ubiquitous learning 6 th in the leverhulme trust series on learning networks caroline...
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Ubiquitous Learning
6th in the Leverhulme Trust series on Learning Networks
Caroline Haythornthwaite
Leverhulme Trust Visiting Professor, Institute of Education, University of London
Professor, Graduate School of Library and Information Science, University of Illinois at
Urbana Champaign
Thanks … Leverhulme Trust Institute of Education Professor Richard Andrews London Knowledge Lab Graduate School of Library and Information
Science, University of Illinois at Urbana Champaign
Participants throughout the series
Lecture SeriesDec. 1, 2009 Learning in the age of Web 2.0
Feb. 4, 2010 Learning and scholarly communication in the age of the Internet
Feb. 23, 2010
New theories and perspectives on learning in the digital age
Mar. 11, 2010
Social networks and learning
Mar. 30, 2010
Social informatics: E-learning as a socio-technical intervention
May 10, 2010
Ubiquitous learning
Ubiquitous Learning Emerging from ideas of
ubiquitous computing Context aware computing,
Awareness technologies, Pervasive computing
Embedded
invisible, seamless, natural
Ubiquitous
everywhere, anytime, anyone
Infrastructural
expected, taken-for-granted
Universal
available, accessible, capable
Ubiquitous Learning Transformation in Learning
Practices Online
Through computer-mediated communication
Networked Crowds and communities Strangers and friends
Collaborative, yet Self-Directed Community re-envisioned
Online Local to student Local to instructor
Technology mediated Design, metadata, structures
Personal Personal : self-directed,
owner-operated, personalized
Event-driven : on demand, and just in time
Mobile : phones, laptops, GPS
Self-contained : information on laptop, cell phones, etc.
Portable : multi-device compatible (XML), data deposit/capture separate from retrieval, on demand access (wired and wireless)
Extended personal : computing as extension of the personal (Kurzweil) – senses, memory, reach across distance
Networked : to people, resources; self-directed social networks; user-generated contexts (Luckin)
Steve Mann, wearable computers
Personal meets Educational
“A generation ago, academia embraced the laptop as the most welcome classroom innovation since the ballpoint pen. But during the past decade, it has evolved into a powerful distraction…
‘This is like putting on every student's desk, when you walk into class, five different magazines, several television shows, some shopping opportunities and a phone, and saying, ‘Look, if your mind wanders, feel free to pick any of these up and go with it,’ ’ Cole said.”
Washington Post, March 9, 2010.
Mobile Managing entry and exit, involvement and attention in
multiple spaces and places Affinity spaces (Gee; Jenkins); Social worlds (Strauss)
Negotiating the sense of self in each social world Roles: Community star, member, lurker; ‘information tourist’,
surfer Position: Expert, novice; wizard, newbie Identity: One’s own path, depth of involvement, and level of
conformity within the world
Negotiating boundaries Building boundaries between worlds for separated
identities Recognizing synergies between worlds for single sense
of self
Personal but Shared Shared : with a self-directing
community Non-profit, for profit, hybrid Informational, hobby, serious
leisure sharing Creative commons : forward,
modify, reuse
Altruistic : addressing personal needs and those of others E.g., Sites that aggregate
resources
Proxy : learning for others, using ubiquitous resources for others E.g., Use at work is tied to use at
home and for others at home
Social : conversation, social and informational support, contribution
Personal but Shared Presence : being there with
others, and with avatars
Karahalios, 2009, ChitChatClub
What will the teacher avatar look like? What should it look like?
Novel, Playful Novel : imaginitive, inventive
Playful : games, games-based, game-skills based, serendipitous
World of Warcraft
Immersive
The Cave, NCSA
Data Intensive Data intensive: collection,
visualization, interpretation
Parallel : simultaneous, multiple observation, collection, processing
Contributory : intentional or unintentional, crowd-based or community based
Visualization of an F3 Tornado Within a Simulated Supercell Thunderstorm (NCSA: Patterson & Cox)
Visualization of journal connections based on “clickstream” data.Bollen et al (2009). http://www.plosone.org/article/info:doi/10.1371/journal.pone.0004803
Contributory “A participatory culture is a
culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created).” (Jenkins, 2006, p.3)
In the World and Of the World
Wired, wireless, distributed, and cloud computing
Wired Cities / Digital Cities / Cybercities /Rural infrastructures City feedback systems : CCTV, real-
time bus schedules, Traffic monitoring
Supporting community networking Wi-fi clouds for rural and urban
areas
Government forms and documents online
Online shopping
Online universities, degree programs, courses, certifications
GPS locators and GPS enabled information
Community networking initiatives / Community informatics Affordable access,
instruction in use Access to IT skills based
jobs Indigenous knowledge, local
culture
Draws on ideas about community education, e.g., Paulo Freire, John Dewey
Ubiquitous Learning Un* : Uncontained, unrestrained, unstructured,
unconscious, unobserved Emergent : perpetual beta Pervasive : pervasive, natural, ever present, ever acted
on. Always on Designed : seamless, invisible in use Mashed : taken, used, combined and projected Shared : created, contributed, commented, rated, played
with, used, re-used, modified and forwarded Networked : observed, responded to, transmitted,
transformed, interpersonal, communal
Wrapping up the Learning
Networks SeriesE-learning as Ubiquitous Learning
Learning Networks Learning Networks as a theoretical underpinning for
addressing emerging learning paradigms ICT and Internet-supported, yet theoretically independent of the
specific delivery mechanism Predicated on the notion of an individual connected to others Accessible and researchable through
Individual action in relation to learning technologies and resources, including other people
Networks of interrelated actors, technologies and/or resources
Addressing the research and practice associated with initiatives and ideas subsumed under names such as: E-learning, Networked learning, online learning, technology-
enhanced learning
E-Learning / Networked
Learning
A complex, sociotechnical intervention As a continuously emergent practice based on the co-
evolution of technology and practice, situated within larger organizational and societal contexts
A practice of equivocality (Perrow) – where neither the questions nor the answers are known – rather than of uncertainty – where the questions are known, but not the answers
A practice of expansive learning (Engestrom) and identity formation (Wenger) where outcomes and desired identity are not defined
E-Learning / Networked Learning
Part of a social revolution accompanying the e-* paradigm shift resulting from the emergent effects of IT, ICT, Internet and computer networks Data and metadata intensive
data mining and linguistic analysis; data curation, metadata, informatics; e-research/cyberinfrastructure
Ubiquitous e-* in everyday life: e-commerce, e-government, e-democracy,
e-learning Contributory and participatory
Citizen journalists, bloggers, scientists Open
Open source, open access, open courseware New literacies
Emergent, participatory, sociotechnical
Interpersonal
Caveat: Neither complete nor ‘wedged’ as shown
Five Slices from the Learning
Networks Pie
Knowledge ‘Problems’ for a Networked Age
Knowledge acquisition in an age of rapid transformation. Requires continuous learning self- and/or group-directed
learning learning under equivocality learning to be nimble and agile learning to be something not
yet defined
New knowledge practices Mutability of tools,
technologies, authorities and means of production
Fixed Form, Known Outcome Know-what; Tacit and
Explicit Formal, closed
Emergent Form, Unknown Outcome Know-how, know-who,
knowledgeability Expansive learning
(Engestrom) Identity learning (Wenger) Informal, open, perpetual
beta Knowledge-building
communities (Scardamalia & Bereiter)
Personal and Communal Personal
Individual Self-directed (heutagogy) Learners: child, young
adult, adult, expert Context : Learning for
home, sport games and ‘serious leisure’ (Stebbins) Individually and
informally situated and ‘accredited’
Communal Group knowledge
structures Social capital
Collaborative learning Networked learning Knowledge-building
communities Context : Formal, school,
workplace, course based Organizationally
situated and accredited
Personal View Personalized, self-chosen, self-directed learning for work or
pleasure, individually or group based, personalized information space (Luckin)
Creation and maintenance of identity (Wenger), identity within a community of practice Formation of identity under conditions of uncertainty and/or
equivocality
Presentation of self Home pages, blogs, tweets; handles, user names, ids, photos Contributions to crowdsourced sites and to community sites
Egocentric views of individual learning spaces Managing as an individual learner among competing social
worlds
Communal View Learning as a relation that connects people
A student learns from a teacher; students learn together from a teacher; novices learn from each other
Learning as production as well as consumption An individual contributes content to a discussion, wiki, collaborative
artwork
Learning as an outcome of relations A community holds a knowledge of its history, and information
resources for dealing with new situations
Learning spaces Affinity spaces (Gee), third places (Oldenburg), geo-community spaces
(libraries, community centers, churches), online learning communities Crowd and community spaces Online and face-to-face spaces
Mediation: People and Technology
Mediating artefacts Technologies : as focus for flows (Latour), or as an object in a
system (Activity theory, Engestrom) Practices : as ways of working, of learning Affordances : of technologies, and of educational systems as
a whole Internet infrastructures, computer software and hardware Buildings and boundaries (in-school vs outside school)
Mediators Teachers, experts, master practitioners, designers Librarians, collection developers Institutions Texts, writing, literacy
Complexity and Multiplexity
Multiple interacting influences Technologies : From buildings
to mobiles; complete and partial infrastructures, digital spectrum of access and use
Authorities Books/journals/newspapers
‘vs’ blogs, wikis, web sites Technical ‘vs’ content
leaders Learner-leaders Local and remote
Organizations : Institutional actors, structures, constraints
Methods for addressing multiple influences, for research and practice include: Socio-technical, actor-
networks, social networks
Theories of science, technology, networks, learning, pedagogy, organizations, society
Levels of analysis : psychological/individual, social psychology/dyadic, small group, sociological/large group, society
Learning Networks Learning is a network relation, currently facilitated and
radically altered by new technologies and new open learning practices
Learning is also a network outcome, one that serves to support or limit the social capital within a community
Technology is a mediator for network relations including the vital relation of learning
Contributory, open and participatory practices supported through open access technologies are making significant social changes in where, when and from whom we learn
Following and harnessing these trends is the exciting emergent work for teachers, learners, educators and researchers
Questions, Suggestions
Caroline [email protected]
Look for our forthcoming book
Caroline Haythornthwaite & Richard AndrewsE-Learning Theory and Practice
Sage, 2011
For papers and slides associated with the Leverhulme series on Learning Networks, see
http://newdoctorates.blogspot.com/2009/10/leverhulme-trust-public-lectures.html
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http://haythorn.wordpress.com/recent-activities
References/Further Reading
Cope, B & Kalantzis, M. (Eds.) (2009). Ubiquitous Learning. Champaign, IL: University of Illinois Press.
Andrews, R. & Haythornthwaite, C. (Eds.) (2007). Handbook of E-Learning Research. London: Sage.
Haythornthwaite, C. (2009). Participatory transformations. In W. Cope & M. Kalantzis (Eds.), Ubiquitous Learning (pp. 31-48). Champaign, IL: U. of Illinois Press. http://hdl.handle.net/2142/14200
Haythornthwaite, C. & Hagar, C. (2004). The social worlds of the web. Annual Review of Information Science and Technology, 39, 311-346.
Kazmer, M. M. (2007). Beyond C U L8R: Disengaging from online social worlds. New Media and Society, 9, 111-138.
Kurzweil, R. (2008) The Singularity is Near.
Neff, G. & Stark, D. (2003). Permanently Beta: Responsive Organization in the Internet Era, in Philip E.N. Howard and Steve Jones, (Eds.), Society Online: The Internet In Context (pp. 173-188). Thousand Oaks, CA: Sage.
Urry, J. (2005). The complexity turn. Theory, Culture & Society, 22(5), 1-14.