littlejohn mooc collective_final

A Change11 seminar by

Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior Researcher 2008-10

Collaborators:Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK

Connected knowledge, collective learning:

Scenario 4

banksy.com

Society

Scenario 4

Why collective?

Society

Scenario 4

Society

banksy.com

Scenario 4

Our times are characterized by immaterial labour...

...labour that is not restricted to material production but penetrates also the political, the social, the cultural, and ultimately life itself.

‘Multitude’, Hardt and Negri, 2004

Society

Scenario 4

Characteristics of immaterial labour

•constantly changing problems• networked• distributed knowledge and expertise• connected globally• collective knowledge• individual agency

Society K e y c h a lle n g e : c o n tin u a l le a rn in g

G rand cha llenge : trend to know ledge w ork

Trends in work patterns From... To...L a rg e org a nis a tions S m a lle r units of produc tion

S ing le s ite B ric ola g eP e rm a ne nt e m ploym e nt C ons ulta nc yW ork foc us e d a round one s ite Multi-s ite working a s the norm

S ilos of knowle dg e O pe n knowle dg eIn-hous e ide a g e ne ra tion C rowds ourc ing ide a sL oc a l/ na tiona l G loba l

Society

Key challenge: continual learning

An adaptable workforce is essentialfor successful participation in the global economy

IBM Global Human Capital Study (2008)

Society

Scenario 4

Grand Challenge

Learning how to solve real world problems faster and more effectively

Society

Scenario 4

banksy.com

Society

Scenario 4

•How do people make sense of collective knowledge?

•How do people use collective knowledge for learning?

•What are the binding forces that draw people/ resources together?

•What literacies and mindsets do people need?

Overview

Scenario 4

How do people make sense of the collective knowledge for learning?

Sensemaking

Scenario 4

Sensemaking

‘Learning is a process of creating networks connecting people, resources and organisations...’

Siemens, 2006

COLLECTIVEKNOWLEDGE

Connect

Sensemaking

COLLECTIVEKNOWLEDGE

Consume

Connect

Sensemaking

COLLECTIVEKNOWLEDGE

Consume

Connect

Create

Sensemaking

COLLECTIVEKNOWLEDGE

Consume

Connect

Create

Contribute

Sensemaking

Consume

Connect

Create

Contribute

CHARTING

Sensemaking

Groups, Networks and the Collective

The Individual

TheirGoals

ConsumeConnectCreateContribute

Sensemaking

Sensemaking

Scenario 4

How do people use collective knowledge while learning?

Knowledge

You Your goal

Dynamic Knowledge, e.g. wikis

Shared resources (e.g. delicious)

Formal Learning

Recommended Resources

Collaborative Spaces

Smart Information

You Your goal

Your Knowledge



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You

Colleagues with similar skills

Peers with similar goals

Manager

Team

Anyone



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

AnyoneGROUP



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

AnyoneGROUP NETWORK



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

AnyoneGROUP NETWORK

COLLECTIVE



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

Anyone



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

Anyone

CONNECT



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

Anyone

CONNECT

CREATE



Formal Learning



Smart Information

You Your goal

Your Knowledge

External contacts

You



Manager

Team

Anyone

CONNECT

CREATE

CONNECT

CONTRIBUTE



Formal Learning



Smart Information

Your Knowledge

External contacts

You



Manager

Team

Anyone

CONNECT

CREATE

CONNECT

CONTRIBUTE

You and Your Peers

Your goals

Scenario 4

The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning (and working)

Hakkarainen, Palonen, Paavola, & Lehtinen, 2004.

Knowledge

Scenario 4

‘... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding: there is collaborative systematic development of common objects of activity’

Paavola and Hakkarainen, 2005

Knowledge

Scenario 4

banksy.com

What are the binding forces that draw people/ resources together?

Forces

Scenario 4

Social learning through knowledge creation:

people create knowledge, working in networks, connecting via social objects.

Forces

Scenario 4

Social learning through knowledge creation (formal):

Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot

UK Open University iSpot http://www.ispot.org.uk/

Forces

http://www.ispot.org.uk/

Scenario 4

Social learning through knowledge creation (workplace):

Professionals in the energy sector (people) build a novel solution to an oil spill (knowledge) by working on a designed solution (social object) via a global knowledge network.

Forces

How do we support the achievement of goals?

ME

MY GOALS

The Ideal?

Everything you do contributes towards achieving your goals.

Actually, this is too simplistic

ME

MY GOALS

The Ideal (2)

Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort.

ME

MY GOALS

The Reality

Goals may actually evolve over time.

ME

MY GOALS MY GOALS

Charting

Helps you relate where you are to where you started and where you want to be.

ME

MY GOALS

Charting (2)

Helps you relate where you are to where you started and where you want to be

… over and over …

providing the opportunity to dynamically interact with your goals and personal development.

ME

MY GOALS

Charting (3)

Charting presents an opportunity to make use of people and resources to fine tune your plans at each point.

ME

MY GOALS

Useful resources, Useful people

Scenario 4

What literacies and mindsets do people need for collective learning?

People

Connections, resources, practices, tools

People

Open, participatory learning ecosystems seem ideal environments for collective learning.

They are not bounded, accommodate a variety of perspectives and allow learners freedom to source, use and reinterpret knowledge in ways that make sense to them.

For ideas on learning ecosystems read John Seely Brown, Minds on Fire (2008) http://www.johnseelybrown.com/mindsonfire.pdf

http://www.johnseelybrown.com/mindsonfire.pdf


People

Benefits models: reasons universities are openly releasing knowledge as OERs

•individual showcasing•institutional showcasing •capacity •share and share alike •public interest


People

All th is p laces m uch g rea te r responsib ility on studen ts to se lect, use and m anage the ir ow n techno log ies, deve lop the ir ow n w orking spaces and p ractices, and find the ir ow n lea rn ing com m un ities V ä lja taga and F ied le r, 2009


People

Trends in knowledge practice To...Individual authority S hared ownership

T he individual occupies a s tance/pos ition from

which a judgement can be made

T he individual is 'a node through which various

kinds of mes s age pas s ' (L yotard)P hilosophy D es ign Truth value U se value H ow I c om e to know W ho I know S ynthes is (in a dialec tical sense) A ggregation, re-us e D ialogue, disputation C om m ent D isc ipline/profess ion as resources (of m ethods , codes of prac tic e, etc )

M ulti-m odality, interdisc iplinarity as resourc es

C opyright D igital com m ons Qualif ication (followed by reputation) R eputation/recognit ion f irs t R esearch P roblem -solv ing S ubjec t knowledge and know-how Generic s k ills and aptitudes ' jus t in t im e'

knowledge and how-how Tex t-based com m unic ation of ideas M ultiple m edia used to expres s ideas S haring within scholarly com m unit ies , according to es tablished roles and rules

S haring without boundaries , ac ross ephem eral and unregulated network s

Does collective learning signal a new relationship between the individual and the collective?

Third paradigm for learning ?

Key challenge: continual learning

People

banksy.com

A seminar for Change11

Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior Researcher 2008-10

Collaborators:Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK

Connected knowledge, collective learning:

littlejohn mooc collective_final

Education

dr anoush

dr colin milligan

draw people

people make

memy goals

tools people

youyour goal

youyour goalanyone