Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe...

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Designing open learning environments for professional development Peter B. Sloep Handover project meeting April 9, 2011 Amsterdam, NL Friday, April 8, 2011

Transcript of Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe...

Page 1: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

Designing open learning environments for professional development

Peter B. SloepHandover project meeting

April 9, 2011 Amsterdam, NL

Friday, April 8, 2011

Page 2: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

overview• the problem - six use cases

• inspiration - open source development

• a hypothesis- Learning Networks

• requirements - for learning, for interaction

• solutions - two scenarios plus one

• in summary - the Handover solution

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Page 3: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

the problemsix use cases

1

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Page 4: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

update & upgrade

James is a chemical engineer working for an SME. He wants to pursue a career as a water manager with the local water board. He therefore needs to update and upgrade his skills.

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extendJean, a lawyer working for a

pharmaceutical company, finds out she needs to expand her knowledge in order to get a

more thorough understanding of the science part of the company,

in particular about biotechnology.

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Page 6: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

internal knowledge

sharing/buildingA multinational wants to do away with its travelling road show of

trainers and stimulate its employees to study online. They

also want to stimulate the build-up of a collective knowledge base and stimulate the emergence of

communities of practice.

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innovationThe association of public

libraries wants to rethink its role in society and retrain its personel in the process.

Collaborative open innovation and creativity as well as joint sense making and learning are key.

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keeping up to date

An SME wants to innovate constantly and therefore needs to keep its personel up to date. Collaborative open innovation and creativity as well as joint sense making and learning are key.

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world-wide knowledge

sharingA large international agency wants to distribute existing

knowledge on a particular topic more equitably. Not duplicating

existing work and world-wide knowledge sharing are key.

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formal training & informal learning

individual perspective: upgrade, update, expand ...

organisational perspective: share knowledge, innovate?, no

duplication of efforts?

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inspirationopen source networks

2

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‘Internet technologies radically undermine organizational structures because they reduce the cost of communications and transactions toward an asymptote of zero (p.171).’

Hence, go online.

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‘This enables the formation of ‘episodic communities on demand’, so-called virtual organizations that come together frictionlessly for a particular task and then redistribute to the next task just as smoothly.’

Hence, use a networked approach.

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• There are deeper levels to the book

• micro-foundations, what drives people: pride; being an innovator; self-promotion; doing things together

• macro-organisation, how to make it work: co-ordination (individual incentives, shared norms, and leadership), cope with complexity (division of labour)

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a hypothesisLearning Networks

3

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a hypothesis

All use cases may be addressed by working with Learning Networks.

Provisional definition: online, social networks that have been modelled after networks for open source software development in an attempt to capture their dynamics

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formallearning

informallearning

accidentallearning

compulsoryinitial

education

further post-initial education

‘schools’ non-existent cannot be designed

‘training’key for

knowledge society

cannot be designed

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A Learning Network = DF

- an online social network

- that is deliberately designed

- to blend formal instruction and informal learning

- in ways that suit the learner’s needs best

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design requirementsfor learning & support

4

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judge (interpret, analyse, classify)

transfer: perform adequately effectively & efficiently

requirements for learningcompetent, expert

behaviour

acquire knowledge anticipate

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specific competent behaviour

knowledgeskills

attitudes

internalised learn and

action theory

personality traits

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social learning

• learning is not passively downloading

• learning is interactively (re)organising and extending what you know and can do

• interact: with other agents (environment)

• organise: make‘fit’ in with

• extend: build upon

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goals to be achieved

goals achieved

learning activities

teacherperception

teacherdesign

teacherdesign

studentperception

learning activities

design for social learning

Wiebe Bijker: interpretative flexibility of artefacts (philosophy of technology)

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support services• online profile

• e-portfolio

• billing

• assessment of prior competences

• network visualisation

• content provision and matching

• coaching (peer, teacher)

• tutoring (peer, teacher)

• authoring

• collaboration support

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solutionstwo scenarios plus one

5

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• there is an organisation which is in control, acts as a one-stop-shop for services

• an online environment is designed, developed, maintained by them

• you have to ‘go there’ to participate in the network

• it is a closed infrastructure

central control

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examples

• VLEs such as Moodle, Blackboard

• Content Management systems such as Sharepoint, Drupal

• portals such iGoogle, Netvibes, Liferay, Elgg

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Page 28: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

distributed control

• your desktop is your environment, no one is in control

• use all kinds of Web 2.0 tools to assemble an open infrastructure for learning

• tools should somehow be interoperable (APIs, specs like open social, IMS spec on Tools Interoperability, widgets)

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examples

• LinkedIn, FaceBook, Yammer, Academia

• Mindmeister, Google Docs

• Twitter, Jabber

• Slideshare, Google Docs, Zotero

• Del.icio.us, Mendeley, CiteUlike, Connotea,

• Wikipedia, Wikiversity, Wikibooks

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intermediate solution

• blend of distributed and central control

• central control for formal training

• distributed control for informal learning (knowledge sharing & knowledge construction)

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in summarythe Handover solution

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Page 32: Designing open learning environments for professional ...core.ac.uk/download/pdf/55536181.pdfThe association of public libraries wants to rethink its role in society and retrain its

1. the problem - design for professional development, taking personal and organisational interests into account

2. inspiration - open source development shows the way

3. a hypothesis - networks for learning, best modelled after open source networks?

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4. requirements - look at what we already know about learning and interaction

5. two solution scenarios - differentiate between a centralised and distributed approach

6. blended scenario - central control for formal instruction, distributed control for informal learning

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Yochai BenklerUniversity networks and technical platforms will have to focus on managing the increasingly permeable boundaries among universities, and between universities and the world outside them. University platform design should be focused on ensuring that faculty and students have the greatest degree possible of authority and capacity to act freely, innovate internally, and participate externally.

Benkler, Y. (2009). The Tower and the Cloud: Higher Education in the Age of Cloud Computing. In R. N. Katz (Ed.), The University in the Networked Economy and Society: Challenges and Opportunities (pp. 51-61). Educause.

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My online identity

mail: peter.sloep <at> ou.nlhttp:pbsloep.nlhttp:celstec.org

http:dspace.ou.nltwitter: pbsloepjabber: pbsloep

del.icio.us: pbsloepslideshare: pbsloep

Friday, April 8, 2011