Second post in one day!
At last I have found time to participate in the MOOC ~ Change11. Where to start? To be honest, my brain hurts! My initial response is to shut down the computer and go get a gin and tonic rather than blog a poorly drafted narrative of my learning experience. However, I ask my students to take the time to reflect upon their learning because of the value it offers in making meaning, so feel I should practice what I preach.
I had an initial goal for this MOOC to understand the tools required for this type of learning. I'm fast realising that, although I know very little about the tools, the technology is probably the least of my concerns. I seem to be on a journey of discovery in understanding about how we might best learn in a digital context and whether or not we need new skills in order to do so. I think that the skills required are more than just those of technological confidence and expertise.
I started today with Allison Littlejohn's presentation on connected knowledge and collective learning. Interesting slides and use of Banksy's graffiti to support the themes discussed. The topic addressed how we might respond to the increasingly complex problems that we face in the world by harnessing knowledge which is becoming increasingly distributed. My understanding is that the process by which we may do this is through 'charting'. I found that this concept linked to my growing awareness of PLEs (personal learning environments) and wondered if charting would be a useful term to describe the process we need to engage with to effectively navigate our unique PLE which can include so many different artifacts and tools and people. I also thought it was an interesting model of learning that could be explicitly applied to workplace learning and would help to moderate across issues of agency and structure and expansive and restrictive learning environments.
However, off I went after the presentation. Exploring her citations. Firstly John Seely Brown. Well what can I say? Started with Minds on Fire and then in typical digital fashion became immersed in his world. His bio; his videos; further papers. Inspirational! Fascinated by the concept of learning to be and becoming and how this might be one of the requirements of Heutagogy - a term I blogged about the other day!
Then I start to think about Chris Anderson's long tail stuff because JSB referred to this in an educational context.
Then back to Allison and another citation, this time from Valjataga & Fiedler 2009 about the greater responsibility of students now on selecting, using and managing knowledge.
Then, in this cognitive swirl, the constant background murmur of participation. JSB talks about how group work is so significant in successful learning. Allison also discusses participation and here I am, on my own in this miasma. I'll go participate. So - I find a blog listed on the Change11 newsletter from opendistanceteachingandlearning; Paul Prinslo. Very considered and insightful response - throws a whole fresh light on the matter. Issues of power in all these relationships and participation. Of course, to participate requires ..... what? If collective learning requires participation how can this be supported in ways in which we would recognise and value in universities? In my organisation colleagues can get really sniffy about Wikipedia. So, way to go!
As I don't feel I could provide a response to Paul that would give his blog enough credit I refrain from making contact. Opportunity missed perhaps?
Think I'll follow Paul on Twitter, if I can find him.
Think I'll follow JSB
For now, time for the gin and tonic haha!
Hello and Welcome
We find ourselves living and working in a world which is constantly changing. Sometimes it can feel overwhelming but I think that the way to respond positively to changes in our lives is through developing our ability to learn in ways that combine the personal with the professional. If I change; everything changes! Identifying and making use of all the resources that are available to us and recognising our learning in different contexts can build the skills, qualities, experience and qualifications required to transform both our personal and professional lives..