tag:blogger.com,1999:blog-79122599199743214622024-03-06T00:32:25.084+00:00What is Networked Learning?Learning in which C&IT is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources.Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.comBlogger99125tag:blogger.com,1999:blog-7912259919974321462.post-79973793054812392082021-03-06T14:00:00.001+00:002021-03-06T14:00:24.102+00:00Automatic translation and bilingualism<p></p><div data-en-clipboard="true" data-pm-slice="1 1 []"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKrO2dDjznbRQG3FHZAMe1isyiWfkLfzjZyQMu5bGdF5j-iXq_WtKc9DHKOIENP93KtIxfZC5zDICih-MI1Uv1zoH5aiANIEvKmid9Nl-H982Org4T7i45P1r6wtn-OTLBjoEwallm-SKC/s600/Me-stop+your+welshin+2014-01-28+14.42.40+%2528Medium%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Grinning junior johnson telling his grandparents to not speak their native language" border="0" data-original-height="600" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKrO2dDjznbRQG3FHZAMe1isyiWfkLfzjZyQMu5bGdF5j-iXq_WtKc9DHKOIENP93KtIxfZC5zDICih-MI1Uv1zoH5aiANIEvKmid9Nl-H982Org4T7i45P1r6wtn-OTLBjoEwallm-SKC/w320-h320/Me-stop+your+welshin+2014-01-28+14.42.40+%2528Medium%2529.jpg" title="Read more if you would like to know about this crime." width="320" /> </a></div><div class="separator" style="clear: both; text-align: center;"><i>Ymddiheuraf am unrhyw drosedd y gallai'r ddelwedd hon ei hachosi. </i><br /></div>Some of us are getting used to seeing automatic translation offered in various platforms. Google Translate has helped with communication in many and varied settings, not least the mobile app version. Facebook and Twitter will offer to translate posts. Microsoft have integrated automatic translation into their Office365 email. Simultaneous automatic translation is available to viewers of Office365 PowerPoint Online presentations. This is easier for the 'Tech Giants' with massive development budgets and a global, multilingual, market. For lesser firms, the impetus, funds and rationale may be less substantial to the point that automatic translation will just have to wait. </div><div>And why not? I will come back to this. First I must add that I do think of this post and the matters discussed within it in terms of networked learning but I will leave the reasons for that implicit for now. <br /></div><div><span><a name='more'></a></span></div><div>In Wales, we have the incentive, backed by statute, policy and funds: the Welsh Language Act, and the Welsh Language Commissioner, are slowly but surely increasing the status and prominence of Cymraeg. For example, drivers knew they were entering predominantly Welsh-speaking areas when the order of languages on signs flipped. But recently, Welsh organisations have been expected to place Cymraeg versions of phrases first, before the English version, in signs and messages. </div><div>Whether you agree with the increasing reassertion of Cymraeg over English or not, the direction of travel is clear enough. According to <a href="https://www.bbc.co.uk/news/uk-wales-51036598">this BBC article</a>, the future is Cymraeg (and <a href="https://www.bbc.co.uk/wales/culture/sites/aboutwales/pages/history.shtml">this article</a> points out that 'Welsh' is Anglo Saxon for 'outsider', Cymru means 'friends/companions' - which are you?). </div><div>If you really want to seed adoption of Cymraeg, you have to encourage use at grass-roots, ordinary-everyday, routine, but also high-stakes situations... At 'the sharp end', things get trickier. In the last couple of years, an ambitious project began to digitise nursing documentation in the whole of GIG Cymru/NHS Wales. At the time, those running the project made the reasonable case for 'English only' for the sake of patient safety and the guarantee of understanding among practitioners using the system. This felt retrograde, from a bilingual perspective. </div><div>In the world of education, we are trying to honour the principles and direction of bilingualism by, for example, enabling students to complete assessments in Cymraeg and provide bilingual learning materials wherever possible. Since 2015, I have been involved with a project to digitise documentation and processes associated with midwives and other healthcare students' assessment of their clinical practice. For at least that long, our project partner <a href="https://www.myknowledgemap.com/">My Knowledge Map Ltd.</a> have been keen to integrate automatic translation with their MyProgress<sup>TM</sup> platform, having done similar work previously with the Scottish government, but project ran out of steam. For various personal reasons, I am keen to see Cymraeg re-established (more detail below). I regularly assert the need to consider bilingualism at meetings in work and pressed for this in MyProgress. Most of us are familiar with the option in Websites to flip between different languages. However, this presents them as binary opposites, but the prospect of automatic translation held singular appeal for me. Automatic translation could enable a paradigm shift from binary bilingualism towards the more fuzzy reality of everyday language learning and use. By publishing 'official' translations in two languages, they are pitched one against another. However, everyone in Cymru knows that only a small minority of purists speak the kind of Cymraeg seen on officially translated Websites. With reference to the standardised forms in student clinical portfolios, this Cymraeg is officially translated and we would not want to deviate from that. As with the All-Wales Nursing Documentation project, the problem comes when a form is completed in Cymraeg by a student and needs to be read by someone without Cymraeg. For this reason, there was hardly any take-up of the Cymraeg versions of the paper-based portfolio. The English-only version was already a very large block of A4 paper. Of course, students could make use of Cymraeg in their clinical placements where there were enough Cymraeg-speaking staff. If the student expressed an interest early enough, their placements and assessments could be completed in Cymraeg. At least, assessments could be conducted through spoken Cymraeg with the written records kept, nearly exclusively in English. </div><div>If MyProgress could at least flip between two languages it would negate the physical challenge of carrying double the documentation around. </div><div>However, to me, automatic translation at the level of an individual form response offered something more generative. Language use is not as binary as a bilingual Website, especially when trying to learn the language. I have dabbled with learning Cymraeg (see below). One of the things which makes that difficult is confidence or the lack thereof. You simply have to practice, get it wrong, make small-steps forwards, to grapple with the words, to reach for words somewhere in your memory or in a dictionary and venture out with them. There's a lot of grey area until you develop a level of confidence that means you can actually call yourself fluent, or at least try to get away with throwing in the English equivalent with a strong Welsh accent (known as 'Wenglish')! I think there are many people who inhabit that grey area, in terms of spoken and written Cymraeg. How will they become more confident? </div><div>I think that automatic translation invites people in the grey area to try out their Cymraeg whenever they want to, safe in the knowledge that people who only have English will be able to flip to that language and get the sense without any reason to castigate the student for the inconvenience of having to get someone to translate it for them. Furthermore, the system genuinely puts both languages on an equal footing which, of itself, sends a powerful signal upholding bilingual principles. </div><div>We have discussed the issue of how good the translation will be, but the kind of responses students might be expected to provide within these forms would not require pure English, so why would we insist on 'pure' Cymraeg? The primary goal is <i>adequate</i> sense-making. Of course, we have to explore this issue further.</div><div>Occasionally, the Welsh government calls for bids for innovation grants and, in January 2020, we were given the money to add bilingual automatic translation to MyProgress. While I did battle with bureaucracy, development at My Knowledge Maps went into overdrive, and around this time last year I was testing the nascent system. As we entered the first lock-down, I relied on my bilingual kids to help me test it and eventually I was happy to sign it off. Since then, our efforts have been somewhat diverted by gearing up to roll-out MyProgress to our nursing students. They would be using the newly developed ePAD system, which had not been factored into the Welsh Government funded grant. In spite of this, the bilingual feature is on the brink of being available for piloting between ourselves and colleagues in the School of Medicine. The nurses and medics are important groups for this project because of the sheer numbers of students increases the liklihood that some among them will wish to use Cymraeg. This greater use is hoped to provide a more robust and rounded evaluation of the innovation.</div><div>We want to know, when you embed that automatic translation functionality inside assessment documentation, what difference does that make to the uptake of Cymraeg? With a digital system, we can measure sheer uptake over time in numbers. But other questions arise, such as, how does it make learners feel about using their Cymraeg in formal settings? Most language learning targets everyday exchanges about the weather or where we hail from or what we did on the weekend. Without wanting to trivialise this type of use, can automatic translation of written Cymraeg push bilingualism into more formal, previously hard-to-reach areas? These are fascinating questions for me, and yet I struggle to find academics whose job it is to answer them. A friend recently suggested the field of applied linguistics... </div><div>Footnote: The last time I tried to learn Welsh was through an wlpan course in 2008 when my son became ill and I was trying to finish a Masters - not brilliant timing, even though all four kids were in first-language Cymraeg schools. Prior to that, the most ideal time was when I was growing up and spending long hours with babysitting grandparents in Pitman Street, Canton, (embedded streetview below) while my mum worked as a school clerk. It is one of my enduring life regrets that instead of learning Cymraeg at that age I insisted that we only spoke English. No doubt my grandparents were used to being cowed into going along with the perceptions of the inevitable terminal decline and inferiority of Cymraeg so they did not persist with me and meekly fell into line. How ignorant I was, hearing Cymraeg spoken on the phone, but never making any progress in understanding what was being said.</div>
<div style="text-align: center;"><iframe allowfullscreen="" height="300" loading="lazy" src="https://www.google.com/maps/embed?pb=!4v1614967675264!6m8!1m7!1sc13kfGxIcfFu2cJcemlwBQ!2m2!1d51.48370426556654!2d-3.195450007900052!3f77.52546623242134!4f0.44971485783810294!5f0.7820865974627469" style="border: 0;" width="400"></iframe></div>Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-3293162632976534522020-11-09T19:05:00.004+00:002022-06-16T09:46:48.652+01:00Promoting connections around the fringes of virtual classes<p>Who remembers queuing in awkward silence... which eventually led to carefully negotiated acquaintance and possibly lifelong friendships, or at least learning where you were meant to be next? Social Network Analysis takes a look at who interacts with who on the basis of digital activity traces in terms of the data recorded about interactions. I'm wondering how a typical SNA map of a class/lecture would look before and after the COVID flip to online versions. We used to worry about student chatter in lectures. While this is happening less, if at all, in online classes, and we are glad to still bring students to an 'event', they now join with blinkers on: zooming into the session and back out again causes a kind of tunnel vision with respect to peers. In SNA terms, this would look like a particularly tight hub and spoke network. Although a lecture format is sometimes mocked for requiring one-way traffic from the lecturer to the students, in fact there is a lot more latitude for connections in a lecture setting than zoom, unless there are deliberate efforts to break up those hard-wired spoke-to-hub connections. There actually is no-one else in the room to turn to - what chance purple and black will rub virtual shoulders? How can we enable or promote connections between students? Would putting students into breakout rooms at regular intervals be enough to enable the helpful social learning milieu...? Would <a href="https://twitter.com/hashtag/togethermode?src=hashtag_click" target="_blank">#togethermode</a> ...?<br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIhHl4eJB8-rTMD5QWjR6LrHV9ZzGJy1mnOvvliLq36FpnDwJ03hdmauIAB1oX298lnlyIaExMob0F-7sHe7oq87hAMyzk9EU2MZQwkBj01Zefp9MesZuyCbKc4OzkTZfrJtTDOVEJbE-Z/s805/hub+and+spokes.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="630" data-original-width="805" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIhHl4eJB8-rTMD5QWjR6LrHV9ZzGJy1mnOvvliLq36FpnDwJ03hdmauIAB1oX298lnlyIaExMob0F-7sHe7oq87hAMyzk9EU2MZQwkBj01Zefp9MesZuyCbKc4OzkTZfrJtTDOVEJbE-Z/s320/hub+and+spokes.png" width="320" /></a></div>PS. Lesley Gourley's keynote at NLC2020 <a href="https://www.networkedlearning.aau.dk/nlc2020/keynote-speakers/#402217">https://www.networkedlearning.aau.dk/nlc2020/keynote-speakers/#402217</a><br />Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-69543966494583066132020-05-12T13:19:00.001+01:002020-05-12T22:04:18.237+01:00A Networked Learning Disposition? Round Table at NLC2020I am looking forward very much to the online/lockdown version of the Networked Learning Conference next week. A lot more people will be able to attend now that it's gone fully online so it will be a very different experience in various ways. <br />
I'm delighted to be hosting a 'round table' discussion on the first day from 13.30-15.45. I'm expecting a lot more people in the room but also, because there's no
physical movement required to room-hop, I think people will be far more
transient in their attendance - there will be drive-by's. <br />
The topic of '<i>disposition</i>' is one that has been gnawing at me for a while. The round table format should allow plenty of time for others to also chew back at it. The question I have is whether there is a <i>disposition towards being the ideal networked learner</i>. It relates to a previous question <a href="http://networkedlearning.blogspot.com/2008/05/what-does-it-mean-to-be-networked.html" target="_blank">I framed on this blog in 2008</a>, 'what characterises the networked learned'? Are there things about you (apart from sheer privilege!) that make you a good match for networked learning? This is not the same as learning styles although some of the trait words used there may crop up here. I've been working up a mindmap about disposition and I'm looking to my partners in next week's round table discussion to help with developing and refining ideas and implications of this for networked learning practice, design and research. The mindmap for that is embedded below - it's a wikimap so if you want to, go ahead and add some ideas. It makes sense to try and write it all up and I'm keen to acknowledge any contribution. Probably there are whole swathes of knowledge about 'disposition' I'm unaware of so even a tip-off would be appreciated. If you wish to suggest any, please go ahead and add them to the References GoogleDoc: <a href="https://bit.ly/nlc2020dispositionrefs">https://bit.ly/nlc2020dispositionrefs</a> <br /><br />
For a bit more context, Michael Gallagher took up the idea of 'disposition' for his paper at Zagreb's NLC2018. His paper is in the <a href="http://networkedlearningconference.org.uk/abstracts/papers/gallagher_18.pdf" target="_blank">NLC archive</a> and <a href="https://michaelseangallagher.org/slides-from-recent-networked-learning-conference-presentation-in-zagreb/" target="_blank">his blog post includes the slides</a>. Among many excellent points, he addressed the critique of 'disposition' being deterministic: post-human perspectives of shared agency should also allow us to avoid that dead-end.<br />
It was great to share the same session with Michael to present <a href="http://networkedlearningconference.org.uk/abstracts/papers/johnson_17.pdf" target="_blank">my paper on mobilage</a>, <a href="http://networkedlearning.blogspot.com/2017/12/mobilage.html" target="_blank">originally blogged here in 2017</a>. <br />
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<iframe frameborder="0" height="400" scrolling="no" src="https://www.mindmeister.com/maps/public_map_shell/1418683213/networked-learning-disposition?width=600&height=400&z=auto&t=IoQAgKhdOA&live_update=1" style="margin-bottom: 5px; overflow: hidden;" width="600">Your browser is not able to display frames. Please visit <a href="https://www.mindmeister.com/1418683213/networked-learning-disposition?t=IoQAgKhdOA" target="_blank">Networked Learning Disposition</a> on MindMeister.</iframe>Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-38613426339906975532020-04-22T14:50:00.000+01:002020-04-22T14:50:07.866+01:00NLindexA few weeks ago, <a href="https://twitter.com/NLConf/status/1246405657005371392" target="_blank">a brief exchange on twitter</a> highlighted a difficulty common to many fields: how to enable a way in to the literature.<br />
There are lots of ways of providing an index. Google Scholar does some of it. I don't think any of the databases cover the NL conference archive, and we might want to include other non-NLC sources anyway. We have a saying, 'he who has the vision gets the job'.<br />
<a href="https://kumu.io/joenicholls/knowledge-hub" target="_blank">Joe used Kumu for his Knowledge Hub</a>. Kumu allows for various ways of presenting the same information, so was preferred over CMAPS, as good as that is. Kumu's free for public maps. Anything that requires effort needs to be reasonably durable and Kumu appears to have that. It also has an CSV import, which, data cleaning notwithstanding, could save a lot of time hand-coding. There may be no way to avoid some of that.<br />
Although in lockdown, Alice kindly sent me 3 exports from the SCHED app used in the previous 3 conferences. So, when I can get to it, this presents a viable way forward. It will still require a fair bit of data cleaning and there are some decisions to make... E.g. whether to re-host the papers, where possible. If anyone is interested to help with this project, do get in touch. There could be some bread pudding in it for you...<br />
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<a data-flickr-embed="true" data-footer="true" href="https://www.flickr.com/photos/amoebaswarm/49805947377/in/dateposted/" title="Bread pudding"><img alt="Bread pudding" height="640" src="https://live.staticflickr.com/65535/49805947377_5abe50dfc9_z.jpg" width="480" /></a><script async="" charset="utf-8" src="//embedr.flickr.com/assets/client-code.js"></script>
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-84640577902127422502019-10-09T11:47:00.005+01:002019-10-09T11:49:17.101+01:00Venn Diagrams, digital scholarshipSince I read it, I have admired Robin Goodfellow's (2013) chapter, The literacies of ’digital scholarship’—Truth and use values.' For me it contains a two things of note. One, a succinct definition of scholarly values worth serious reflection in these neoliberal days (see Appendix below). Two, a critique of 'the digital' which contrasts two books, one by Christine Borgman and another by Martin Weller: '<span class="fontstyle0">Borgman is trying to make digital scholarship more scholarly, Weller is trying to make it more digital.' (<i>ibid</i>. p75)</span><br />
In my experience and, not least because of my incredible life privileges, I find it is relatively easy to 'do digital', and I have a disposition so to do. I find that others do not have this disposition, but still 'get the job done'. Through earnest scholarship, they develop their own practices which may be more or less digital, even if vicariously digital (e.g. getting someone else to type things up), but they cannot avoid having to use a computer occasionally. <br />
Recently, I have been teaching the concepts of searching for literature using Boolean operators and I love a Venn diagram to make the point. I think they also help to make a point about 'the digital' and what different people take up in the context of academic work.<br />
In the first diagram, we have Scholarly OR Digital practices. In some ways, this reflects the reality that we all swim around in bits of both. <br />
<br />
<img src="https://docs.google.com/drawings/d/e/2PACX-1vSOXjjl0hUpy98U8gpZEu_Jw-AilcZaKTgrCw2YiC1T7RHojDbk4j9aC7c3iKAeHHCzkhwE9hazmzVB/pub?w=480&h=360" /><br />
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There are still people, you might know some, you know, the kind that own 'brick' phones, if they have a mobile at all. These are the 'NOT' people. If they 'do' social media, they do it because someone else is handling it for them. Perhaps they are self-confessed draconian Luddites but their scholarship and contribution would be generally deemed successful. <br />
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<img src="https://docs.google.com/drawings/d/e/2PACX-1vSVB_qQd4UXmH9bndnyheF_P76g1RfkErr9T-kHOzSUb27hbKameflGXlwlIvZPADI74lW5eyXwCS90/pub?w=480&h=360" /><br />
<br />
Then there are the 'AND' people, who scarcely do anything without it in some way 'being digital'. Are they any more successful at scholarship for this than the NOT's? What mattered? <br />
<img src="https://docs.google.com/drawings/d/e/2PACX-1vRZFzsh0GgriC_MudvQxZnbpujulrBPaI3F6jNTmfNNXRb_5xe9Ae59-lzPH2xx9wtv9JDOpkinIJas/pub?w=480&h=360" /><br />
[Apology - this is an 'early version' of the AND diagram - it should be shaded in the middle/overlap but that's a bit tricky in google drawings so I will/may attend to that at another time.] <br />
<br />
<b>Appendix: Robin Goodfellow defines the scholarship orientation</b><br />
This orientation [scholarship] values critical reflection, the cumulative aggregation of knowledge and understanding, distinct modes of operation relating to evidence and the war- ranting of its reliability, and the ethic of enquiry as a primary motivation (Andresen 2000; Cowan et al. 2008; Courant 2008). The combination of these characteristics is what distinguishes the construction of academic scholarly knowledge from other kinds of knowledge production (factual knowledge, practical knowledge, common-sense, morality, the wisdom of crowds, etc.). The existence of communities dedicated to these values in a general sense also distinguishes the sites of production of academic scholarly knowledge (universities, research institutes, museums) from most other arenas of social knowledge practice. (Goodfellow 2013 , p. 69)<br />
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<div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<div class="csl-entry">
Goodfellow, R. (2013). The literacies of ’digital scholarship’—Truth and use values. In R. Goodfellow & M. R. Lea (Eds.), <i>Literacy in the Digital University: Critical Perspectives on learning, scholarship, and technology</i> (pp. 67–78). </div>
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-0-415-53796-4&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=The%20literacies%20of%20'digital%20scholarship'%20-%20truth%20and%20use%20values&rft.place=Abingdon&rft.publisher=Routledge&rft.aufirst=Robin&rft.aulast=Goodfellow&rft.au=Robin%20Goodfellow&rft.au=Robin%20Goodfellow&rft.au=Mary%20R.%20Lea&rft.date=2013-06&rft.pages=67-78&rft.spage=67&rft.epage=78&rft.isbn=978-0-415-53796-4"></span>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-79268698792338930632018-05-16T21:03:00.001+01:002018-05-17T08:52:30.695+01:00NL conference does NL<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a data-flickr-embed="true" href="https://www.flickr.com/photos/amoebaswarm/41205331615/in/datetaken/" style="margin-left: auto; margin-right: auto;" title="Ben Kehrwald presents on Cognitive Load Theory and NL"><img alt="Ben Kehrwald presents on Cognitive Load Theory and NL" height="360" src="https://farm1.staticflickr.com/911/41205331615_7db52fe814_z.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Who is doing 'Networked Learning' here?</td></tr>
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It was such an honour to chair this morning's parallel session. We had some of that famous networked learning concept creep between Nina and Jens, David and Vivian's papers. To my mind, the conference has always permissively allowed even the likes of me (Johnson, 2008) to play with the standing conference definition of networked learning. In this post I draw attention back to the ancient csalt definition of NL quoted in full here: <a href="http://csalt.lancs.ac.uk/jisc/definition.htm">http://csalt.lancs.ac.uk/jisc/definition.htm</a></div>
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<b>Networked Learning</b></div>
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We define 'networked learning' as:</div>
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learning in which C&IT is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources.</div>
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Some of the richest examples of networked learning involve interaction with on-line materials and with other people. But use of on-line materials is not a sufficient characteristic to define networked learning.</div>
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The interactions between people in networked learning environments can be synchronous, asynchronous or both. The interactions can be through text, voice, graphics, video, shared workspaces or combinations of these forms. Consequently the space of possibilities for networked learning, and the space of potential student experiences, is vast. </div>
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This definition makes it plain that the authors, for obvious reasons, stated that, for them, networked learning with 'on-line materials' was insufficient to be considered networked learning. They required '<i>interaction... with other people in networked learning environments</i>'.</div>
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But this morning some are saying that this is also missing something. </div>
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The point was made, with approval, that <b>the networked learning <u><i>conference</i></u> does networked learning</b>. Further to the seminar, I want to play back Nina's thesis (today, and in 2012) that, to qualify, and even succeed for any amount of time worth the effort, NL depends, not just on interaction between people, but on the 'concrete' practice of what is being learnt via NL, i.e. to be deployed/practiced in actual contexts (like Nina's example of 'teachers in front of 5th Grade', or like us every 2nd year @NLConf for David and Vivian's paper). </div>
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In other words, and with an eye to the neoliberalism killing off the very idea of a university, networked learning conference delegates, by definition, have to regularly <b>meet up in person</b>, physically co-located, to achieve networked learning worthy of the name.</div>
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This leads to another related point, and that is, that the original definition also asserts a focus on (digital) information technology. </div>
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As at least a sop to the csalt definition, we can run with the idea that the
technology, especially digital information technology use, can be tacit,
or remain understated... Partly because it makes a refreshing change to
downplay tech. Of course IT is implicated - someone in the room will be
tweeting or whatever, regardless of how that affects their ability to
concentrate on what's really going on in the room.</div>
<div dir="ltr">
If we put the definition up for an arguably timely refresh, what would we end up with if IT was dropped altogether from the definition, left implicit, and instead of it there was a requirement to 'meet up in person'...? How would such a definition read? What are the implications for the future of the nascent field as it moves towards life without the presence of its first generation scholars? </div>
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Given the above, how does the networked learning conference, community and delegates, 'do' networked learning? </div>
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Put Denmark, May 2020 in your diary to find out because it seems like 'being at the conference' is important.</div>
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<br /></div>
<div dir="ltr">
David and Vivian: <a href="https://networkedlearningsconferenc.sched.com/mobile/#session:4fcca80244f37df85cfc1c043d14d16c">https://networkedlearningsconferenc.sched.com/mobile/#session:4fcca80244f37df85cfc1c043d14d16c</a></div>
<div dir="ltr">
Nina:</div>
<div dir="ltr">
<a href="https://networkedlearningsconferenc.sched.com/mobile/#session:c8800d106fcd135df32242e0e1821aa6">https://networkedlearningsconferenc.sched.com/mobile/#session:c8800d106fcd135df32242e0e1821aa6</a> </div>
<div dir="ltr">
Me in 2008 <a href="http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/Johnson.htm">http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/Johnson.htm</a> </div>
<div dir="ltr">
Nina in 2012: <a href="http://www.networkedlearningconference.org.uk/past/nlc2012/abstracts/pdf/dohn.pdf" target="_blank">http://www.networkedlearningconference.org.uk/past/nlc2012/abstracts/pdf/dohn.pdf </a><br />
<br />
PS. I foolishly determined to write this blog post on my phone. This went ok in evernote, even if the hyperlinks were not automatically being picked up so that gets a real faff to sort out on a phone. Then I copy/pasted the text into the blogger app which went ok apart from losing the links again - should have known better. The next gotcha was when I dared to add a picture to the post. This was possibly too high resolution for the app to cope with at some level so it failed to publish and I had to copy the text into another new post but by that time had lost the will to try and tidy up the hyperlinks etc. This morning, I have revised the text, added the hyperlinks, added a photo, tweaked formatting - so much easier than on my phone.</div>
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-4097398397955746642017-12-27T17:11:00.002+00:002017-12-27T17:29:24.540+00:00MobentHot on the heels of <a href="http://networkedlearning.blogspot.co.uk/2017/12/mobilage.html" target="_blank">mobilage</a>, you could be forgiven for thinking I actually like making up new words for the sake of it but sometimes it does help my thinking... keeping it on track... So, here's another one... <b><i>mobent</i></b>... as in, to 'have a mobent'. This word attempts to describe the familiar experience of that moment when you are entangled, perhaps just staring, into your phone because it's not working as expected. I suppose a colloquial example would be 'buffer face', as in the celebrated <a href="https://www.campaignlive.co.uk/article/ee-bufferface-saatchi-saatchi-london/1320050" target="_blank">adverts for a mobile network featuring Kevin Bacon</a>. I'll save you any attempt to link networked learning and 'six degrees of separation'... Here's the back-story to <i><b>mobent</b></i> which I have been writing up today:<br />
<blockquote class="tr_bq">
"Heidegger refers to two modes of relation between dasein and the tools at their disposal. His classic example is of a shoemaker’s hammer in use. Most of the time, the shoemaker is unaware of the hammer, it is ‘ready-to-hand’, <i>zuhanden</i>. If the hammer breaks, the ‘spell’ is also broken and the shoemaker becomes aware of the hammer in a different way, reflecting on it as an object ‘present-at-hand’, <i>vorhanden</i>. This dichotomy is sharply challenged when applied to a phone: </blockquote>
<blockquote class="tr_bq">
<ul>
<li>"The extensive and extending range of uses to which the phone may be put and ongoing innovation in mobile technologies and app development together with a society-wide growing awareness of the significance of mobile means that the phone can increasingly be incurred in almost any activity, regardless of whether that activity is shared on social media using the phone. </li>
<li>"The extended stack of technologies upon which use relies for its fulmination. For example, mobile phones are designed to accommodate variations in Internet connectivity. This is dependent on many factors, such access to effective infrastructure which is itself in constant need of maintenance, subject to ‘legacy effects’ (additional work required to sustain aging technologies, borrowed from ecology (Cuddington, 2011)), and the pressures of responding to industry-wide innovation. </li>
<li>"Industry has a commercial interest in encouraging greater uptake and use of their products and Internet connectivity enables smartphone companies to gather user data and use this to inform and target marketing communications into every handset. </li>
<li>"Phone notification systems are complex, with many apps offering reasons and means to alert users and thence hold their attention. </li>
</ul>
</blockquote>
<blockquote class="tr_bq">
"At the least, we should note the phone’s greater propensity for oscillation, albeit of varying severity, between <i>zuhanden </i>and <i>vorhanden</i>. In another reference to Actor Network Theory, dasein can easily become entangled in this oscillation, to the extent that <i>vorhanden </i>becomes the ‘ordinary everyday’, as if the hammer were continually asserting itself into consciousness. To capture this idea of mobile entanglement, I have coined the blend word <b><i>mobent </i></b>which also chimes with the experience of hiatus such <b><i>moments</i></b> incur. I want to also make a cultural reference in the sense that ‘having a moment’ is a private affair between two individuals characterised by a raised, likely piqued, emotion. "</blockquote>
I'll get around to explaining myself at a better sound level now I've got a USB-C OTG cable for my phone. My next appearance is at the SOCSI education seminar 1pm 17/1/2018.<br />
<br />
<div class="csl-bib-body" style="line-height: 1.35; margin-left: 2em; text-indent: -2em;">
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Cuddington, Kim. ‘Legacy Effects: The Persistent Impact of Ecological Interactions’. <i>Biological Theory</i> 6, no. 3 (1 September 2011): 203–10. <a href="https://doi.org/10.1007/s13752-012-0027-5">https://doi.org/10.1007/s13752-012-0027-5</a>.</div>
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=info%3Adoi%2F10.1007%2Fs13752-012-0027-5&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Legacy%20Effects%3A%20The%20Persistent%20Impact%20of%20Ecological%20Interactions&rft.jtitle=Biological%20Theory&rft.stitle=Biol%20Theory&rft.volume=6&rft.issue=3&rft.aufirst=Kim&rft.aulast=Cuddington&rft.au=Kim%20Cuddington&rft.date=2011-09-01&rft.pages=203-210&rft.spage=203&rft.epage=210&rft.issn=1555-5542%2C%201555-5550&rft.language=en"></span>
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<br />Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-41861929174657703372017-12-12T11:11:00.001+00:002017-12-12T11:11:38.497+00:00MobilageI've been trying to prioritise my thesis... not easy part-time. It does force you to go back in and out of the same thing - a curse but also a crude, if not cruel, way of revisiting and reinitiating myself with this project - I'm trying to do phenomenology afterall... Yesterday I was mangled into doing some more to it having offered to give a presentation of my methods for my school at the monthly lunchtime seminar. One of the comments afterwards suggested that I needed to get the concept/phenomenon that I've coined 'out there'... <a href="https://youtu.be/MKNwCAKOCZc" target="_blank">so, here it is - make of it what you will. The audio is quiet - apologies for that</a>!<br />
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<a href="https://3.bp.blogspot.com/-rwVgo9Ec1GI/Wi-4qSCXprI/AAAAAAAAG5Q/d6MjgW4W2KU2yjNwgkmh3WR_ME-_l1RjACLcBGAs/s1600/mobilage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="744" height="175" src="https://3.bp.blogspot.com/-rwVgo9Ec1GI/Wi-4qSCXprI/AAAAAAAAG5Q/d6MjgW4W2KU2yjNwgkmh3WR_ME-_l1RjACLcBGAs/s400/mobilage.png" width="400" /></a></div>
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<br />Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-68311421948545245662017-07-22T18:24:00.003+01:002017-07-22T18:27:31.644+01:00On unsophisticated document dumpsIt is said that staff do not use expensive, sophisticated learning technologies in sophisticated ways. Repeated audits over many years show that the virtual learning environment (VLE) is used as a 'document dump' (noting pejorative metaphor). This view trivialises situated use of 'documents'. I just came across an example of how documents are used by students in my data and thought I would share here. Very simply, a student mentioned how they were about to access a learning task guideline in the VLE to check if they were following it properly in preparation for working on it the following day. I'll just make two points, neither with any claims to 'originality', before I go back to my coding:1. The 'document' is framing the plans of the student, not just while they are accessing it but when they are <i>not </i>using the VLE at all, shaping their planned engagement in learning activity, as well as afterwards. The document itself and the words in it constitute the substantial learning technology, the one that is having a deep effect on the students' trajectory, their life as a learner. I think I'm being sensitised to this 'historical' angle by Gadamer... <br />
2. A lot of hot air and political capital is invested in the quest to make patent and profoundly effective use of learning technologies. It's a common enough rhetoric that frames academics as resisting opportunities to make the most of an institution's considerable investment in software licenses, hardware, support etc. With their specialist knowledge of the potential affordances of technology, learning technologists do learning itself potential harm by endorsing the 'academic as Luddite' line. This overlooks the need to attend to what the student is actually doing in terms of learning. As Goodyear and Carvalho (2014), when learning tasks are set for students, there is a 'loose coupling' between task and activity where the student interprets and engages with the task requirements. '<a href="https://petergoodyear.net/2009/06/07/learning-technology-and-teaching-as-design/" target="_blank">Teaching-as-design</a>' should attain greater significance in people's minds than any given learning technology <i>per se</i>. A well-constructed reading list can be a powerful 'learning technology' but enacting this sort of view does not make headline-grabbing demands on an institution's infrastructure and attention. Indeed, it potentially dissolves the need for whole layers of management and support... which makes me wonder why higher education took this technologistic road in the first place...<br />
<img height="338" src="https://docs.google.com/drawings/d/e/2PACX-1vT58VMmNtMrKfW5Ggn1-QE2UuDrB5qlP5rKkQM5IY_2tHj_zwzKCOA_bd7yn7KSRDHkTFOu-UJCsM17/pub?w=694&h=589" width="400" />Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-5080140200257530292017-03-07T15:45:00.001+00:002017-03-07T15:45:56.193+00:00Fishbowl Seminar InstructionsFishbowl seminars. I dont know who thought them up but I like them. I keep having to cook up a description of them, find images of the set-up etc. So I thought I'd put it here, partly to make things easy for myself - not because it necessarily has anything to do with networked learning... except that the first place I encountered it was in the <a href="http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/info/keynote.htm" target="_blank">Aalborg NLC</a>.<br />
So I've made <a href="https://docs.google.com/drawings/d/1eWY42Q6oK56s8P7IPLB47y-_XmrRKYStWwW8fXF9bOg/edit?usp=sharing" target="_blank">this image</a> (yes I am colourblind). <br />
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And these are the instructions for my setting - tweak to suit :)<br />
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<span></span>
<div>
<span>This is a way of a managing a group conversation. It needs at enough people to form a decent circle, plus three. So 10 is a good number but I have seen it done successfully with many more than this (see <a href="https://flic.kr/p/c8iyWj">https://flic.kr/p/c8iyWj</a> for example).</span></div>
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<span><br /></span></div>
<div>
<span><b>Preparation</b>:</span></div>
<div>
<span>You will need to rearrange the room so that there is a circle of chairs around three chairs in the middle. In smaller fishbowl seminars, it's good to avoid someone sitting directly behind someone else, especially the 'main speaker'. </span></div>
<div>
<span>You will need about 20 sheets of A4 paper and lots of post-it notes (the number of members, squared).</span></div>
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<span>Divide the time available by the number of members to find out how long each round will be. Allow for a couple of minutes for 'handover'. </span></div>
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<br /></div>
<div>
<b>Method</b>:</div>
<div>
Three people are in the middle of a circle of chairs. One is for the 'presenter', the other is a tutor, and another 3rd person - the latter two kick off with questions.</div>
<div>
If anyone wants to speak, they have to take one of the seats in the middle. They do this by rising from their seat and tapping the shoulder of the tutor or 3rd person to replace them in the middle. </div>
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<b>Notes: </b></div>
<div>
It is good to give the people sitting around the centre something significant to do so that they are actively listening and contributing even if they do not enter the centre. For example,</div>
<ol>
<li>Each round, appoint a different person to keep the time. They should announce when 2 minutes are left on the current round. </li>
<li>Ensure that each person around the outside has at least one postit note. They are asked to write some brief (it can only be brief!), anonymised feedback on the postit. Sharing email addresses can happen a different way! At the end of a round, the postits for that round are stuck to a single a4 sheet.</li>
</ol>
Probably you have suggestions which could enhance the above, if so, please share :)<br />
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-42958209637946367362016-11-23T16:30:00.000+00:002016-11-23T16:32:35.078+00:00Formal learning too important to be left to... <div dir="ltr">
Found this quote from <a href="https://www.blogger.com/profile/00138408404345093163" target="_blank">Robin Goodfellow</a> and had to share but even the highlighted bit is too long for twitter so, while I'm here... you get the context a bit too - Thanks Robin!</div>
<blockquote class="tr_bq">
By the time the Internet, in the form of the World Wide Web, burst on the educational scene in the 1990s, however, I had discovered enough about distance education to realize that <span style="background-color: yellow;">formal learning is too complex and too important for learners to be entrusted to engagement with materials or technologies, however ingeniously they may be designed.</span> I had also begun to realize that this was not a view necessarily shared by governmental and corporate drivers of educational policy servicing the ‘knowledge economy’, and that debates were emerging, among students and between students and teachers on the courses I worked on, and among my teaching, research and development colleagues, over the proper role of electronically mediated practices in the shaping of the learning experience. My own research began to focus on an examination of the institutional realities behind pedagogical practices which were being constructed as ‘innovatlve’ and transformational’ by the e-learning community of which I was part, but which seemed to me to be as likely to involve their participants in struggles over status and voice almost as intense as those I had experienced as a secondary school teacher (Goodfellow 2001, 2004b, 2006; Goodfellow et al. 2001).</blockquote>
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This is from the biographical sketch on page 3</div>
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Goodfellow, Robin, and Mary R. Lea 2007 Challenging E-Learning in the University: A Literacies Perspective. Berkshire: McGraw-Hill </div>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-23467357360317760492016-08-22T09:41:00.000+01:002016-08-22T10:22:28.814+01:00Networked Learning metaphors #23432: The SynapseIt seems like a classic ivory tower pursuit.... a bunch of academics coming up with metaphors for networked learning, and especially getting whimsy about it. But this was one of the memorable aspects of the conference back in May. However, as ideas, metaphors can spawn insights, hone analysis or enhance practical organisation of learning and teaching. Perhaps it is something we need to do more of... <br />
I want to publish some work I did last year but I have lost access to a book I need to refer to. It was an expensive library acquisition from Lancaster. I guess, for a small charge, they'd send it to me again as a distance learner. But I thought I would see if I could get it at home. Apparently not. This would be best done through an inter-library loan, so I was told. This conjures up the horrible chain of events that is the British Library's secure download system. It is the information management equivalent of traveling by slow-motion train crash.
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At the networked learning conference I cheekily added some bits to my presentation that were not in the 'full' paper - especially the postscript:<br />
<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/NST8Z3j7lvgy2L?startSlide=11" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
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<b> <a href="https://www.slideshare.net/agentjohnson/nlc2016-legitimising-nonperipheral-participation-4x3" target="_blank" title="NLC2016 legitimising non-peripheral participation 4x3">NLC2016 legitimising non-peripheral participation 4x3</a> </b> from <b><a href="https://www.slideshare.net/agentjohnson" target="_blank">Mike Johnson</a></b> </div>
<br />
I think I mentioned 'chain of weak links' <a href="http://orca.cf.ac.uk/36433/" target="_blank">back in 2008</a>. In this slide though, I've likened the network in networked learning, to a neural network, especially the aspect of neural networks that sees a weaker messages fail to arrive due to synapses. In my 'resource' example, the library has proved to be a synapse too far, for now... In competition with everything else I have going on, the added hurdle to access the resource I need, although only requiring a small further push, is crowded out. I found time to write this instead of submitting the ILL request!
<br />
For me, motivation is one of the things that strengthen the signal, allowing it to traverse synapses. Motivation is a key aspect of learning, and the intentionality which actor-network theory is said to lack, by the way.<br />
<br />
I should just add that the other two points on this slide refer to the following:<br />
<a name='more'></a><br />
<ul>
<li>One of my reviewers had ironically charged me with failing to heed my own advice. I would love to have given 'more attention to the 'textual practices around learning and less on the technologies and their applications'. The charge was not entirely fair, since technology has a habit of stealing the limelight. However, I have commitments to the way my participants' data is presented in a narrative form and this takes up a lot of space in an 8 page limited article. </li>
<li>When I mentioned contradictions between the high-level narratives, the 'political-ethical' and 'economic-pragmatic', it was to draw attention to the way in which these play out in the case I was depicting.
Networked learning privileges, even prizes, certain kinds of relationships, and these form the basis of a critical stance in relation to some of the pressures on academic work. Digital scholarship can open a range of possibilities up in terms of new ways of working. However it can also be integrated into new managerial schemes of surveillance and accountability that pressure academic staff to perform in ways that destroy the autonomy that is symbolic of academic freedom.
</li>
</ul>
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-58013035149122699232016-05-06T11:44:00.002+01:002016-05-06T13:17:11.404+01:00Rubbish and link-rot<div style="text-align: left;">
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I dont like litter (thus a picture of a spring tree instead <i>without any</i> litter in sight for a change) and broken links are a kind of litter of the internet. </div>
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A student kindly pointed out a link I'd created was now giving it the big '404'. This was to the Virtual Training Suite tutorial on finding online images. I have referred students to this for many years.</div>
<div>
But, sadly, it seems that VTS ceased a while ago. I read that the resources were being parked somewhere but who really wants to use something that's growing mold before your eyes. So I headed off to find an alternative in JISC Digital Media's excellent site. Ah. Except that their funding's been pulled too it seems. Grim. Well. I thought, I cant believe at all this rich information is so useless to everyone in this age of trying to promote 'the digital' - it must be that JISC are just having a re-org. I'll head off there. jisc.ac.uk is a very different animal though. Much more aimed at researchers, with a sideline in L&T - just my perception anyway. Over at <a href="https://www.jisc.ac.uk/advice">https://www.jisc.ac.uk/advice</a> I'm offered to go to 'JISC Digital Media'... er no. Nice for now, but not for something I want to create a link to.</div>
<div>
So I search the guides. I scan through the 'Refine' topic options on the left. Who came up with these..? The closest I would get to what I'm after is in 'Content' or 'Blended Learning' but that judgement is reliant on my obscure knowledge of what might lie behind these terms. 'Creating blended learning content' apparently only takes 5 mintues to read so I dont think I'll bother....oh, go on then. At least it was updated 16th March. According to our experts, Alistair McNaught, Lynnette Lall and Scott Hibberson, I can make my content engaging by 'reading our guides on finding the best content that the web has to offer'. Snag is, this points to <a href="http://www.jiscdigitalmedia.ac.uk/finding">http://www.jiscdigitalmedia.ac.uk/finding</a> #ironynoted So, now my options are... build it myself, check whether Nottingham have been kind enough to put some effort in this direction. Nope. Pay more tax? Too long term and fraught. Perhaps another country has a nice resource... likely candidates: Canada, Australia. However, both of these operate on different legal footings to the UK... Anyway, perhaps JISC will have to link to them soon too so, after a quick search, best options seem to be Laura Gibbs resource at: <a href="http://onlinecourselady.pbworks.com/w/page/68074413/findimages">http://onlinecourselady.pbworks.com/w/page/68074413/findimages</a> and Sarah Christensen at <a href="http://guides.library.illinois.edu/images">http://guides.library.illinois.edu/images </a>Thanks both!<br />
Oooff! Just found another reference in something I wrote to JISC Digital Media... this time it's their very nice <a href="http://www.jiscdigitalmedia.ac.uk/clinical-recordings/index.html" target="_blank" title="JISC's tutorial about clinical healthcare recordings">tutorial about Making and using Clinical Healthcare Recordings at JISC Digital Media</a>. I wonder if that will get ported and/or maintained. </div>
<div>
So there are two take-homes for me here (both raised in Chris Jones' 2015 book on Networked Learning).</div>
<ol>
<li>Who pays for this kind of thing - a 'guide to finding and using digital images'? The government, the institution or the keen kind skillful individual scholar? I think this relates to a debate about digital scholarship that I was reading in Robin Goodfellow's 2013 chapter, 'The literacies of Digital Scholarship' where he compares the free-and-easy Edtechie Martin Weller's book with Christine Borgman's more 'traditional' scholarship. The latter is concerned with curation and knowledge building. As Goodfellow says, 'Borgman is trying to make digital scholarship more scholarly, Weller is trying to make it more digital'. Out of interest I was pleased to read a bit of Borgman's book and found she was homing in on this key question of information being a public good, borrowing an economics term for items like street-lighting, refuse collection, <i>litter </i>picking. </li>
<li>Posthumanism. Bear with me. In the same edited collection as Goodfellow's chapter, Sian Bayne and Jen Ross set out, 'Posthumanism in heteroscopic space: a pedagogical proposal'. I'm too dull to get the real point of it but... Anyway, some of the chapter is given to describing students' responses to assessment in Edinburgh's MSc in E-Learning. Jeremy Knox produced what looked like a traditional essay but each of the 2000 words had been carefully hyperlinked. This was a text "'full of 'holes', of material routes out of the formal academic essay and into the vast network which functions here as materially co-authoring the final piece of work. It is an apparently simple, but in fact deeply critical piece of work which challenges academic literacy norms by using the conventional essay form as merely a facade, a permeable front and interface to the digital network which is both its theme and its object of critique. The essay gathers, assembles, links, connects, and pushes well beyond the tight association of the stable authoring subject with the stable print text; it equally discusses and enacts a posthuman moment" p109. Except that, I couldnt help wondering how many of those 'holes' were not at all networked any more, given the speed of link-rot. Unless Jeremy had used DOI links or something like that... Try as I might, I also couldnt find this essay anywhere. Anyway, <i>the moment</i> has passed and in order to do digital scholarship we really do need the infrastructure, very broadly defined, even including a resource on 'how to find images', even to facilitate the kind of 'less scholarly' digital scholarship as advocated by Prof Weller and certainly to accomplish the kind of scholarship that enables knowledge building, the architecture of productive learning networks must be insulated from linkrot so as to endure longer than 'posthuman moment' and let us all get on with our jobs instead of wasting time hunting down (worse building) alternative, likely inferior, resources and then taking the trouble to actually moan about it on a blog. At least I gave the world a nice picture without litter or (at least for a bit) linkrot.</li>
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Bayne, Sian, and Jen Ross. ‘Posthuman Literacy in Heterotopic Space’. In <i>Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology</i>, edited by Robin Goodfellow and Mary R. Lea, 95–110. Abingdon: Routledge, 2013..</div>
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Goodfellow, Robin. ‘The Literacies of “Digital Scholarship” - Truth and Use Values’. In <i>Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology</i>, edited by Robin Goodfellow and Mary R. Lea, 67–78. Abingdon: Routledge, 2013.</div>
<div>
Weller, Martin. <i>The Digital Scholar: How Technology Is Changing Academic Practice</i>. Bloomsbury Publishing PLC, 2011. </div>
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com1tag:blogger.com,1999:blog-7912259919974321462.post-88241833204518147502016-04-20T13:52:00.001+01:002016-04-26T09:16:05.295+01:00The Pundit's Folly<div>
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I know a great little book by Sinclair Ferguson, 'The Pundit's Folly' - the cover is as good as the contents... It's an adaptation of (from my searching) a cover of a magazine printed in 1898. The basic thing is that a masked clown is seen to dangle a crown above a crowd of people all trying to grasp it. This is reflecting on the way that we keep chasing that illusive 100% uptime whereas it is quite hard to achieve. I'll bet someone has done a curve plotting server uptime. The crowd in this case is the learning technologist (broadly defined, whether academic, 'para-academic', management or nobly propping up systems). Each one <b>believes</b>. But do their beliefs in or about technology (for automation or enhancement) take attention away from the 'irreducible distinctiveness' of all human beings? (a phrase attributable to Jeremy Knox <a href="http://edinburgh.academia.edu/JeremyKnox" shape="rect">http://edinburgh.academia.edu/JeremyKnox</a> ). For me, this is one of the important aspects of Bennett <i>et al</i>'s new article in the BJET. We chase automation and/or enhancement but at what cost?</div>
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<a href="https://www.blogger.com/blogger.g?blogID=7912259919974321462" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=7912259919974321462" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a>Bennett, S., Dawson, P., Bearman, M., Molloy, E. and Boud, D. (2016), How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology. doi: 10.1111/bjet.12439</div>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-70020750592055588382016-03-07T21:59:00.001+00:002016-03-07T21:59:48.737+00:00Book Review: Chris Jones "Networked Learning" 2015<div class="separator" style="clear: both; text-align: center;">
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<i>So I review books occasionally for the British Journal of Educational Technology. Last year I put my hand up to review Chris Jones' new book and they sent me my copy. I am a busy guy and things do not always get the right priority. By some happenstance, Springer also sent a copy of the book to a scholar in Iran who has clearly got his act together better than me because when I eventually sent my review in (having actually read the book - it's a conscience thing) I was told by the reviews editor that BJET had already published a review on it!! So I thought I'd look elsewhere. Seems not many learning tech journals bother with book reviews now. I found one that did and I'm giving up on emailing them a third time. I have a blog. That'll do nicely. Here it is...</i><br />
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<span lang="EN-US">I was excited to see that Professor Chris
Jones had published a substantial contribution to this topic. He was my
personal tutor in Lancaster from 2002-2008 and I have since followed his
published work with interest. He is one of the only scholars I would trust or expect
to take this project on and carry it off. </span></div>
<div class="MsoNormal">
<span lang="EN-US"></span></div>
<a name='more'></a>As soon as possible I asked the
library to make the electronic book available and made time to begin reading.
However, a deep sigh of relief and a mild thrill combined when the hardcover
book arrived since I found this is a challenging read. For me, with any work
requiring similar levels of concentration, e-books fall short, and Springer’s
platform is better than some. I strongly recommend getting a paper copy for the
library (which seems to be what over-priced hard-backs are for these days!) or
wait for the paperback. <br />
<div class="MsoNormal">
<span lang="EN-US">Chris Jones' depth of analysis and breadth
of perspective are rare, and when he writes, in my opinion, anyone with a role
in learning technology policy, practice or scholarship, particularly within
higher education, should pay close attention. He does not shy away from teasing
apart the contributions of some big names in educational technology: Conole,
Weller, Siemens, Oliver. Nor does he become lost in the morass of
complexity that characterises such a multi-faceted area. As networked
learning researchers have found, it is difficult to circumscribe networks in
order to isolate a unit of analysis. But limiting the scope of enquiry to where
IT is used does not stymie the field, it rather attunes its focus, allowing
research to coalesce. Networked learning’s values are at the heart of
sustaining its vision, meaning that while social theories of learning are preferred,
it has avoided collapsing into privileging a particular version of that. Nor
has it obsessed over the latest ed-tech fads, such as MOOCs. Yet it does have
an informed view on all these things and, indeed, most aspects of the entire
learning landscape, underpinned by critical and humanistic values. Indeed,
some pages make networked learning more ‘movement’ than ‘paradigm’. For
example, </span></div>
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<span lang="EN-US">“Good learning
involves discourse, mediation and interaction between people and their learning
resources. As a consequence networked learning has a view about the university
as a public institution. This view of networked learning supports strong
institutional public provision… [which] separates [this view of networked
learning]… from those who see institutions as barriers to good learning and
technology as a means to undermined current institutional provision.” (page
132)</span></div>
<div class="MsoNormal">
<span lang="EN-US">Prof Jones argues for a clear distinction
between networked learning and e-learning, reiterating claims dating back to at
least 2001, for a definition of networked learning that deliberately homes in
on networks <i style="mso-bidi-font-style: normal;">mediated by information
technology</i> (IT) (see <a href="http://csalt.lancs.ac.uk/jisc/">http://csalt.lancs.ac.uk/jisc/</a>).
In spite of seismic technological change since the late 1990's, this definition
has proved remarkably robust and fruitful as the basis for a field of research
spanning 20 years. Prof Jones' writing is typical of the best that the
networked learning field has to offer: not founded upon mere fascination with
technology and its assumed agency, neither does networked learning lapse into
mere tirade at the many shortcomings and fault-lines in learning technology's history
and literature. Instead the networked learning tradition has picked out a
careful line of positive scrutiny. Prof Jones own recent research demonstrates
the importance of empirical work to counter wooly theories like ‘Net
Generation’ and ‘digital natives/immigrants’, yet the persistence of these
educational memes is like a microcosm of networked learning's ongoing battle
for a stake in learning technology conversations at all levels. I was
reminded of the 2001 JISC (Joint Information Systems Committee) ‘Effective
Networked Learning in Higher Education: Notes and Guidelines’ (see <a href="http://csalt.lancs.ac.uk/jisc/guidelines.htm">http://csalt.lancs.ac.uk/jisc/guidelines.htm</a>):
a brilliant contribution but one that was hard to translate. Similarly, I hope
this book’s strength and message will not be its weakness.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "arial" , sans-serif; mso-ansi-language: EN-GB;"></span></div>
<br />Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-1926558545557307262016-01-29T22:18:00.002+00:002016-01-29T22:20:52.716+00:00Reviews, and being either side of the fine line<br />
<a data-flickr-embed="true" href="https://www.flickr.com/photos/taminator/216262409/in/photolist-k7phe-5SnrHB-aoPfx1-2kE4wo-4dccp2-9AcPxK-gNJ4x-9cB1au-k81QMj-76vhZ-amM5f-5V4uun-ddtDpz-76un3-mg764-cE16cU-5W7JiY-743NJ-744B6-bjhzji-76un6-57YWS-5jKVrK-g1f8V-76un7-2XezhF-bq5hzS-coV5F9-744B2-ejJHxL-ujfQ3-6dG4x5-6AXDQg-9Qx8T8-7twh45-4wBdjz-e3xhep-z846NN-x5SjH-e1aG6S-eSVAzC-cSRAVL-4tQtQP-ryKLSq-dQTqfo-8DFR6t-4nKWML-76un5-9paGRc-arstkA" title="mex11"><img src="https://farm1.staticflickr.com/71/216262409_13b7678d55.jpg" width="500" height="332" alt="mex11"></a><script async src="//embedr.flickr.com/assets/client-code.js" charset="utf-8"></script>
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As I grapple with the submission system, awaiting a tweak by Jane, I've taken the moment to reflect on the reviews and the decisions about them which led me to not really do an awful lot of changes to the paper. The reviewing system is pretty grown-up really. You submit your full paper and hope that people like it. They give you feedback and it's up to you whether you take their advice. Then you submit finally and that is that. You're in the proceedings. In 2013 my paper was rejected, which was upsetting because it seems like they did not really read or, still less, understand the paper. But, hey-ho, I got over it quickly and attended the conference anyway. So it was a considerable relief when my submission was accepted this time around. The reviews were fascinating. The more positive one was keen for me to make clearer links with my theoretical frameworks, and, come the conference, I should give more of an introduction to activity theory for an audience, they thought, which might not be familiar with that tradition. In fact, I'd not mentioned activity theory at all anywhere in the paper, not even a hint of a triangle anywhere to be seen. And is there anything wrong with leaving theory more implicit, more light touch? It's a bit like a kids movie where there are gags for the kids and gags the grown-ups will get. I dont want to be a slave to any particular theory. I hope I've moved on from wearing my frameworks on my sleeve... with the exception of networked learning of course :) <br />
<br />
The second reviewer was more penetrating... <br />
I should have worked harder to take up the analysis of textual practices rather than being taken up with the technology. This one vexed me because I know they're sort-of right but I cant ignore the fact that the technology was up to something here - semiotically or just from the sheer affordance of sharing information that would have otherwise remained locked away in cabinets or inboxes. Was a claim to be saying something about learning here spurious? Have I, by discussing user engagement, just caved in to the curse of technological determinism/myopia, again... ?<br />
<br />
Indeed, and I get really sanguine now... Probably my paper gets no where near depicting 'learning'. So I admit defeat - learning is truly an illusive phenomenon and it's got the better of me again. If you're coming, feel free to politely slip out before I 'die' more at its hands. The only thing I can say by way of excuse is that this was originally designed as a doctoral paper and so there is, of necessity, 'too much on the plate'. I happen to like my nachos that way... Perhaps the thesis will help wean me off that when I'm writing. Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-14469858344375112372015-10-29T12:01:00.000+00:002015-10-29T12:01:50.284+00:00Embedding digital scholarship requires academic leadership<a data-flickr-embed="true" href="https://www.flickr.com/photos/amoebaswarm/21474559773/in/datetaken/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title="Me in Sorrento's with my hat and a macchiato"><img alt="Me in Sorrento's with my hat and a macchiato" height="240" src="https://farm6.staticflickr.com/5638/21474559773_3502af7d04_m.jpg" width="180" /></a><script async="" charset="utf-8" src="//embedr.flickr.com/assets/client-code.js"></script>
I am just really pleased with the way my little group of BSc students have risen to the challenge of submitting a "first 500 words on Evidence-based practice" to peermark. They are very lacking in confidence and find academic work thoroughly alien to their world of clinical expertise. It is a real joy and privilege to share a room with these guys as they open up about the challenges of embodied knowledge practice and the extreme skill that they deploy on a daily basis. But now they have to do knowledge work of a scholarly kind, and very often that is 'digital scholarship'. As module leader, I'm bringing them on in small steps and they're responding famously (we argue about whether these are 'small' steps :). As far as why this is happening, Glover et al's recent paper points back in my direction... <br />
<blockquote class="tr_bq">
However, the overarching theme evident from the interviews was that the
preference of the module leader is the main driver of the use of
technology in submission and feedback, even when they will be taking
little part in the process.</blockquote>
Any success I'm reporting here is not intended as a cheap boast. For me it highlights the necessary agency of academics to set the direction and expectations for what happens in terms of embedding digital literacy practices into the fabric of core learning and teaching activity. Something too many shy away from. Perhaps there is an analogy with children and the significance of their birth parents. No para-academic (e.g. learning technologist, librarian, administrator) can carry exactly the same weight of authority. We're living in times with earnest attempts to apply a 'division of labour' to university activities with the promise of more student centredness, maximising consistency, increasing efficiency and driving down costs. Whether or not these are worthy and entirely necessary goals in a time of 'austerity', we should consider whether tweaking the academic out of higher education may leave us with something other than 'higher education'. Is that what we want and who decides? For my part, I'll do what I can to help my students develop current scholarly practices and habits, many of which will incur 'the digital'. <br />
<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #333333; display: inline !important; float: none; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">GLOVER, Ian et al. Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback.<span class="Apple-converted-space"> </span></span><b style="-webkit-text-stroke-width: 0px; background-color: white; color: #333333; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Research in Learning Technology</b><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #333333; display: inline !important; float: none; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">, [S.l.], v. 23, oct. 2015. ISSN 2156-7077. Available at: <</span><a href="http://www.researchinlearningtechnology.net/index.php/rlt/article/view/27078" style="-webkit-text-stroke-width: 0px; background-color: white; color: #828c27; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-decoration: underline; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" target="_new">http://www.researchinlearningtechnology.net/index.php/rlt/article/view/27078</a><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #333333; display: inline !important; float: none; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">>. Date accessed: 29 Oct. 2015. doi:</span><a href="http://dx.doi.org/10.3402/rlt.v23.27078" style="-webkit-text-stroke-width: 0px; background-color: white; color: #828c27; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-decoration: underline; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">http://dx.doi.org/10.3402/rlt.v23.27078</a><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #333333; display: inline !important; float: none; font-family: HelveticaNeue, 'Helvetica Neue', Helvetica, Arial, Geneva, Tahoma, sans-serif; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">.</span> Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-19515874856953497082015-09-24T17:18:00.000+01:002015-09-24T17:18:47.077+01:00NL an optomistic enterprise<span style="font-family: Times,"Times New Roman",serif;">We've been reading Feenberg (1999) and Hodgeson et al. (2012) on the doctoral programme. I studied economics a little bit when I worked for a bank and at Aberdeen. But I suppose many people will have heard of Adam
Smith's 'invisible hand'... It helped me to apply this to 'technology' when reading Feenberg. I think Feenberg is explaining that different ontologies
leave one with very different views as to whether </span><br />
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<div>
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<ol>
<li><span style="font-family: Times,"Times New Roman",serif;">We can/can't really control 'the invisible hand'</span></li>
<li><span style="font-family: Times,"Times New Roman",serif;">Does that matter? </span></li>
</ol>
<div>
</div>
<div>
In the case of Marx, he is saying that not only can we
not control the invisible hand, the hand's effects are, at worst
neutral. However, some, like Feenberg (also cites Foucault and Marcuse
who I have barely heard of still less read), are deeply suspicious of
what the hand ('hooded claw' better?) is really up to. <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://vignette1.wikia.nocookie.net/hanna-barbera/images/5/5c/Hoodclaw.png/revision/latest/scale-to-width-down/300?cb=20130427124408" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://vignette1.wikia.nocookie.net/hanna-barbera/images/5/5c/Hoodclaw.png/revision/latest/scale-to-width-down/300?cb=20130427124408" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From http://hanna-barbera.wikia.com/wiki/Hooded_Claw </td></tr>
</tbody></table>
<div style="text-align: center;">
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<div>
<span style="font-family: Times,"Times New Roman",serif;">There could be a connection between Feenberg's argument,
that we '<i>should</i> be asserting human control' and Hodgson <i>et al</i>'s stated
ontology (p292) for networked learning, and even the <a href="http://csalt.lancs.ac.uk/jisc/definition.htm" target="_blank">expanded definition of networked learning</a> which, enacted through programmes like the Lancaster PhD, pushes
back against strong tide of 'economic-pragmatic discourse' (Hodgson et
al 292). Hodgson and Feenberg's view of the world 'as we would like it
to be', may well clash violently with the daily realities of, say,
learning technologists who are...</span></div>
<div>
</div>
<div>
</div>
<ol>
<li><span style="font-family: Times,"Times New Roman",serif;">trotting
out multimedia at the bequest of unwitting lecturers with no better
agenda than that it could look good/modern, appeal to the millennial
students (<i>sic</i>) and may save them time/effort in the long run</span></li>
<li><span style="font-family: Times,"Times New Roman",serif;">Rolling out moocs, to pay their mortgage and other bills, as an extension of the university's marketing department</span></li>
</ol>
<div>
</div>
<div>
Do you recognise these 'value laden' examples as such?
Are they real to you? If they are, does that really matter? If it does,
can/should we be doing anything about it? Feenberg is saying we
certainly can and <i>should</i>.</div>
<div>
</div>
<div>
Do we agree with the political angle in these readings,
however ambitious it might be? After all, there is a sense in which, on programme like the one I'm on, we're very much part of attempts to enact it - if you have or are on such a programme, how was/is it for
you? You're paying handsomely for the 'bus ride', did you realise where
it was hoping to take you?</div>
<div>
I spent a while yesterday
discussion a proprietary tool with our learning technologist who was bemoaning
the impossibility of making 'progress' with staff who are so ardently
Luddite, in their opinion. This is a fairly typical moan for a
learning technologist to make, and it falls some way short of 'the
Feenberg perspective'. What would be the impact of such a blithe embrace
of 'all that technology can offer' on your place and even society as a
whole. Would we become super efficient but/and/or loose our humanity in
the process? Which of those things really matter?</div>
<div>
</div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span>
<br />
<div>
</div>
Or should we be enacting learning designs which
are 'appropriate and suited to live in a digitally connected and
networked world where sharing and collaborative ways of working are the
norm rather than the exception' (Hodgson <i>et al</i> p292 again) and 'we all live
happily ever after'?<br />
Networked learning, to the likes of Hodgson <i>et al</i>, is an optimistic
enterprise... What alternatives are there when (if?) one sees 'market
failure' in all directions?<br />
<div class="csl-bib-body" style="line-height: 1.35;">
<div class="csl-entry" style="clear: left;">
<ul>
<li>Feenberg, Andrew 1999 <i>Questioning Technology</i>. London ; New York: Routledge.
</li>
<li>Hodgson, Vivien, David McConnell, and Lone Dirckinck-Holmfeld 2012 The Theory, Practice and Pedagogy of Networked Learning. <i>In</i> <i>Exploring the Theory, Pedagogy and Practice of Networked Learning</i>. Lone Dirckinck-Holmfeld, Vivien Hodgson, and David McConnell, eds. Pp. 291–305. New York, NY: Springer New York. </li>
</ul>
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<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-1-4614-0495-8%2C%20978-1-4614-0496-5&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=The%20Theory%2C%20Practice%20and%20Pedagogy%20of%20Networked%20Learning&rft.place=New%20York%2C%20NY&rft.publisher=Springer%20New%20York&rft.aufirst=Lone&rft.aulast=Dirckinck-Holmfeld&rft.au=Lone%20Dirckinck-Holmfeld&rft.au=Vivien%20Hodgson&rft.au=David%20McConnell&rft.au=Vivien%20Hodgson&rft.au=David%20McConnell&rft.au=Lone%20Dirckinck-Holmfeld&rft.date=2012&rft.pages=291-305&rft.spage=291&rft.epage=305&rft.isbn=978-1-4614-0495-8%2C%20978-1-4614-0496-5&rft.language=en"></span>
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<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A0415197546%200415197554&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Questioning%20technology&rft.place=London%20%3B%20New%20York&rft.publisher=Routledge&rft.aufirst=Andrew&rft.aulast=Feenberg&rft.au=Andrew%20Feenberg&rft.date=1999&rft.tpages=243&rft.isbn=0415197546%200415197554"></span>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-41628812220046535312015-05-09T09:00:00.000+01:002015-09-04T17:01:31.688+01:00Reporting back from the Networked Learning Seminar at Cardiff 6th May 2015On Wednesday 6th May 2015, two friends from Bristol University traveled
to Cardiff to head up our networked learning seminar: Dr Sue Timmis and
Dr Jane Williams. At just after 1pm, around 30 of us were welcomed by
Patricia Price (Pro Vice Chancellor Pro Vice-Chancellor, Student
Experience & Academic Standards) who was on hand to open the
seminar, kindly sponsored by the recently formed <a href="http://www.cardiff.ac.uk/colleges/biomedical-life-sciences" target="_blank">College of Biomedical & Life Sciences</a>. I was personally very thankful to Emma Humphries from the
College. Her fulsome help with the administration of the seminar was
superb - it was so reassuring all through the surprisingly long run-up
to the seminar.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT3OijIv05iA4QoMfewQfOfB3DkYUosnfIFwOFCFxuQu_z0uRoRAg852XgvKpVpJDKeglFwnjxySjoI4KFr7V5_t8Y-3H50trqUc7n1tg6J71sePE6u-sabwPMMIgpOhdLXneV9RQIw_vj/s1600/20150506-NLSeminar-Sue-DSC_0034%5B1%5D.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT3OijIv05iA4QoMfewQfOfB3DkYUosnfIFwOFCFxuQu_z0uRoRAg852XgvKpVpJDKeglFwnjxySjoI4KFr7V5_t8Y-3H50trqUc7n1tg6J71sePE6u-sabwPMMIgpOhdLXneV9RQIw_vj/s320/20150506-NLSeminar-Sue-DSC_0034%5B1%5D.JPG" width="320" /></a><br />
Sue Timmis expertly traced out the tensions in Higher Education that keep the
learning and teaching theory-practice gap wide open. For example, that
theories of learning are far more contested than those within many
disciplines. However, Sue challenged us to seek and engage students in
participatory learning activities.
<a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=2nlsmVFa5kpRuYrm6djCKqUMH%2blD58pHD9URkb6NQNk%3d&docid=0878ae615c2734371893c830b404c545f" rel="nofollow">PowerPoint</a> <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=WTTOsgnrCQ5hSVYbrEUgbtO%2bnagRYeI%2fmcFVaz5uLRU%3d&docid=09b0ed6b48be847c397b1c52cf20eeecb" rel="nofollow">MP3</a><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMQflEG3pWpjAgB1VWAV0om5UoYfHlH9IXGNnRLBM5t4tyveXgyqh0pakBU3MUeEo2k8NF7l1cIyw4Abul1_39ZEfUBrzloibkpBW7m89t5zjAp35xD-g-_gEseORtclOz_r8ELlPH_voU/s1600/20150506-NLSeminar-Jane-IMG_2922.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMQflEG3pWpjAgB1VWAV0om5UoYfHlH9IXGNnRLBM5t4tyveXgyqh0pakBU3MUeEo2k8NF7l1cIyw4Abul1_39ZEfUBrzloibkpBW7m89t5zjAp35xD-g-_gEseORtclOz_r8ELlPH_voU/s320/20150506-NLSeminar-Jane-IMG_2922.JPG" width="320" /></a><br />
<br />
<br />
Jane Williams discussed her work with medical students who elect to
develop e-learning materials for their optional module. Unlike the more
programmatic materials developed by the department, the students target
courseware that directly addresses content areas which they found
challenging, thus increasing its value for ensuing cohorts. This was a
perfect example of ‘participatory’ collaborative and cooperative
learning that Sue had offered as a means of enriching and deepening
learning. <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=Ug0Sv36MEmROEC342vJYPZXtV0vPBNjIcF%2bRs5QpbmE%3d&docid=004aaf0876770454f83b1824b7f62237f" rel="nofollow">MP3</a><br />
<br />
<br />
After a brief comfort-break, it was the turn of the Cardiff three...
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibataT5ADzHSFwapxH4MlsOButxX0R5tpW5T54FN4sAKkAsYMxCLyFcO7DOTOB8kWWJrHOba_HzzET0arQ_bTzEiamr6D7_dB_aDwLeeaMnEksL867-l0iIAZzxgS_TxsWKTn83PFOMrLf/s1600/20150506-NLSeminar-Karl_Luke_1+(Medium).jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibataT5ADzHSFwapxH4MlsOButxX0R5tpW5T54FN4sAKkAsYMxCLyFcO7DOTOB8kWWJrHOba_HzzET0arQ_bTzEiamr6D7_dB_aDwLeeaMnEksL867-l0iIAZzxgS_TxsWKTn83PFOMrLf/s320/20150506-NLSeminar-Karl_Luke_1+(Medium).jpeg" width="320" /></a>Karl Luke outlined a small-scale study in which he explored Nina Dohn's
critique of the assumptions made in education when Web 2.0 tools
(especially wikis) are deployed in hopes that they will succeed
unproblematically. He went on to offer practical solutions to Dohn’s
points. <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=LYJjkfOxAGoQVnMtiEKhcyudewp2LanyQq3rHcexYVI%3d&docid=0465e6b54d12f417d882997eb8c5f0e26" rel="nofollow">PowerPoint</a> <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=BfPU%2fFq0l%2b1Zb%2f6yvMvUEDr%2bQNxFayZNtOIWF%2fhdt3U%3d&docid=03def3b4ab8b64fe3970c6a6546ed4a3e" rel="nofollow">MP3</a><br />
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Joe Nicholls used his slot to present long-standing work around
'learning literacies'. He argued that only a fully integrated approach
to deploying these literacies could be effective and that, even then,
context was key for securing worthwhile outcomes. <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=IpgbfOKLiRgwKYMk51Sjc0dhFjqlNs6rLB6zKjx0mjY%3d&docid=010bb35105475403f92cc2f74089fdf98" rel="nofollow">PowerPoint</a> <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=ki2A%2b6UzTUBFLQaLV%2fHIUJuVu1mvC4Zi4%2fXYnSkdNwA%3d&docid=04e9d9354287142d3925fc0adbde50fd5" rel="nofollow">MP3</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2qa9Y3RCyJtCEDxoO3OzT-e6zyg2rRwkOt6i0y2_UA1aJhr_-4njMMN952PDDd2ziWEcLsghBN2yjyJbLGohabazQ_KkQvNQD8jDVcq7blcOtO4hUHxGf60xqx9RzvNtvmR-c9tPCdj6_/s1600/20150506-NLSeminar-MJ-QRcode.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2qa9Y3RCyJtCEDxoO3OzT-e6zyg2rRwkOt6i0y2_UA1aJhr_-4njMMN952PDDd2ziWEcLsghBN2yjyJbLGohabazQ_KkQvNQD8jDVcq7blcOtO4hUHxGf60xqx9RzvNtvmR-c9tPCdj6_/s320/20150506-NLSeminar-MJ-QRcode.JPG" width="320" /></a>Sadly, a few things, not just my relaxed approach to time-keeping, made
us run out of time, leaving me with just a few minutes before the close.
But even in a very short presentation there were practical and
theoretical lessons gleaned from a mini-project carried out last year
into aspects of informal learning by staff using an innovative
application of blogs for shared academic supervision record-keeping.
<a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=1EHYXvXFycGBpL%2fbSP%2fnEDzNT8YqKSAtQfn%2fdBFrZ0E%3d&docid=06d67371903d843139286873e10bc0831" rel="nofollow">PowerPoint</a> <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=C%2buCZeoLipqOolWfsZ5d6KJeQvyK3v%2b97HICSolCp0s%3d&docid=05b2b468afd184983a0e380a5ca86ae33" rel="nofollow">MP3</a></div>
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I was personally very pleased with the way that the seminar gave a real flavor of the conference. Networked learning does not do 'snake oil' and that can be confusing in learning technology circles... much the same as when my landline rings these days, I expect a sales pitch in broken English. The source of networked learning's 'non-splashy' power is in the humanistic values, transparent evidence and scholarly insight, and that should be good enough for anyone. Concluding comments <a href="https://cf-my.sharepoint.com/personal/johnsonmr1_cardiff_ac_uk/_layouts/15/guestaccess.aspx?guestaccesstoken=0l3T5RxoQO8ZM6cCvEQ%2bxgdb0m1G36aXRKYamXORj3s%3d&docid=02f4166625d914e3185ddda94b260db8d" rel="nofollow">MP3</a>Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com1tag:blogger.com,1999:blog-7912259919974321462.post-44437159968245013852015-04-30T17:32:00.002+01:002015-04-30T17:35:52.671+01:00Networked Learning Seminar 6th May 2015 1-4pm 2.21 Tŷ Dewi Sant, Heath ParkThe Networked Learning Conference runs biennially, and next year is the 10th at Lancaster University. So this year is 'fallow', interregnum, 'writing up' space in time for <a href="http://www.networkedlearningconference.org.uk/call/index.htm" target="_blank">the 5th October deadline</a>... I thought it might be nice to organise a 'fireside chat' among friends who happened to be doing advanced degrees in learning technology. I wanted us to share some of the good stuff we've learned on our studies that otherwise might never see the light of day. Probably we'd ask if anyone was around and wanted to listen in, probe a bit, etc.<br />
I'm delighted to say that it has turned into a College-sponsored seminar, bringing the networked learning marque and experts Dr Sue Timmis and Dr Jane Williams to Cardiff next Wednesday afternoon (<a href="http://www.networkedlearningconference.org.uk/abstracts/timmis.htm">here's a link to their paper from the last conference</a>).<br />
<br />
We're dividing the three hours up as follows:<br />
<br />
<b>13:00-14:00 Welcome and introductions, followed by:</b><br />
<ul>
<li><b>Dr Sue Timmis</b> - Senior Lecturer in Technology Enhanced Learning at University of Bristol Graduate School of Education <a href="http://www.bris.ac.uk/education/people/14185/index.html">http://www.bris.ac.uk/education/people/14185/index.html</a><br /><i>“Mind the gap! The power and the challenges of connecting theory AND practice in University learning and teaching”</i></li>
<li><b>Dr Jane Williams</b> – Director of Technology Enhanced Learning Team at University of Bristol Medical School <a href="https://twitter.com/bristoluniHStel">https://twitter.com/bristoluniHStel</a> <br /><i>"Handing over the keys: unlocking the potential of students as developers and researchers of elearning"</i></li>
</ul>
<b>14:00-14:30 Refreshments/networking</b><br />
<br />
<b>14:30-15:30 Three short papers from:</b><br />
<ul>
<li><b>Karl Luke</b> - E-Learning Technologist, Cardiff Institute of Infection & Immunity Studying <a href="http://www.bristol.ac.uk/education/students/masters/lts/" target="_blank">MSc Learning, Technology and Society at Bristol University.</a> <a href="https://twitter.com/karl_luke">https://twitter.com/karl_luke</a> <br /><i>“Squashing Others”: Appropriating and Repurposing Social Collaboration Tools in Higher Education Online Courses. Using “Participatory Web” Tools in Education: Expectations, Practicalities, Roles, Tensions and Challenges</i> </li>
<li><b>Dr Joe Nicholls</b> - Principal Consultant: Digital Enablement. The role is concerned with enabling the development of staff and student digital literacies at Cardiff University. Studying <a href="http://online.education.ed.ac.uk/" target="_blank">MSc in Digital Education with the University of Edinburgh</a> <a href="https://twitter.com/JoeNicholls">https://twitter.com/JoeNicholls</a> <br /><i>“Discovering alternative ways of learning and teaching through representations of practice”</i> </li>
<li><b>Mike Johnson</b> – Lecturer Information Management and Teaching at the School of Healthcare Sciences, Cardiff University <a href="http://www.lancaster.ac.uk/fass/edres/study/tel/" target="_blank">Doctoral candidate in Technology Enhanced Learning and e-Research at Lancaster University</a> <a href="https://twitter.com/agentjohnson">https://twitter.com/agentjohnson</a> <br /><i>“When is a blog not a blog? Domesticating blogs through academic supervision”</i></li>
</ul>
<b>15:30-16:00 Panel summary and Q&A to close.</b><br />
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<b>If you're free, do please feel free to come along too!</b><br />
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<a href="http://www.cardiff.ac.uk/estat/roombookings/heath/tydewisant/2f221/index.html" target="_blank">This is a link to Cardiff University Estates page for Ty Dewi Sant 2.21</a></div>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-2229313347266740822015-04-09T15:35:00.001+01:002015-04-09T16:08:09.448+01:00Human conversations in educationLast night a friend prompted me to watch a <a href="https://youtu.be/wX78iKhInsc?t=14m23s" target="_blank">TED talk by Sir Ken Robinson (youtube link</a>). I have been quite suspicious about Sir Ken since I heard him claim that teenagers do not wear wrist-watches any more, they have mobiles to tell the time with instead. This statement seemed insightful at the time but ignores the wider cultural significance of a watch. I know one teenager who sports an enormous watch. If anyone in his class wants to know the time they just have to look in his direction. If the infamous wearer can summon the strength to raise his watch arm, the sight of the watch alone is enough to disrupt a lesson.<br />
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But I digress... Last night, for me, Sir Ken was on form. It was an American agenda and audience but the points about education being a human activity were spot on. This is what we are in danger of losing and why I like the Networked Learning 'tradition' where we hold that 'promoting connections' with ICT's between learners and 'content'/resources is not a sufficient condition to meet <a href="http://csalt.lancs.ac.uk/jisc/definition.htm" target="_blank">the definition</a>.<br />
An example... When did 'e-learning' ever pay much attention to the spoken language of learners? Indeed, how could it? Why should it?<br />
I've been trying to get a handle on Basil Bernstein - got an old copy of Class, Codes and Control. There is much that defeats me in its pages, however, here is a chunk from p72<br />
<blockquote class="tr_bq">
There is, it is thought, a dynamic interaction between the speech form learned, the experiences organized by it and subsequent behaviour. The experience of a speaker is conditioned and differentiated by and through his language. Spoken language is a process and processing phenomenon and is the major means by which an individual becomes self-regulating. An analysis of the typical dominant speech mode learned should give important insights into the psychological effects of linguistic processing and the inter-relationships with the social structure which condition and limit the form of the usage.</blockquote>
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The point I was struck by here is the 'Spoken language is a process and processing phenomenon and is the major means by which an individual becomes self-regulating'. <br />
If this is true, then as those responsible for other people's learning, we neglect requiring oral presentations of ideas at our peril... well, in as much as learning matters. CampusPack has a 'podcasting tool' (like a blog with audio) and I encouraged students to record to it once; we saw mixed levels of engagement from the single online-only cohort that ran with it. Granted it is a different activity, and was used for different purposes (i.e. learning about voice and subjectivity), but this seemed nowhere near as good as a humble human conversation. Probably you know of better examples than that. Please share :o)Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-24067392439047620642015-03-19T09:35:00.001+00:002018-03-20T09:21:31.256+00:00Networked Learning as a pedagogy againI can't quite escape from the ideas I was talking about in <a href="http://www.networkedlearningconference.org.uk/past/nlc2008/abstracts/Johnson.htm" target="_blank">2008</a>. Media choice and the pedagogy of and around that choice impacts behaviour and somehow we're liable to miss that.<br />
Scenario: Evaluation. You have a large class of students (say 200) and you want to get a good response-rate to the routine end-of-module evaluation. The organisation would quite like this process to cost nothing at all. So, from paper-based, or perhaps optical mark read forms, the organisation has moved to online evaluations. This has coincided with a dramatic drop in response-rates. The choice of media has distanced the student from anything but the slightest amount of pedagogic influence over them (a paper just published refers to this kind of thing as 'pedagogic distance' - see Westberry and Franken 2015 - I think it is a massive issue). Even in a large lecture setting, if a lecturer hands out paper forms and requests students to complete them, the students are likely to comply. This is likely to do with the social form of the lecture as an event within which students immediately cede control to the person managing the session. Once out of the lecture, the spell is broken and all kinds of things come between the student and the online form.<br />
Given that it is not very manageable to troop them all off to an IT room, unless you have the facility and could tie the evaluation in with some other desirable learning opportunity.<br />
You could try an audience response system but that would be expensive and quite clumsy to administer. Apart from anything else, an evaluation with more than a few summary questions is going to feel like an imposition on the students and would, in my view, be an abuse of the lecturer's pedagogic power. There have been many discussions about the issue of students using their mobiles in lectures.<br />
I suggested projecting a very large QR Code that points to the online form. <a href="https://goo.gl/" target="_blank">Google's URL shortener</a> serves up a QR Code and still works even though it gets a bit blurry when enlarged. [Note of caution - check URL's unless you can <b><u><i>absolutely</i></u></b> trust the source - perhaps use something like <a href="https://scanurl.net/">https://scanurl.net</a> - good to use a checker that looks harder than just what's at the other end of your click - thanks to Martha for suggesting this edit 😁)<br />
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Any student with a smartphone <i>ought </i>to be able to follow the link. Clearly that is fantasy. It would be a good idea to warn the students in advance or at least to ask them to ensure they have or know where to find a QR Code Scanner app.<br />
Even if they don't complete the form there and then, at least their browser is at the right page and they may go on to complete it later.<br />
So it is hoped that merely by using the lecture setting to display the QR Code and allocating a few minutes to complete the form will increase response rates. Whether this will work after the novelty factor wears off, and what proportion of students who are not capable of scanning the code will feel disenfranchised and possibly put in a worse evaluation than they might have otherwise...!!! As they say, that's an empirical question...<br />
But has the lecturer's action of introducing the QR Code in this scenario promoted connections? Is that an example of networked learning pedagogy in action? The definition says nothing about having students having to be learning at a distance...<br />
Then there's the whole thing about the way that my role here means that I get to sit in meetings and try and join the things that I hear with the 'stuff I know' to come up with useful suggestions. Its serendipity. If learning technologists want to influence learning and teaching practice, they may have to sit in <i>and tune in</i> to yet more meetings.<br />
<br />
Westberry, Nicola, and Margaret Franken. “Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory.” Teaching in Higher Education 20, no. 3 (April 3, 2015): 300–312. doi:10.1080/13562517.2014.1002393.Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-88001987289405283042015-02-12T11:12:00.000+00:002015-02-12T11:13:10.001+00:00Design for learningPeople talk about 'blended learning' as if it is something worth making a distinct point about. The only thing it is distinct from is 'undesigned' learning... where the 'instructor' (in cases where there is one) has, for whatever reason, not designed it (enough). The T P sea K framework of M ! s h r a & K o e h l € r is, in my view, a typology that introduces unhelpful distinctions (feel free to google it, I'm not linking to it from here ;). The T(=tech) needs to become part of what we do as instructors in the way that it is when we learn to drive or act generally in the world. For me, T P sea K is basically P - pedagogy. <br />
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<tr><td class="tr-caption" style="text-align: center;">pensive moi - because every post needs a picture and I was feeling low on creativity</td></tr>
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I<a href="https://twitter.com/agentjohnson/status/563285030756421632" target="_blank"> tweeted a link the other day</a>, the heavily critical one by New Media in Monash. Within the hour, Dr K o e h l € r had favourited it and followed me, little me. That was simply too keen for my liking.
I tried to rationalise this as I checked him out... As I viewed his 'trap' from the inside, it occurred to me that I still had a chance to get out. Happy to say, clearly I did escape.
What I saw in there disturbed me though. K o e h l € r's actions on Twitter and the decor of his web presence meant just one thing: money. Someone is making money out of these acronyms. It doesn't matter if the theory is shaky, just like the <a href="http://networkedlearning.blogspot.co.uk/2012/04/learning-styles-are-off-menu.html" target="_blank">learning styles stuff</a>, there is good money to be made and people will buy it, walking away satisfied customers, thanking you very much. We might take a generous view of all this and say, well, they have to make a living somehow. But the thing that worries me the most is the effect on education research and theory in general. T P sea K is just P. That's the beating heart of it. It's not a new insight and provides us with another niche theory that does not hold much promise for building meaningfully upon. What it has is the potential for meme-like caché amongst those interested enough to care about teaching but in too much of a hurry to really care about building theory with greater explanatory power (e.g. Policy makers with the power to dictate various curricula). So, with more than a glance towards <a href="http://www.legitimationcodetheory.com/" target="_blank">LCT</a>, we get yet another confusing segment along the horizontal plane of the theory landscape (which now resembles a massive sprawling shanty town - sorry this simile is not quite as PC as I would normally align with) instead of something which genuinely has potential to build and be built upon, advancing theory AND practice in education.
<br />
Here is a design principle I think has some reflective power to positively influence practice:<br />
<blockquote class="tr_bq">
"design for learning networks will normally be improved if attention is
paid to the little things that allow participants' activity to shift
smoothly between the digital and the material." p270</blockquote>
If you cant do pedagogy then get some help or give up now.<br />
<br />
<div class="csl-bib-body" style="line-height: 1.35; padding-left: 2em; text-indent: -2em;">
<div class="csl-entry">
Goodyear, Peter, and Lucila Carvalho. “Synthesis.” In <i>The Architecture of Productive Learning Networks</i>, 259–76. New York ; Abingdon: Routledge, 2014.</div>
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A9780415816564&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Synthesis&rft.place=New%20York%20%3B%20Abingdon&rft.publisher=Routledge&rft.aufirst=Peter&rft.aulast=Goodyear&rft.au=Peter%20Goodyear&rft.au=Lucila%20Carvalho&rft.date=2014-03-19&rft.pages=259-276&rft.spage=259&rft.epage=276&rft.isbn=9780415816564&rft.language=English"></span>
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Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0tag:blogger.com,1999:blog-7912259919974321462.post-76518602258204956282014-09-05T11:27:00.002+01:002014-10-22T10:00:10.118+01:00The SHARP learning cycle<img height="300" src="https://docs.google.com/drawings/d/1-0REa94v4FG8dE6WKN0wBMfS6Lck42VJyjOwP3IbduA/pub?w=960&h=720" width="400" /><br />
Just knocked <a href="https://docs.google.com/drawings/d/1-0REa94v4FG8dE6WKN0wBMfS6Lck42VJyjOwP3IbduA/pub?w=960&h=569" target="_blank">this</a> up for use in a session in a couple of weeks. I like it - wish I had time to say more. Perhaps will come back again and do that. For now, thanks to Peter Goodyear! Here's a 'bit more'...(updated 22/10/2014)<br />
The fairly subversive pedagogy of a networked learning activity rides
bareback on the conventional hegemony of the student/staff dichotomy
where the students are 'encouraged', almost as an act of faith, to take up the reflective and
generative practice of knowledge work; through internalisation and
externalisation, they bring their own practice under the reflective
scrutiny of authoritative theory. They 'feel their size', and this
brings on a minor crisis: it is expected that they will not understand everything
they read, they realise that the bar is significantly higher than they
had appreciated. Coming to terms with this discomfort is an important aspect of 'affect' in learning. Even to appreciate that 'higher ground' exists may be novel and generative in itself. But, more significantly, the mind is piqued into confusion, frustration, arousal and enquiry. Sense/meaning-making can commence, even if only through a stumbling advance. The 'stumble' metaphor here intentionally implies an iterative wobble 'back and forth', attempting stability, between the theory-laden artefact and the learner's own reified, tentative understanding. It may only be after this that the 'third space', an online forum, is deployed and the shared object(ive) of the scripted task invokes a collective sharing of the experience, providing the learner with contextually rich alternative attempted 'takes' on the theory and its application in practice, not least the practice of learning. <br />
These
'affective' elements of learning are vital for what Illeris (2008,p13) terms,<br />
<blockquote class="tr_bq">
"<i>accommodative</i>
or transcendent learning.", where "one breaks down (parts of) an
existing scheme and transforms it so that the new situation can be
linked in. Thus one both relinquishes and reconstructs something, and
this can be experienced as demanding or even painful, because it is
something that requires a strong supply of mental energy... In return...
(the learner has) understood" </blockquote>
Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com1tag:blogger.com,1999:blog-7912259919974321462.post-12242302745304261862014-08-20T11:20:00.001+01:002014-08-20T11:20:47.281+01:00When 'good enough' is actually 'best'At Cardiff we've had a long-running 'pilot' of persistent group chat (PGC). <a href="http://uk.linkedin.com/pub/chris-graves/12/418/b52" target="_blank">Chris Graves</a> has been instrumental in this. PGC is like a chat room but a history is kept in the room of previous conversations so the experience is in between synchronous and asynchronous. There is also an element of presence awareness. <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://pidgin.im/" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="Pidgin Instant Messenger screengrab" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQRWrf-2LMNor2HLjZy3rcM2Y3r6XTApi061t1kPqPPTJCW5g2VkQCf_TxlOfijx6xw20ZAZHPEgYxI7OHzJapDsUuKQ-NLu-oWTVhDuEXa_U_sKrG2A8Xrv9t25BEtpUH7qKKT_wi9JL4/s1600/20140820-PidginLogoScreenGrab.JPG" height="299" title="Pidgin Instant Messenger screengrab" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://pidgin.im/" target="_blank">We've used the free Pidgin software to access XMPP 'rooms'</a></td></tr>
</tbody></table>
Yesterday a colleague was telling me about a time when they had spoken about the use of persistent group chat for tutorials at a conference for Welsh Further Education staff. Another colleague was explaining how they had found that holding tutorials in Second Life helped students to express themselves.
If education is fundamentally conversational then conversations are useful to that end. However if education is fundamentally about collaboration (I think <a href="http://home.mira.net/~andy/" target="_blank">Andy Blunden</a> makes this point but need to read more!) then evidently you need to be <i>building </i>something together, a conversation can certainly be supportive of that, wherever/however it happens but talking will only get you so far.<br />
Our PGC advocate explained how their live demo did not start well when they were unable to connect with the student that they'd planned to. However, coincidentally, a colleague was online and doing a tutorial at the time. All agreed to help with the live demo and the audience watched as the live conversation continued. As the remote tutor was signing off, literally just triggered by the text displayed on the screen, members of the audience at the presentation instinctively voiced their goodbyes. Some of them then caught themselves doing that and felt daft realising that <i>they were waving at some text on a screen</i>. This demonstrated very much how vivid the experience of humble text-based communication can be, especially synchronous or near-synchronous.<br />
Where the academic practices of the given discipline or field are primarily text-based, that is really where the focus should be, around developing confidence, style and sophistication (even epistemic fluency!) with that mode of communication.
When 'voice-to-voice', it is easy to enter into almost a therapeutic relationship with students and talk with them and to them for hours, whereby they may indeed reveal all manner of interesting details and walk away having had a lovely time. But that is very different to developing writing skills by practising them. Writing is very difficult. Focusing on writing, even deliberately limiting students to writing, may not be very glamorous but it cuts right to the beating heart of an apprenticeship in knowledge work. Second Life, second best IMHO. Mike Johnsonhttp://www.blogger.com/profile/08446783588359525606noreply@blogger.com0