Lecture 1: Future of Learning: Introduction
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The document provides an overview of a module on the future of learning, including its assessment details. The module consists of four parts: an overview and assessment details; blogging, tweeting and privacy; identifying personal learning networks; and a visit to a learning society. Assessment includes three written pieces worth 25%, 25% and 50% respectively, addressing a question about the future of learning. Criteria for grading include critical thinking, research process and ethics, and communication.
Lecture 1: Future of Learning: Introduction
- 1. The Future of Learning Dr James Stanfield Lecture 1: Introduction Tuesday 1st October
- 2. Plan of Action Part I: Module overview and assessment details. Part II: Blogging, tweeting and privacy. Part III: Identifying and understanding your own personal learning network. Part IV: A visit to the Lit and Phil Society - Newcastle's original learning network
- 3. Part I: Module overview and assessment details
- 5. Assessment 2019/20 • 1000 words (25%) - posted on your blog by Mon 28th Oct • 1000 words (25%) - posted on your blog by Mon 25th Nov • 2000 words (50%) - submitted via Blackboard with Ass 1 & 2 by Friday 24th Jan. The three pieces of writing will each address a big question related to the future of learning and must be handed in together on Friday 25th January 2019 via the Assessment Submission tab. With reference to the first two pieces of writing of 1000 words each, students will be encouraged to post these on their blogs and feedback will then be provided identifying areas for improvement. Improvements can then be made prior to the final hand in date.
- 6. Assessment 1 - How do you learn? Please refer to your own personal learning network and existing theories of learning to help answer this question. Assessment 2 – Assessment 3 – A big question
- 7. Blackboard
- 8. Reading List
- 9. Key Aspects of the Assessment Process Grade Quality of discussion and criticality based on the SOLO taxonomy NB. Consideration must be given to the credit value when making judgements against these descriptors, recognising the greater depth and breadth that is possible in modules > 20 credits. Enquiry process and ethics NB. It is critical to bear in mind the nature of the assignment as indicated in the assignment brief and credit rating when grading this aspect. Different forms of enquiry will be judged appropriately (e.g. enquiry through reflective practice, action research, case study, narrative enquiry). This criterion should be applied in a way that is relevant to the nature of the research undertaken. Presentation and communication skills NB. The quality of communication and presentation is described at all levels. In order to gain an overall Merit or Distinction this element should be achieved at Merit level or above. UpperDistinction 80-100% Extended abstract response (higher) The student achieves the extended abstract response, but at a more sophisticated level. The student demonstrates the application of conceptual knowledge and engagement with theory, resulting from the process of enquiry. This may, for example, be achieved through the demonstration of the generalizability or transferability of the study to other contexts. There is a high level of critical engagement with a range of sources including peer-reviewed literature, and this is also reflected in the sustained coherence and quality of the discussion. At this higher level there will be a strong metacognitive and/or dialogic dimension; with the student providing critical insight into how their professional or academic thinking has been influenced through the study, for example demonstrating a critical appreciation of alternative viewpoints. The study shows evidence of robust, sustained and critical engagement with theory. Where appropriate the student demonstrates the impact of theorised practice leading to phronesis (practical wisdom). The nature of the enquiry underpinning the study is fully articulated, with a strong rationale provided through critical engagement with research methods literature (including the ethical dimension). The chosen methodology is valid, and appropriate methods for data collection and analysis are robustly applied and sensitive to the context and role of the researcher within it. Alternative research approaches are discussed. The student problematises research ethics; for example in recognising the complexities in the relationships that exist in educational research, the sensitivities of the themes, or the way that different methodologies position the researcher and their subjects. Alternative ethical perspectives are offered. Confidentiality is maintained throughout, unless an ethical argument is articulated for disclosure. In dissertations the processes of gaining consent are fully explained and demonstrated. The assignment is written at a standard which could be considered publishable. Effective communication is enabled through excellent standards of written English, with figures (where appropriate) which provide an additional vehicle for disseminating processes, data or concepts. Citations within the text consistently follows the expected format and the reference list is complete and accurate. Appendices are selected appropriately and purposefully cross-referenced. Distinction 70-79% Extended abstract response The student demonstrates the application of conceptual knowledge and critical engagement with theory, resulting from the process of enquiry. This may, for example, be achieved through the demonstration of the generalizability or transferability of the study to other contexts. There is a high level of critical engagement with a range of sources including peer-reviewed literature, and this is also reflected in the sustained coherence and quality of the discussion. The nature of the enquiry underpinning the study is well explained, with a rationale provided through critical engagement with research methods literature. The chosen methodology is valid, and appropriate methods for data collection and analysis are applied and sensitive to the context and role of the researcher within it. Alternative research approaches are suggested. The student demonstrates critical engagement with research ethics so that the ethical implications are well understood, and the extent to which these have influenced the enquiry process is discussed. Confidentiality is maintained throughout, unless an ethical argument is articulated for disclosure. In dissertations the processes of gaining consent are explained and demonstrated. The assignment is fluent with complex ideas appropriately articulated. Grammar, punctuation and spelling are of a standard which supports highly effective communication. There are very few typographic errors. Effective use may be made of figures to support explanation. Citations within the text consistently follows the expected format and the reference list is complete and accurate. Appendices are used appropriately.
- 10. Quality of discussion and criticality based on the SOLO taxonomy Enquiry process and ethics Presentation and communication skills Merit 60-69% Relational response The student demonstrates an understanding of how the relevant dimensions in the study (such as policy, practice evidence, research evidence and theory) relate to each other. The processes of enquiry are supported through critical engagement with thematic and/or research methods literature, including peer-reviewed literature, and thus draw on a range of perspectives. A robust and justifiable enquiry process leads to sound appraisal of evidence and well-argued conclusions. The assignment is coherent and demonstrates insight. The study is based on a clear process of enquiry, which is indicated through the selection of a methodological approach relevant to the theme and context. Methods of data collection and analysis are appropriate, although there may be some gaps in their application or justification. Some thought is given to alternative approaches but these may not be fully explored. The student ensures that they do not conduct research which is ethically unsound, and maintains confidentiality throughout the study. In dissertations there is valid explanation of the ethical decisions taken. The student communicates effectively ensuring clarity of meaning is expressed. Grammar, punctuation and spelling are of a standard which supports effective communication. There are few typographic errors. Citations within the text and the reference list are largely accurate, and consistent, with any errors being occasional rather than indicative of misinterpretation of the requirements. Appendices and figures may be used to aid communication and are appropriately referenced in the text. Pass 50-59% Multi-structural response The student has articulated the relevance of more than one dimension in the study (such as policy, practice evidence, research evidence, theory) and demonstrated some understanding of the relationships between them. Although the processes of enquiry draw on a range of perspectives offered from literature (including peer- reviewed) the conclusions may be inconsistent with some of the evidence cited, or not well-substantiated. There is evidence of critical reflection which goes beyond the anecdotal level. The student demonstrates the means by which they have undertaken their enquiry. They justify their choices in terms of data collection and analysis, although there may be some weaknesses in the procedures followed or the justification of these. Where alternative approaches are suggested some indication is offered of their potential, but this is limited in scope. The student ensures that they do not conduct research which is ethically unsound, although they may not fully explain their understanding of this. In dissertations confidentiality is maintained throughout the study. In other assignments if confidentiality lapses sensitive information is not disclosed in a way which would be considered unprofessional. Clear feedback is given to the student regarding confidentiality for future assignments. The student demonstrates their understanding through clarity of explanation. Grammar, punctuation and spelling are of a standard which supports effective communication. There are few typographic errors. Citations within the text and the reference list are largely accurate, complete and consistent, enabling the reader to source the references. Appendices and figures may be used to aid communication, but may be under-developed or not always used as selectively as they might be. Notes on Failed Assignments at M.level The bullet points below are all limiting factors, i.e. they mean that the student has FAILED to meet M.level criteria, and the work as a whole will be graded as FAIL. Relevant bullet points are highlighted as feedback. These will be critical areas to address in resubmission. Fail/resubmit <49% Uni-structural response The student reports on how isolated aspects or single factors are relevant to the study, but attempts to integrate them to develop a coherent argument are unsuccessful. The discussion is largely anecdotal and the process of enquiry (whether into practice or secondary sources) is poorly explained or fundamentally flawed. Pre-structural response The student has failed to answer the question set in the assignment brief or has not identified or followed a relevant enquiry theme in their dissertation. The student shows limited understanding of a relevant enquiry process, and the study appears ad hoc and poorly planned. The student makes poor choices regarding data collection, analysis is limited or inaccurate and no significant consideration of alternative approaches or limitations is offered. The means chosen for data collection show no evidence of appropriate ethical decision making. Inappropriate information may be disclosed, or confidentiality seriously breached. This demonstrates an unprofessional approach to sharing information or making judgements. The student fails to communicate their ideas appropriately. This may be due to significant errors in grammar, punctuation and spelling or obvious typographical errors that could have been avoided through good proof reading. There are serious omissions or inaccuracies in either or both the citations within the text or reference list, preventing the reader from sourcing a number of references. There is evidence of assessment irregularities or plagiarism (please note that this will be dealt with through university procedures).
- 11. Quality of discussion and criticality based on the SOLO taxonomy Enquiry process and ethics Presentation and communication skills Overall grade NB. This can never be higher than the grade for Quality of discussion and criticality based UD UD / D / M UD / D / M UD D D / M D / M D D M P (this is the limiting grade) M M D M M (higher %) M P P M (lower %) P P M P P P F F P F P F
- 12. Any questions?
- 13. Part II: Blogging, twitter and privacy
- 14. • The Future of Learning - International Development • Future Education • Finding and Creating a Better Education • Cristian Teran's Blog • Eternal Learning • Elaine's Blog • The future of learning - Pedagogical innovations Setting up a blog Wordpress.com – free and very easy to use
- 15. Blogging for reflective learning
- 16. • Your own personal space • You are in control • You choose if you want to share a reflection • Openly writing for an invisible audience makes you reflect on what you think and what you do • Develop your own individual learning story • Recognise that there are many people you can learn from
- 17. Vocabulary for Reflective Writing (adapted from Portsmouth DCQE) So What? Interpretation
- 20. What to blog about? • The content of a video clip • A big question • Visit to the Lit & Phil • A conversation you have had • A blog/article/report you have read • Setting up a blog
- 21. Big data: the Internet is watching you
- 22. Part III: Identifying and understanding your own personal learning network
- 23. Throughout our lives, we develop an online, as well as offline identity. What this means is that we should think of ourselves as networked individuals, living and learning in the network society. This intimate connection between people and technology has had a profound effect on the way we learn. Learning in the Networked Age, FutureLearn
- 24. • If we have access to our networks we are a lot smarter than we used to be. • Knowledge itself is moving from the individual to the individual and his contacts. • If we want to make the most of our brains we need to connect online. • Learning is still social. Much more potential for learning to occur via the interactions we make online. Face to face learning is still important, but so is the Internet. Blending the two will be important moving forward.
- 25. Personal Learning Networks (PLNs) are those connections individual learners make to suit their specific perceived learning needs. Educators know that in today’s world, value is found in more than just what you know; who you know and how to make the most of those connections and information is even more important.
- 27. TASK: Create your own PLN on paper. Think about your own personal learning network and sketch out how it might look. You may wish to consider the following questions: - What sources do you use regularly? - Where or who do you look to for sources of information or resources? - Are there gaps in your network? - How might you extend your network? Take a photo of your PLN and add to your first reflective blog
- 28. Stages of Personal Learning Networks Adoption By Jeff Utecht, April 3, 2008. Stage 1 Immersion: Immerse yourself into networks. Create any and all networks you can find where there are people and ideas to connect to. Collaboration and connections take off. Stage 2 Evaluation: Evaluate your networks and start to focus in on which networks you really want to focus your time on. You begin feeling a sense of urgency and try to figure out a way to “Know it all.” Stage 3 Know it all: Find that you are spending many hours trying to learn everything you can. Realize there is much you do not know and feel like you can’t disconnect. This usually comes with spending every waking minute trying to be connected to the point that you give up sleep and contact with others around you to be connected to your networks of knowledge. Stage 4 Perspective: Start to put your life into perspective. Usually comes when you are forced to leave the network for a while and spend time with family and friends who are not connected (a vacation to a hotel that does not offer a wireless connection, or visiting friends or family who do not have an Internet connection). Stage 5 Balance: Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you. A sense of calm begins as you understand that you can learn when you need to learn and you do not need to know it all right now.
- 29. Part III: A visit to the Lit and Phil Society - Newcastle's original learning network
- 31. ‘My education was according to common rule rather neglected, but I owe very much of my true education to that neglect’ (Swan, 1828-1914).
- 32. #edu8213
Editor's Notes
- #3: Talk to the person next to you: Do you agree or disagree? What year was it said?
- #4: Talk to the person next to you: Do you agree or disagree? What year was it said?
- #30: We are already trying to cope with the residue of the industrial approach to schooling (teaching for the test and fact recall). Now that industry has changed, in order for schools to fulfil one aspect of their social duty, they must start to create more metacognitvely aware students. Students that are adaptable, aware of their own thought processes, and able to teach themselves anything, at any time. Teachers roles will have to change in order to support this change – but to what? The SOLE research is one example of how teacher can change their roles in order to mediate the use of technology in learning. The curriculum will have to change. Education policy will need to change.
- #31: We are already trying to cope with the residue of the industrial approach to schooling (teaching for the test and fact recall). Now that industry has changed, in order for schools to fulfil one aspect of their social duty, they must start to create more metacognitvely aware students. Students that are adaptable, aware of their own thought processes, and able to teach themselves anything, at any time. Teachers roles will have to change in order to support this change – but to what? The SOLE research is one example of how teacher can change their roles in order to mediate the use of technology in learning. The curriculum will have to change. Education policy will need to change.
- #32: We are already trying to cope with the residue of the industrial approach to schooling (teaching for the test and fact recall). Now that industry has changed, in order for schools to fulfil one aspect of their social duty, they must start to create more metacognitvely aware students. Students that are adaptable, aware of their own thought processes, and able to teach themselves anything, at any time. Teachers roles will have to change in order to support this change – but to what? The SOLE research is one example of how teacher can change their roles in order to mediate the use of technology in learning. The curriculum will have to change. Education policy will need to change.