Disrupting Traditional Pedagogy: Integrating Curriculum in ...
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do'...
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Transcript of Little arguments with myself: Modern pedagogy in a post-digital age (Disrupting how we 'do'...
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‘Little arguments with myself’Discontinuity, fleeting connections and digital strangers. Disrupting how we ‘do’ learning in a post-digital world.
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Peter Bryant@peterbryantHE
Head of Learning Technology and InnovationLondon School of Economics and Political Science
http://www.peterbryant.org
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‘There is a certain randomness to what I am about to tell you. I cannot promise narrative. There is, without doubt, a keening sense of disruption. And clearly something is lost. However, there is a truth to what you will hear.’ (from ‘How do I know any of this was real?’ by A Sad Waltz in D-Minor)
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Why?
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How the institution ‘does’ learning
1. Institutional resistance to change 2. Ambient conservatism and risk aversion3. Pedagogy for the 20th (19th?) century4. Critical shifts in the way information is acquired and
applied5. Student resistance to our use of technology
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How the learner ‘does’ learning
1. Learners arriving at university are already e-learners 2. 21st century skills for a technology driven society3. There is no real and online world…there is just the
world4. What is authentic and real can be defined differently5. Not all students are experts in all technologies6. Student adoption moves faster than institutional
adaptation https://www.flickr.com/photos/pagedooley/14089406581/
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Modern pedagogy is often…
SEQUENTIALSCAFFOLDED
ALIGNEDSTRUCTURED
https://www.flickr.com/photos/verylastexcitingmoment/3980490179
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LIFEWORKPLAYLOVEETC.
rarely are
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The logical impossibility of (the) Status Quo
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What is knowledge
and where do we find it?
1
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What is the purpose of university?
2
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3
Jobs todayJobs tomorrow
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Question/Answer
4
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The ubiquity of technology
5
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Speaking in tongues
6
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Pedagogy for the post-digital age
FOUNDIDENTITY
MAKINGPLAY
DISCONTINUITYAUTHENTICITY
COMMUNITY
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FOUND
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Black ribbons, dirty scars, sour umeboshi and bright flames, all found and delivered out of sequence. They represent hiding places, consequences, sensations and redemptions, and
not in that order, and perhaps not what they seem. Each piece has its own momentum and sense of motion, a contrast between the reflective narration of the
characters and the need to move on, forget and get on with life.
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IDENTITY
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I may have offered you a fictionalised account or I may have told the absolute truth. It could have been an entirely fake
persona, a digital stranger hiding in dark crevices. I was active one day and then I disappeared into silence, initiating a virtual death the next, forever vanishing from the community. My
constructed identify was difficult to google search, left very few breadcrumbs or trails and most importantly, I was in complete control of the way it was constructed.
Of course, it was real.
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MAKING
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In the bowl is umeboshi, each plum crinkled and dark maroon in colour. The brine at the bottom of the bowl is a black blood red. And then the feeling of curiosity returns. What to do next? The first camera positions itself over my shoulder and watches me carefully pick up an umeboshi and pop it into my mouth. The credits roll. What a strange way to end a film, I think to no-one but myself.
https://www.flickr.com/photos/mofoods/5414240977
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Students as Producers Project
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Top DownTop Down
Bottom Up
FROM THE MIDDLE
OUT
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Aims of the Futures ProjectTo develop an engaged, innovative and critical teaching and learning community by; • Supporting a culture of innovative teaching
and learning with technology;• Developing, celebrating and rewarding a
community of engaged teachers and learners;
• Enriching the curriculum and practices of teaching and learning with technology through the application of the principles and values of social science;
• Engaging in critical evaluation and research about the practices and science of teaching and learning with technology;
• Encouraging creativity, bold experimentation, innovation and evaluation of new and emerging approaches to teaching and learning with technology.
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I believe everything we dream can come to pass through our union we can turn the world around we can turn the earth's revolution we have the power People have the power ...
Patti Smith, People have the Power 1985
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just keep counting the starslike someday you'll find outjust how many there areand we all can go home'cuz there's nothing as sadas a man on his backcounting stars
Little Argument with myselfLow from the album ‘Trust’