JISC HE Academy

Issues to address in contextualising

#learning resources; some heuristics

@fredgarnett 2006

Community Learning - Becta

JISC HE Academy

TOPICS

Background

Context Modelling

Metadata for Community Content

Learner Modelling

Community Content Design Principles

Context; an Ecology of Resources

Context Tools; ELTI & Scenarios

Issues (who owns learning)

JISC HE Academy

Background

University teaching 1979 – 1981

FE Teaching 1982 – 2000

Social Impact of IT 1984-2000

eLearning Resource Development 1997-2001

Community Content Development 2002-2004

Metadata for Andragogy;Socially Inclusive Learning for the Knowledge Democracy

JISC HE Academy

Context Modelling CALL Initiative;

UK online centres

Community Grids for Information

NOF-DIGI Resources – EnrichUK

Socially Inclusive Learning providing; “Additionality & Progression”

How do (those) people learn?

LTRI Grounded Theory – “Lifecycles” Model

JISC HE Academy

Metadata for Community Content Project

1. Best Practice in Community Learning

2. How People Learn in UK online Centres

1. Andragogic, Follow interests

2. Learning Community, “Lifecycles”

3. Animateurs, Timely Interventions

3. Learning Context - Lifecycles model of “supported development”

JISC RSC Northwest

Learner Modelling (see handout)

“Goal-seeking” motivated learners

Animateurs as “Trusted Intermediaries” provide “timely interventions”

Animateur build learning communities & mentors

Learners respond to social needs

Animateurs suggests resources (from links page)

JISC HE Academy

Learner Modelling (see handout)

“Goal-seeking” motivated learners

Animateurs as “Trusted Intermediaries” provide “timely interventions”

Animateur build learning communities & mentors

Learners respond to local needs build centre “lifecycle”

Infomediaries develop learning resources (from toolkits) for “second-tier” hosting resources (VLE’s?)

JISC HE Academy

Community Development Model of Learning

Attractor Stage;

Open, welcoming Locations, Learners follow interests

Self-supporting “learning community”

Engagement Stage;

Timely Interventions, Goal Articulation, Discussion

Counselling and Courses

Needs “Trusted Intermediaries”

JISC HE Academy

Digital Divide Content Debate

From Access to Content

Online Content for Underserved Americans

Contentbank.org, CGfL’s, Cybrarian

Conclusions;

Local Content for Local People

Tools and Skills Approach

Content Creation Toolkits and Training

“Context is King”

JISC HE Academy

Summary

Socially-inclusive Community Learning is interest-driven

Learner-modelling needs to adapt to learning context

Animateurs use interest information to develop learners;

Community Development Model of Learning

Community Content is about Context, Tools & Skills

Content-creation toolkits; hosted, andragogic, adaptable

Interoperability & Standards must account for Andragogy,

Accessibility, Inclusive socially & digitally

JISC HE Academy

Design Principles (Content Creation Toolkits)

1. Process-based (Andragogic)

2. Interest-driven learning

3. Learner-model defined (webquests)

4. Templates developed mapped to Learner model

5. Content contextualised by animateurs

6. Learners use resources, with peer support

7. Animateur review resources with info-mediaries

JISC HE Academy

Context & Issues

Broaden out debate looking at an HE approach

Context; an Ecology of Resources

Categories of resources that form a Learning Context

Content; the Stuff to be learnt

Process; the ways Stuff can be learnt

Location; places in which learning takes place

Organising Activities; a set of dynamic activities such as;

JISC HE Academy

Organising Activities; The representation and communication of the teacher/expert/more able peer's situation definition

The representation and communication of each learner's situation definition

A means of making the situation definition representation accessible to the learner, other people and devices within and beyond a single location

A means to identify and represent the range of qualities and quantities of assistance that can be made available to the learner

The provision of mechanisms through which individuals can communicate and negotiate

Assistance to support participants to collaborate in their formulation of a shared situation definition (scaffolding)

A mechanism to ensure that assistance is targeted to the learner's needs

The provision and allocation of resources to accomplish tasks

CONTENT - THE STUFF TO BE LEARNT

KNOWLEDGE –

a) Intellectual/scientific/formal –Abstract and often very decontextualised

b) Tac it knowledge – more obvious in craft contexts, usually contextualized which can lead to restrictions within a limited contextual sphere.

b) Meta - Knowledge

CURRICULUM –

a way of structur ing the knowledge to form a subset of knowledge organized in a particular sort of way to mee t an purpose - to formalize the learning.

More applicable to scientific knowledge than tacit knowledge.

Can be used to ensure comparisons

PROCESS - WAYS THAT STUFF CAN BE LEARNT

TOOL S / MEDIATIONAL MEANS – ways for learners to make contact and connect with knowledge and/or perform skills.

a) physica l tools e.g. a paintbrush

b) semiotic/psychological tools e.g. language

Computing technology can be physica l and involve communication through language.

PEOPLE who know more about X or how to do X than the learner.

Can build relationships between resources to animate them for the learner.

Vast range of interaction possibilities

PLACES IN WHICH LEARNING CAN TAKE PLACE

LOCATION –

physical environment/location and its components such as desks and ta bles or trees and shrubs.

ORGANISATION/ADMINISTRATION OF THE LOCATION –

May include time as well as space constraints e.g. lesson length.

Technology affords possib ilities for circumventing organization.

Context: an Ecology of Resources

JISC HE Academy

Context Modelling

Use the ELTI Tools to review institutional readiness

Use the “Key institutional factors” to personalise review

Develop Scenarios future modelling use scenarios

Use Matrix tool as a heuristic?

Incorporate Context-Modelling in to Organisational Reviews

(Public Value issues add Networked approaches?)

JISC HE Academy

Issues (who owns learning?)

1. What definition of e-learning (Learner-centric?)

2. Context Modelling; ELTI, Ecology of Resources (Static and Dynamic Elements, User Scenarios

3. Learner Modelling; Pedagogic, Andragogic, Heutagogic

4. Resource Design; Lesson Plans, Learning Objects, Learning Pathways or Objective-matched Template design?

5. Staff Development; Best contextualising resource, skills?

? Is Contextualising provided by LAMS “Saved Learning Paths and “Saved Learning Paths”?

A = Zone of Available Assistance

B = Zone of Proximal Adjustment

ZPD

learnermore able partner

Learners and Pedagogy

JISC HE Academy

LinksCommunity Content Design Issues and Resourceshttp://www.contentbank.org/homepage.asp http://www.contentbank.org/addition_tools.asphttp://www.londonmet.ac.uk/ltri/research/informal.htmhttp://neukol.org.uk/comchall/ - online pub quiz (community challenge)http://www.enrichuk.net/ (see Showcase and Multikulti) www.learners.org.ukCommunity Centre Development Principleswww.bctpartners.com/resources/CTCs_as_Catalysts.pdfContext Resourceshttp://www.jisc.ac.uk/index.cfm?name=project_eltihttp://jime.open.ac.uk/2005/22/luckin-2005-22-03.htmlhttp://www.sussex.ac.uk/elearning/strategy.phphttp://www.elearningeuropa.info/extras/new_learning_env.pdfwww.liv.ac.uk/ccr/2005_conf/subject_areas/education_complexity/full_papers/VargaAtkinsFullPaperweb2.doc