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¦.

….learing content revolution….intervention objects….educational heritages….international consensus is a key value….the role of leaders is to define reality….knowledge drives the value equation….contact with the real world is a sobering experience….users are an excellent sanity check….industry led voluntary standards are better than imposed mandated standards….standards are a useful weapon in the armoury….most e-learning is appalling, most of the software is a complete disgrace….municipal town planners, armies and the like….I believe in creating good problems….hide everything but the benefits….if learning is to be a service then the ultimate goal is to get to self-service….what is content?….content shouldnt be something like a textbook….resonance….online personalised learning space for all by 2008….teaching is not the transmission of content its much more about the negotiation of ideas and understanding….lecturers must use the technology as if its problematic….problematising pedagogy is a critical part of the process….gap between potential and reality….if you want to get a lot of power give it all away….success is best measured by mass adoption….leadership without authority is not useful….”prosumer” society….

Quote from: Wayne Hodgins, Autodesk; Diana Laurillard, Institute of Education; Paul Shoesmith, Becta; Erik Duval, Ariadne; Rob Abel, IMS Global Learning Consortium; Bruce Peoples, ISO; Gerry Fishenden, Microsoft; Bob Wisher, ADL; Abdul Waheed Khan, UNESCO.