ambient learning city
DESCRIPTION
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONGTRANSCRIPT
Learner-Generated Contexts Group
Building an Ambient Learning City
Using the Emergent Learning Model
MOSI-ALONG
Fred Garnett
CAL
April 15th 2011
#mosialong
or Smart Mobs
in Smart in Smart Cities…Cities…
in Smart in Smart Cities…Cities…
Ambient Learning City
Topics
What is an Ambient Learning City?
Learner-Generated Contexts & Ambient Learning
Emergent Learning Model
Integrating Informal, Non-formal & Formal learning
Making the Ambient Learning City Work
MOSI-Ambient Learning Open Network Group
JISC-Bid Developing Community Content
Background Ideas to Ambient Learning City
Background to Learner-Generated Contexts
Resource Links
Ambient Learning City
What is an Ambient Learning City?
VISION; Building Inclusive Learning ContextsAn uninterrupted opportunity to interact with a range of contexts
?How would you design learning now knowing what we know?
*Turn the Institutions inside out, make their interests visible
*Design learning resources for appropriation
*Enable self-organised inter-disciplinary learning to emerge
Trust the learner!
Situate learning in the context in which learners live
Focus on supporting learner interests not content preservation
Design learning Interactions as though learning matters
Enable learning consequences to be beneficial in context
Community-responsive curricula
Ambient Learning City
Learner-Generated Contexts
A Coincidence of Motivations leading to
Agile Configurations(2007)
Ambient Learning City
Designing Ambient Learning How do we make the City ready to
support learner-generated contexts?
Start with the Context &
Design for Appropriation!or
E-enabling Oxford Road
Ambient Learning City
Concepts; Realist not Idealist
MOSI-Ambient Learning Open Network Group
Emerged from the Ambient Learning City project, derived from a learner-generated digital libraries EU-bid proposal
Based on the Emergent Learning Model ELM
ELM designed to meet EU-i2015 targets to integrate Informal, Non-formal & Formal learning by reconceptualising
Smart Mobs + Everything is Miscellaneous means… Here Comes Everybody
Emergent Learning Model Concepts
“Informal Learning, the social processes that support learning in any context” is about People
“Non-formal Learning, Structured Learning Resources without formal learning outcomes” is about Resources
“Formal Learning, the process of administering accreditation and qualifications” is about Institutions
(See http://www.slideshare.net/fredgarnett/fg-ouemergenttable )
The issue then raised from this proposed structure is 'flow.' Do we start with institutions and impose structures that work for them, or start with the social processes of self-organisation and design systems and resources to support the learning that emerges?
ELM Issues
This Model of Learning requires expertise in educational professionals which can support learners as they are served across three phases of the learning process;
Informal Learning Phase; enabling models of learner self-organisation that can be recognised by institutions post-hoc
Non-Formal Phase; Learning resources have to be designed for learner appropriation. Accreditation opportunities need to embedded & quality assured (through templates?)
Formal Learning Phase; Need to support structured resource provision, map to accredited learning outcomes, validating learning and managing financial flows guarantee the security and authentication of learners digital resources will enable learning strategies & policy outcomes to be provided to the government (See Policy Forest outcomes)
ELM Flows & Learning Literacy
A Learning Literacy will emerge by enabling participatory models of learner self-organisation that create agile configurations dynamically in institutions
Non-Formal; Learning resources have to be designed for appropriation whilst provide accreditation opportunities and allow co-creation (e.g. learning sequences, nQuire)
Formal; Need to support resource provision, map to learning accreditation outcomes, provide quality assurance of learning in context & feedforward policy outcomes nationally
This key institutional change alters the role of the teacher who work to support the learners 'literacy' in using this model in any context.
Making the Ambient Learning City Work
Key Criteria; Put the context into learning
Social; (CY) Believe everyone wants to learn!
Learning is a social process that emerges from context
Howard Rheingold; Smart Mobs
Resources; Design learning resources for appropriation! Major issues, learning resources, especially in the UK, even OERs really poor, must allow for co-creation & appropriation
David Weinberger; Everything is Miscellaneous
Institutions; Support the self-organisation of learning!
Provide: points of organisation, training, guarantors of learning that enable the Quality Assurance of resources
Clay Shirky; Here Comes Everybody
Making the Ambient Learning City Work
The Industrial Revolution threw a bomb into communities
It dispersed, people, families, lives, narratives, histories; dozens, hundreds, thousands of miles apart
The Transport Revolution enabled people to overcome distance and resolve this dispersal through travel, but with devastating environmental effects
The Digital Revolution allows us to design people-centric systems that can be appropriated to meet self-determined hyper-local needs.
Ambient Learning isn’t next generation technology push, it is about returning people to the centre of their lives using NSU Model of Tech Change; Networks, Services, Users
Life is no longer elsewhere it can be Right Here Right Now
MOSI-ALONG Bid Elements
FOCUS; Developing/Co-creating Community Content
a) Review the way MOSI Digital resources are used by learners in informal contexts (PVM);
b) Provide opportunities for the crowd-sourcing of digital content, from which can develop new relationships between curators and users; what might be called participative curatorial strategies; (RunCoCo)
c) Create new templates for the digitization of museum resources; (Xerte, Web 2.0, media-citizens)
d) Review ways that digitally-curated resources can be used for formal learning outcomes; (ELM, LGDL, OCMC)
e) Provide guidance and toolkits for all HEIs to build on the lessons of RunCoCo and refresh the way they think about using learning resource creation for community engagement
Ambient Learning City
William Gibson
The Future is already here;It is just unevenly
distributed…
Ambient Learning City
Fred Garnett
The Answers are already out there;
We just aren’t asking the right Questions yet
Ambient Learning City
Ambient City Background
Town-Planning, Kropotkin; Fields Factories & Workshops
Van & taxi-driver, situationist flaneurs, psycho-geography
Creekside Urban Ecology Centre
Mudlarking Ambient Learning Context in Deptford Creek
An Information Ecology of Community Grids for Learning
Manchester CGfL Steering Group (learners.org & 3G)
CALL initiative, CGfLs supporting distributed learning
Northala Ambient Learning Park LB Ealing (DC10 RITA)
Kew Participatory Science Gardens Proposal 2010
Proboscis; City as Material project 2010
Manchester Digital Corridor (20yrs of Information City)
Learner-Generated ContextsSome background factors;
Metadata for Community Content; Tools & Skills not content
Community Devmnt Learning Model; intermediaries, interest
lastfridaymob; Creative, Interactive, Participative Tech Design
Learner Generated Contexts; “Coincidence of Motivations leading to Agile Configurations”
Open Context Model of Learning; PAH Continuum, 2007
Information Obesity (Drew); Cognitive Schemas
An Organisational Architecture of Participation; nPV 2008
Dynamic Policy Development; Policy Forest 2009
Ecology of Resources; More Able Partner support learning
(see Mitra’s Granny Cloud) (See next 3 slides)
Knowledge Curriculum
Resources
Administration
Organisation Environment
Underpinning concept: The Ecology of Resources model of context
Knowledge Curriculum
Resources
Administration
Organisation Environment
The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
Knowledge Curriculum
Resources
Administration
Organisation Environment
The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
Ambient Learning City Resources
Blogs (continually updated)
Heutagogic Archive;
Mosi-Along
Slideshare
Emergent Learning Model
References; (Videos)
Howard Rheingold; Smart Mobs
David Weinberger; Everything is Miscellaneous
Clay Shirkey; Here Comes Everybody
Learner-Generated Contexts
Building an Ambient Learning City
Using the Emergent Learning Model
MOSI-ALONG
@fredgarnett
http://heutagogicarchive.wordpress.com/
#mosialong