In recent years both WikiQuals & CROS have implemented alternative models of Universities... more In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning contexts post Web 2.0. The Emergent Learning Model is an interpretation of the relationships between informal, non-formal and formal learning in line with the EUs post-Bologna requirements for i2020, redefining what we mean by each of these types of learning. Critically learning content is defined as 'structured learning opportunities without formal learning outcomes', or 'non-formal learning'. In Web2.0 the ability to publish is termed 'user-generated content', and we regard the ability to create 'learner-generated' content as an important element of emergent learning. The WikiQuals project is based on self-publishing learner-generated content at doctoral level, with each 'Sqolar' developing personal learning networks as part of a self-accrediting process. The Alternative University (AU) project was envisioned as developing a student-centred model of higher education for Romania and was initially a community of practice for Student NGOs members. The educational model evolves yearly and now comprises various learning programs derived from the following; supported learning, social learning and practical learning. Other learning resources and support are used, such as the Learning House, My Learning Tribe online community (social media) or The Game (gamification). The whole model is designed to support autonomous learning behaviour in students building a community of learners. The online community supports students' learning processes and grows with the model's capacity to support the learning community. Online tools used for social and/or learning purposes are evolving and adapting fast to the real needs of the learners. These act as rapid adaptive learning management systems or eco-systems and also indicate the reality and health of that community. So, the AU model is enhancing its capacity to generate learning and facilitate learners autonomy by matching and augmenting the real life experiences with the online. We will compare them given that WikiQuals is learner-centric personalised-learning concerned with self-accreditation, whereas CROS is student-centred, self-directed, social learning with a stronger focus on working within a community of practice.
In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiqu... more In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning...
Here are the proceedings of the 2011 ALT Conference ''Thriving in a colder and more cha... more Here are the proceedings of the 2011 ALT Conference ''Thriving in a colder and more challenging climate''. Proceedings papers report on a piece of research, possibly in its early stages, or they can be ''thoughtpieces''which state a point of view or summarise an area of work, perhaps giving new insights. The conference has six themes:. Research and rigour: creating, marshalling and making effective use of evidence. Making things happen: systematic design, planning and implementation. Broad tents and strange bedfellows: ...
Innovation in Teaching and Learning in Information and Computer Sciences, Dec 1, 2006
Taking as its starting point the Grigg and Mager's paper "Public value and Learning and Skills" (... more Taking as its starting point the Grigg and Mager's paper "Public value and Learning and Skills" (2005), the present paper seeks to explore the articulation of the concept of public value in the context of post compulsory education in the United Kingdom. Where Grigg and Mager and other authors focus on the provider's role in developing public value through its activities, this paper looks at alternative articulations of the concept of public value to develop an outline of the contribution learners can make to public value through the media of ICT and e-learning. Drawing on previous work such as that of Garnett and O'Bierne (2005) and the perspectives of constructionist approaches in poverty and community studies, the potential role of ICT and e-learning in helping learners to create and record public value is outlined. A short outline of the development of this work, beyond this paper, is given.
AbstractThis paper identifies and discusses a set of conceptual issues relating to institutional... more AbstractThis paper identifies and discusses a set of conceptual issues relating to institutional strategies for enabling the embedding of learner-centric hybrid learning processes within educational institutions. Starting with the Ecology of Resources model of learning, we identify "filters" ...
The primary goals of the work described in this paper are to develop an improved understanding of... more The primary goals of the work described in this paper are to develop an improved understanding of UK community-based activities related to the creation and exchange of knowledge and to improve understanding of use and usability of new digital genres for organising, presenting, and finding community information. These goals have led us to investigate the character of UK Online Centres, and to discovery of the role of Centre managers, staff, and also of users. This paper presents extracts from a survey of related literature that we have carried out for the project.
Compass: Journal of Learning and Teaching, Jan 20, 2013
This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement S... more This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service) survey into practitioner attitudes to technology. We presented the initial findings of a research project funded by LSIS to the Greenwich e-learning conference in July 2011. A number of interesting insights can be identified concerning both the methodology used and the results obtained. In terms of the methodology we believe that the more qualitative approach used, which we describe as examining 'technology in action', can provide deeper systematic insights into practitioner uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of this approach, we have also unearthed some original insights into the use of technology for learning in colleges. Additionally, the almost 'learning analytics' approach to gathering survey data (Ecclesfield and Smith, 2011), also allowed us to create individual narratives of professional practice. As a consequence we will discuss the following issues; a new methodological approach using new tools and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner, highlighting approaches reflecting personal development of practice, which extends the concept of both staff and professional development. Overall our findings reflect a new professional confidence in using technology in colleges, which emerges from individual practitioner's personal curiosity in how technology might be used to help students learn.
Informational resources are essential for communities, rooting them in their own history, helping... more Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on. For digital inclusion Á and inclusion in the informational and democratic processes of society more generally Á it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, ''Aggregate-then-Curate'' (A/C), was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in ''digital learning champions'', other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC) funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG.
ABSTRACT We are examining the theory and practice of embedding social media across HE Institution... more ABSTRACT We are examining the theory and practice of embedding social media across HE Institutions through the activities of Technology Stewards We will have three themes to the workshop; 1) Heutagogy and institutional engagement with social media; Fred Garnett on “Three Levels of Technology Stewards” 2) The Institutional Role of the Technology Steward; Paul Lowe on extending the creative use of social media developed on his MA Photojournalism across the University of the Arts 3) Using mobile social media in institutional Communities of Practice; Thomas Cochrane on embedding Technology Stewards as Action Researchers in course teams Workshop format 1) Pecha Kucha introduction on Heutagogy & Technology Stewardship; Fred Garnett 2) Example of practice through the use of mobile phones in facilitating ontological shifts in Education; Thomas Cochrane (from New Zealand) 3) Discussing and analysing the three themes in groups; Fred Garnett, Nigel Ecclesfield, Thomas Cochrane. We will provide social media tools to support the workshop including a wiki along with Skype, Wimba or Elluminate for dialogue with NZ 4) Plenary; Q&A on Activities Feedback 5) Summary by Thomas Cochrane Workshop Group Activities We will ask workshop participants to both; a) Critique the short papers b) Think of ways that they might use the ideas in their institution Backchannels; We would look to integrate questions, comments and observations from the back channel into the Discussion and Plenary sessions Publications; Whilst this is a workshop supported by short papers we would be interested in producing a long paper using the workshop input for any conference proceedings as we intend to provide a framework for developing Technology Stewardship within HE institutions with separate but complementary roles at Strategic, Teaching and Learning levels References; Fred Garnett; Developed the PAH Continuum for creative course design and is currently working on developing a similar model for an Organisational Architecture of Participation for Technology Stewards Paul Lowe; Runs his MA in Photojournalism globally using Wimba and has been appointed as the first Technology Steward at University of the Arts in London, to work with fellow practitioners Thomas Cochrane; uses the PAH Continuum to design mobile technology use on the BA Product and is using mobile social media to create an ontological shift in the learning communities at Unitec Nigel Ecclesfield; is working on developing the Organisational Architecture of Participation and is also currently involved in a project to identify strategies for embedding innovative practice in various educational institutions across England with LSIS
A recent edition of ALT-J made a call for papers that looked at 'theoretical approaches in digita... more A recent edition of ALT-J made a call for papers that looked at 'theoretical approaches in digitally mediated environments'. A key part of this call was to use the Boyer Model of Scholarship as a frame of reference. The authors felt that there were limitations to this model which could be addressed in light of the recent moves to develop Open Scholarship. Our concern with Boyer is that he suggests a separation between researchers, who 'build new knowledge through traditional research' and teachers who 'study teaching models and practices to achieve optimal learning'. Boyer identifies four 'Types' of Scholarship, those of Discovery, Integration, Application and Teaching (DIAT), but places the responsibility for 'creative work in established field', with the traditional researcher role (Discovery). Furthermore this model implies a linear flow concerning how new knowledge becomes a part of teaching, implying that the teaching is mostly instructional, with a limited view of how new and emerging pedagogies might be utilised. The Learner-Generated Contexts Research Group has been concerned to develop a co-creation approach to learning and find this separation curious. We argue that using the Pedagogy, Andragogy, Heutagogy (PAH) Continuum enables more flexible approaches, through a mix of PAH, allowing for a wide range of technology uses, which also changes the relationship to research. We look at how we might both apply a co-creation approach to Boyer's model, inspired by the Open Scholar movement, and also make DIAT more iterative and less discrete. Consequently we have both extended Boyer's DIAT system to include Co-creating as an additional type and changed some 'measures of performance' to enable an iterative process of scholarship to emerge which also involves learners. We also examine how network effects 'enable generative network effects to occur' on scholarship and how applying Epistemic Cognition to evolving subject frameworks might enable the co-creation of research agendas. The co-creation model of Open Scholarship is presented in a table designed to simulate debate on this subject.
In recent years both WikiQuals & CROS have implemented alternative models of Universities... more In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning contexts post Web 2.0. The Emergent Learning Model is an interpretation of the relationships between informal, non-formal and formal learning in line with the EUs post-Bologna requirements for i2020, redefining what we mean by each of these types of learning. Critically learning content is defined as 'structured learning opportunities without formal learning outcomes', or 'non-formal learning'. In Web2.0 the ability to publish is termed 'user-generated content', and we regard the ability to create 'learner-generated' content as an important element of emergent learning. The WikiQuals project is based on self-publishing learner-generated content at doctoral level, with each 'Sqolar' developing personal learning networks as part of a self-accrediting process. The Alternative University (AU) project was envisioned as developing a student-centred model of higher education for Romania and was initially a community of practice for Student NGOs members. The educational model evolves yearly and now comprises various learning programs derived from the following; supported learning, social learning and practical learning. Other learning resources and support are used, such as the Learning House, My Learning Tribe online community (social media) or The Game (gamification). The whole model is designed to support autonomous learning behaviour in students building a community of learners. The online community supports students' learning processes and grows with the model's capacity to support the learning community. Online tools used for social and/or learning purposes are evolving and adapting fast to the real needs of the learners. These act as rapid adaptive learning management systems or eco-systems and also indicate the reality and health of that community. So, the AU model is enhancing its capacity to generate learning and facilitate learners autonomy by matching and augmenting the real life experiences with the online. We will compare them given that WikiQuals is learner-centric personalised-learning concerned with self-accreditation, whereas CROS is student-centred, self-directed, social learning with a stronger focus on working within a community of practice.
In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiqu... more In recent years both WikiQuals & CROS have implemented alternative models of Universities. Wikiquals is based on the Emergent Learning Model, presented at CELDA 2009, and CROS have developed their Alternative University since 2007 based on participant design. Whilst the Emergent Learning Model is derived from a series of projects and theories that developed from the use of eLearning and social media and have moved to real world activities, CROS started with a group of people engaging in real world activities and enhanced their educational model by using social media as a learning resource and environment. The Emergent Learning Model was derived from earlier theories, most notably the Open Context Model of Learning which is an open learning based on what had been learnt about pedagogy from earlier work with eLearning software. Consequently the model was built around an 'obuchenie' approach, looking at the evolving relationship between teachers and learners in the new learning...
Here are the proceedings of the 2011 ALT Conference ''Thriving in a colder and more cha... more Here are the proceedings of the 2011 ALT Conference ''Thriving in a colder and more challenging climate''. Proceedings papers report on a piece of research, possibly in its early stages, or they can be ''thoughtpieces''which state a point of view or summarise an area of work, perhaps giving new insights. The conference has six themes:. Research and rigour: creating, marshalling and making effective use of evidence. Making things happen: systematic design, planning and implementation. Broad tents and strange bedfellows: ...
Innovation in Teaching and Learning in Information and Computer Sciences, Dec 1, 2006
Taking as its starting point the Grigg and Mager's paper "Public value and Learning and Skills" (... more Taking as its starting point the Grigg and Mager's paper "Public value and Learning and Skills" (2005), the present paper seeks to explore the articulation of the concept of public value in the context of post compulsory education in the United Kingdom. Where Grigg and Mager and other authors focus on the provider's role in developing public value through its activities, this paper looks at alternative articulations of the concept of public value to develop an outline of the contribution learners can make to public value through the media of ICT and e-learning. Drawing on previous work such as that of Garnett and O'Bierne (2005) and the perspectives of constructionist approaches in poverty and community studies, the potential role of ICT and e-learning in helping learners to create and record public value is outlined. A short outline of the development of this work, beyond this paper, is given.
AbstractThis paper identifies and discusses a set of conceptual issues relating to institutional... more AbstractThis paper identifies and discusses a set of conceptual issues relating to institutional strategies for enabling the embedding of learner-centric hybrid learning processes within educational institutions. Starting with the Ecology of Resources model of learning, we identify "filters" ...
The primary goals of the work described in this paper are to develop an improved understanding of... more The primary goals of the work described in this paper are to develop an improved understanding of UK community-based activities related to the creation and exchange of knowledge and to improve understanding of use and usability of new digital genres for organising, presenting, and finding community information. These goals have led us to investigate the character of UK Online Centres, and to discovery of the role of Centre managers, staff, and also of users. This paper presents extracts from a survey of related literature that we have carried out for the project.
Compass: Journal of Learning and Teaching, Jan 20, 2013
This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement S... more This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service) survey into practitioner attitudes to technology. We presented the initial findings of a research project funded by LSIS to the Greenwich e-learning conference in July 2011. A number of interesting insights can be identified concerning both the methodology used and the results obtained. In terms of the methodology we believe that the more qualitative approach used, which we describe as examining 'technology in action', can provide deeper systematic insights into practitioner uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of this approach, we have also unearthed some original insights into the use of technology for learning in colleges. Additionally, the almost 'learning analytics' approach to gathering survey data (Ecclesfield and Smith, 2011), also allowed us to create individual narratives of professional practice. As a consequence we will discuss the following issues; a new methodological approach using new tools and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner, highlighting approaches reflecting personal development of practice, which extends the concept of both staff and professional development. Overall our findings reflect a new professional confidence in using technology in colleges, which emerges from individual practitioner's personal curiosity in how technology might be used to help students learn.
Informational resources are essential for communities, rooting them in their own history, helping... more Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on. For digital inclusion Á and inclusion in the informational and democratic processes of society more generally Á it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, ''Aggregate-then-Curate'' (A/C), was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in ''digital learning champions'', other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC) funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG.
ABSTRACT We are examining the theory and practice of embedding social media across HE Institution... more ABSTRACT We are examining the theory and practice of embedding social media across HE Institutions through the activities of Technology Stewards We will have three themes to the workshop; 1) Heutagogy and institutional engagement with social media; Fred Garnett on “Three Levels of Technology Stewards” 2) The Institutional Role of the Technology Steward; Paul Lowe on extending the creative use of social media developed on his MA Photojournalism across the University of the Arts 3) Using mobile social media in institutional Communities of Practice; Thomas Cochrane on embedding Technology Stewards as Action Researchers in course teams Workshop format 1) Pecha Kucha introduction on Heutagogy & Technology Stewardship; Fred Garnett 2) Example of practice through the use of mobile phones in facilitating ontological shifts in Education; Thomas Cochrane (from New Zealand) 3) Discussing and analysing the three themes in groups; Fred Garnett, Nigel Ecclesfield, Thomas Cochrane. We will provide social media tools to support the workshop including a wiki along with Skype, Wimba or Elluminate for dialogue with NZ 4) Plenary; Q&A on Activities Feedback 5) Summary by Thomas Cochrane Workshop Group Activities We will ask workshop participants to both; a) Critique the short papers b) Think of ways that they might use the ideas in their institution Backchannels; We would look to integrate questions, comments and observations from the back channel into the Discussion and Plenary sessions Publications; Whilst this is a workshop supported by short papers we would be interested in producing a long paper using the workshop input for any conference proceedings as we intend to provide a framework for developing Technology Stewardship within HE institutions with separate but complementary roles at Strategic, Teaching and Learning levels References; Fred Garnett; Developed the PAH Continuum for creative course design and is currently working on developing a similar model for an Organisational Architecture of Participation for Technology Stewards Paul Lowe; Runs his MA in Photojournalism globally using Wimba and has been appointed as the first Technology Steward at University of the Arts in London, to work with fellow practitioners Thomas Cochrane; uses the PAH Continuum to design mobile technology use on the BA Product and is using mobile social media to create an ontological shift in the learning communities at Unitec Nigel Ecclesfield; is working on developing the Organisational Architecture of Participation and is also currently involved in a project to identify strategies for embedding innovative practice in various educational institutions across England with LSIS
A recent edition of ALT-J made a call for papers that looked at 'theoretical approaches in digita... more A recent edition of ALT-J made a call for papers that looked at 'theoretical approaches in digitally mediated environments'. A key part of this call was to use the Boyer Model of Scholarship as a frame of reference. The authors felt that there were limitations to this model which could be addressed in light of the recent moves to develop Open Scholarship. Our concern with Boyer is that he suggests a separation between researchers, who 'build new knowledge through traditional research' and teachers who 'study teaching models and practices to achieve optimal learning'. Boyer identifies four 'Types' of Scholarship, those of Discovery, Integration, Application and Teaching (DIAT), but places the responsibility for 'creative work in established field', with the traditional researcher role (Discovery). Furthermore this model implies a linear flow concerning how new knowledge becomes a part of teaching, implying that the teaching is mostly instructional, with a limited view of how new and emerging pedagogies might be utilised. The Learner-Generated Contexts Research Group has been concerned to develop a co-creation approach to learning and find this separation curious. We argue that using the Pedagogy, Andragogy, Heutagogy (PAH) Continuum enables more flexible approaches, through a mix of PAH, allowing for a wide range of technology uses, which also changes the relationship to research. We look at how we might both apply a co-creation approach to Boyer's model, inspired by the Open Scholar movement, and also make DIAT more iterative and less discrete. Consequently we have both extended Boyer's DIAT system to include Co-creating as an additional type and changed some 'measures of performance' to enable an iterative process of scholarship to emerge which also involves learners. We also examine how network effects 'enable generative network effects to occur' on scholarship and how applying Epistemic Cognition to evolving subject frameworks might enable the co-creation of research agendas. The co-creation model of Open Scholarship is presented in a table designed to simulate debate on this subject.
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Papers by Fred Garnett