Ambient Learning City
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The document outlines a vision for creating an ambient learning city through learner-generated contexts, emphasizing the integration of informal, non-formal, and formal learning. It discusses the Emergent Learning Model (ELM) that focuses on self-organizing learning and the importance of designing learning resources for appropriation by learners. Key themes include the need for community-responsive curricula, dynamic systems that support learner interests, and the transformation of institutions to facilitate collaborative learning experiences.
Ambient Learning City
- 1. Learner-Generated Contexts Group Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG Fred Garnett CAL April 15 th 2011 #mosialong
- 2. or Smart Mobs in Smart Cities…
- 3. 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
- 4. Ambient Learning City What is an Ambient Learning City? VISION ; Building Inclusive Learning Contexts An 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
- 5. Ambient Learning City Learner-Generated Contexts A Coincidence of Motivations leading to Agile Configurations (2007)
- 6. 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
- 7. 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
- 8. 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?
- 9. 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)
- 10. 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.
- 11. 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
- 12. 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
- 13. 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
- 14. Ambient Learning City William Gibson The Future is already here; It is just unevenly distributed…
- 15. Ambient Learning City Fred Garnett The Answers are already out there; We just aren’t asking the right Questions yet
- 16. 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)
- 17. Learner-Generated Contexts Some 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)
- 18. Knowledge Curriculum Resources Administration Organisation Environment Underpinning concept: The Ecology of Resources model of context
- 19. 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
- 20. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
- 21. 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
- 22. Learner-Generated Contexts Building an Ambient Learning City Using the Emergent Learning Model MOSI-ALONG @fredgarnett http://heutagogicarchive.wordpress.com/ #mosialong
Editor's Notes
- #6: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- #7: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- #8: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.