The space to make
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Transcript of The space to make
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4 June, 2014
Andrew HiskensManager, Learning Services
The space to make: setting a context
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P–2
Road map or treasure map?
Image: http://en.wikipedia.org/wiki/File:Measuring_azimuth_with_a_compass.png
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P–3
Making…
Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9d8z
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P–4
…and identity
Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9ewL
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P–5
Circles
Image: @BenjaminHamley at the 2014 Museums Australia Conference pic.twitter.com/aKgI606UMM
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P–6
Circles (part 2)
creativity
technology
culture
learning
makerspaces
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P–7
Creativity…
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P–8
Martin Westwell on creativity (in the workplace)
• clearly articulate the task• exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation
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P–9
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation
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P–10
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation
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P–11
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation
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P–12
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• reduce interruptions• give feedback• encourage self-evaluation
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P–13
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• give feedback• encourage self-evaluation
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P–14
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• Don’t give feedback• encourage self-evaluation
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P–15
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• Don’t give feedback• Don’t encourage self-evaluation
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P–16
Learning…
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P–17
OECD
Formal learning is “always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional...”
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P–18
OECD
Informal learning is “never organised, [it] has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint…”
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P–19
OECD
Non-formal learning is “organised and can have learning objectives…”
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P–20
Stephen Heppell - best learning experiences
• active - doing something• doing it with others• a sense of personal progress• a guide / coach / teacher• a difficult task achieved• there was an audience• a sense of "got there early"• a feel for others' progress• some passion• a little eccentricity
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P–21
Jean Lave and Etienne Wenger - Situated Learning
“communities of interest…”
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P–22
Technology…
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P–23
Gartner Hype Cycle
Image: http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg
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P–24
Disruptive Innovation - Clayton Christensen
Image: http://en.wikipedia.org/wiki/File:Disruptivetechnology.gif
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P–25
Mark Prensky
“Verbs are the skills that students need to learn, practice, and master.”
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P–26
Mark Prensky
“Nouns, on the other hand, are the tools students use to learn to do, or practice, the verbs.”
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P–27
Culture…
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P–28
Clay Shirky
Image: http://images.barnesandnoble.com/pImages/bn-review/2010/0531/CognitiveSurplus_AF.jpg
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P–29
Mimi Ito - three-year ethnographic investigation
Image: http://mitpress.mit.edu/sites/default/files/imagecache/booklist_node/9780262518543.jpg
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P–30
Value proposition/s…
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P–31
Value proposition/s – public
• access to technology you can't (yet) afford to buy... managing/redressing resource scarcity is a traditional library role
• learning/growing not formal
ie informal and non-formal cf OECD definitions
the experience of learning metacognition
• individual/social experience community/ies of interest
• 3 step process hanging out, messing around, geeking out…
• what it says about me...• what it says about us...
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P–32
Value proposition/s – the library itself
• learning/growing with its community• playing/experimenting with the role of the library• embracing change
...and seen to be doing so
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P–33
Value proposition/s – funder/s and stakeholders
• future focussed• future skills for the community• cool - and that rubs off...• embracing change
...and seen to be doing so
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P–34
John Seely Brown on making
“something you begin to feel in your hands as much as your mind”
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P–35
Bibliography
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge Univ. Pr.
• Christensen, C. M. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Boston, MA: Harvard Business School Press.
• Eaton, S. (2010). Formal, non-formal and informal learning: What are the differences? Literacy, languages and leadership, viewed 30 May 2014, <http://drsaraheaton.wordpress.com/2010/12/31/formal-non-formal-and-informal-learning-what-are-the-differences/>
• Edutopia, John Seely Brown on Motivating Learners (Big Thinkers Series), viewed 27 May 2014, <http://www.edutopia.org/john-seely-brown-motivating-learners-video>
• Hepple Net, Best Learning Experiences, viewed 30 May 2014, <http://rubble.heppell.net/archive/best_learning/>
• Ito , M. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press
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P–36
Bibliography
• OECD. (n.d.), Recognition of non-formal and informal learning, OECD, viewed 30 May 2014, <http://www.oecd.org/edu/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm>
• Mark Prensky, Verbs and Nouns, viewed 27 May 2014, <http://marcprensky.com/verbs-and-nouns/>
• Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: Penguin Press.
• Westwell, M, Creativity - presentation given at education.au conference, no longer published online, but a copy is available at <https://www.evernote.com/shard/s4/sh/814fd8d0-5273-4ec2-bb41-bf7f922ca8cf/8051f39414930562b2e05a50dc9b5b70>
• Wikipedia, Hype Cycle, viewed 30 May 2014, <http://en.wikipedia.org/wiki/Hype_cycle>