
Students own technology and use technology¦.network, enterprise and functional IT¦.once students have their own technology they cut across this¦what are the effects fo students having technology?….once students have their own laptops they wast access to institutional systems¦..personalisation¦preferences¦choices¦investment of time¦better equipment¦better tools¦network access is a given¦dont be a mobile phone nazi¦dont be hostile to students that check your facts on wikipedia¦IMS Enterprise or microformats¦.vast infrastructure that is not accessible to the user¦data-portability http://www.dataportability.org/ ¦ invent nothing, use what si out there¦rss, foaf, opened, rdf¦.enterprise vs individual¦vles are enterprise silos¦doesnt have to be¦.silos act against users instincts¦.provide semantic sugar with what you expose, e.g. microformats, RDFa¦.syndicate what is useful¦.build the scaffolding¦if you want to integrate user owned technology dont start by banning Google and wikipedia¦find ways to enage user owned technology e.g. back-channels, mobile phone voting¦.students dont necessarily use technology for learning, use can be infantile¦their space, your tools¦.the social stack http://www.headshift.com/ ¦extra-institutional communities of practice¦.competencies recognised¦vles are moving towards one tool to rule them all¦could simplify vles to be a basic repository¦could you make an eportfolio out of the activity that takes place on extrainstitutional tools¦
Andrew Comrie, TESEP
Why bother?…high level strategic objectives that move the institution forward¦improving student experience¦growing the market¦yes, but¦.start o make change happen¦.revert to tried and tested practice¦content and resources development¦.virtual stoor¦.used by very few¦.tutor led practice¦.technology to point at¦.process of transformation¦.make lasting change¦.pedagogically driven approach to change¦.what are we setting out to do¦.play to peoples passions¦.people are passionate about teaching not about technology¦.shift control away from tutor to the learner¦changing attitudes, changing behaviours¦.underworld of technologies students are using¦.policies prohibitive to this use¦lets stop doing that¦empower learners¦.next leg of the transformation journey¦.change attitude and behaviour¦.express preferred learning and teaching model¦.work across subject disciples, FE & HE¦.build on current learning and teaching practices¦.staff going on their own transformation journeys as well¦.stop developing content, spend more time developing learning activities¦.stop thinking about vles¦.give learners tasks but offer a choice of technologies and a choice of resources¦use technologies in different ways¦critically evaluate¦if youve enjoyed it go and tell others¦.get people to reflect on their experiences¦.transformation journies¦.TESEP¦.