The second theme of the JISC online conference, Innovating e-Learning 2009, focuses on change
Author of the Demos report, The Edgeless University, Peter Bradwell opened the second theme of Innovating e-Learning 2009 with a warning note for higher education.
Universities are facing ‘a perfect storm’ of rising demand and strained resources, but Bradwell saw a solution in embracing what technology can offer. An explosion of free online resources and social media means that universities are no longer have sole rights over the generation of ideas, knowledge and innovation, he asserted, but technology should still be seen as an asset rather than a threat.
Technology helps learning by supporting collaboration, making information more readily obtainable and bringing people together. Technology can make research more freely available and enable more flexible and equitable access to learning. Universities, however, need to learn how to exploit this potential – the future lies in open, collaborative ways of working enhanced by technology rather than in the walled gardens of the past, Bradwell concluded.
The concept of ‘edgelessness’ appeared again in the sessions on virtual worlds. Virtual worlds researcher, John Kirriemuir, and session facilitator, David White, (Oxford University) explored the fine line between play and purposeful learning found in educational uses of virtual worlds and in games playing, but where were the familiar protocols and boundaries of traditional face-to-face teaching? Similar issues emerged in Alan Staley’s presentation of Shareville – a 3-D replica of a town created to support experiential and multidisciplinary learning at Birmingham City University:
‘We need to ask when should students play, when should they do it for real, and when should we try to replicate reality.’ Alan Staley
Virtual worlds, successfully harnessed, made irresistible viewing. Delegates were enthralled by Kathy Trinder’s demonstration in Elluminate of uses of Second Life at Glasgow Caledonian University. Kathy argued that the speed of change should not cause a rush to judgement about how new platforms should be used:
‘Perhaps we should consider how we can avoid repeating what we already do in the physical world, and, instead of building 500-seat virtual lecture theatres, embrace pedagogies beyond our traditional models.’ Kathy Trinder
Elsewhere in the conference the real world was more in evidence but the winds of change were still blowing. Mike Neary (University of Lincoln) explored the relationship between pedagogic principles and the learning landscape, while Mark Stubbs (Manchester Metropolitan University) and Peter Bird presented findings from the Supporting Responsive Curricula Project. The project is funded under the JISC Institutional Approaches to Curriculum Design programme and seeks innovative ways of engaging employers and professional bodies in curriculum design.
A closing keynote by Nigel Paine, former Head of People Development at the BBC, on 27th November concludes the fourth Innovating e-Learning conference with thoughts around the shift he sees taking place from learning on courses to learning in communities. Quote from Nigel on the conference: ‘Wonderful informed and passionate debates plus great keynotes all recorded for playback in your own time.’
Sessions at Innovating e-Learning 2009 remain open for reading and research by delegates until 1st January 2010. As in previous years, conference presentations and resources, including keynotes, will be made available within the next few weeks on the JISC website [www.jisc.ac.uk/ elpconference09] for general viewing.
Follow the conference on Twitter: #jiscel09
Day 1 of Innovating e-Learning 2009
The JISC Online Conference, Innovating e-Learning 2009 which opened on Tuesday 24th November has broken all records for delegate numbers. 12 countries are represented with delegates from Australia adding to the discussions overnight UK time. Follow the conference live on Twitter #jiscel09
The opening keynote by Charlie Leadbeater, leading thinker on innovation and strategy, was delivered live via Elluminate to 145 delegates none of whom had left their desks or homes. His message was a thought-provoking conundrum. Where do you place resources to achieve innovation – on improving or reforming mainstream formal education, or on supporting supplementary or alternative approaches, for example via the family or the community ?
Using a quadrant to explore the tension between formal and informal learning, Leadbeater expressed the belief that radical innovation is likely to come from the margins rather than the mainstream and that what we should be seeking are approaches that ‘pull’ rather than ‘push’ change. Perhaps we should stop asking how to improve the system, he said, and start asking how we can better support learning.
‘If you start by asking how can technology be used to improve current approaches you’ll end up with incremental innovation. If you start from outside you will see different possibilities. Then the question is how to enable that kind of innovation to happen and to go to scale. Too often this kind of approach is marginalised or completely informal (kids learning through games and YouTube.)’ Charlie Leadbeater
Delegates were invited over and over to present their views via the text and polling facilities in the software: ‘it is rare to see that level of interaction between a presenter and his audience’, said one participant, as Charlie paused to absorb the audience’s views before building them into his presentation.
Boundaries of place were also overcome with delegates joining from places as diverse as New Zealand and Dubai. Later, Brian Lamb joined for a discussion of OER live in Elluminate from the University of British Columbia. Mythical views about learners (especially those ‘digital natives’) were hotly debated in the Theme 1 keynote session led by Helen Beetham and Rhona Sharpe (JISC Learner Experiences of e-Learning theme); 120 delegates took part in this highly regarded session which continued asynchronously to debate the key capabilities of a 21st century graduate and the unexpected results of researching into learners’ expectations of technology use in higher education.
‘… there is no evidence that learners are demanding more cutting-edge technology for learning: in fact they are often more conservative than their tutors.’ Rhona Sharpe.
Helen Beetham challenged the consumer model of learning that is gaining acceptance, arguing that:
‘A consumer model sees learners’ needs and expectations as one and the same thing. Find out what learners want – or employers, in another version – and deliver it. But we know learning isn’t like that. If we see learning in the highest sense as self-reflection, self-realisation, self-transformation, we see that needs may be met by challenging expectations, and that both will change if deep learning is taking place.’
Elsewhere, delegates could were invited to undertake some learning themselves by trying out Elluminate, Second Life, digital video making, pedagogy planning and assessment tools in a new area aptly named the ‘Have-a-Go’ area. An enjoyable mix of showcase and activity, the Have-a-Go area featured the work of some of the JISC services and project teams from the JISC e-Learning programme.
Perhaps ‘Have-a-Go’ is the catchphrase for this conference. With much a reduced carbon footprint too.
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Some key quotes from Twitter
The mobile phone is only form of technology that really cuts across rich and poor. If you want to invest in education, invest in this! Re Leadbeater
Phone on divert, out of office on, meeting in progress sign on door, coffee in hand, all ready for #jiscel09 1st keynote
I didn’t realise it would be this exhausting
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From the blog
I am sure that there are quite a few people out there who are feeling slightly overwhelmed by the huge quantity of quality discussion which is happening here at the conference.
I am now looking at Theme 1 with 93 new messages…
Okay deep breath….
I am not going to be able to go through them all….
You don’t need to. James Clay
Do educational institutions have a future?
Join Graham Attwell, Martin Weller (The Open University) and Rob Howe (University of Northampton), session facilitator, John Traxler, and other delegates in this year’s JISC online conference, Innovating e-Learning 2009 to debate the future of education on the 24th November.
As part of the pre-conference buzz, Martin Weller has produced a short video interviewing his ‘future self’. You can view Martin’s video at http://nogoodreason.typepad.co.uk/no_good_reason/2009/10/an-interview-with-the-future.html, but be warned, you may straight away want to make your own!
This year’s programme also includes keynotes by Charles Leadbeater (leading authority on innovation and strategy and former adviser to the government), Nigel Paine (freelance writer, organisational coach, broadcaster and former Head of People Development at the BBC), Helen Beetham and Rhona Sharpe (JISC Learner Experiences of e-Learning programme) and Peter Bradwell from the think tank, Demos.
To take part in these and other sessions at Innovating e-Learning 2009, register now at http://www.jisc.ac.uk/elpconference09. The conference has two themes and takes place online between 24-27 November. You decide when, where and how often you take part. The conference opens for reading and preparation on 17th November, and with a delegate fee of £50 and no need to travel, this is excellent value as well as great fun.
PS. Follow the pre-conference buzz on Twitter using the tag, #jiscel09. Keep in touch with what’s going on during the conference with James Clay (Gloucestershire College). There is an excellent Have-a-Go area as well this year, where you can try out new tools and technologies with the support of representatives from the RSCs and other JISC services and projects. Sounds good? Be quick to book your place and we’ll see you there!