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A visit to the OU Library

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 12:20

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Fig. 1. The Open University Library

It would be an exaggeration to say that were I a practising Christian (Catholic) I feel as if I had just visited St. Peter's, Rome but there was a sense that 14 months into an MA course with the OU that by going to the OU Library, Milton Keynes, I had just done this. The OU library represents the hub, the knowledge; from here it branches out through people into departments, up stairwells, through offices and meetings rooms, forming itself into online and distance learning courses.

I haven't met Conole, Kirkpatrick, Weller or Pegler, but I saw their books on the shelf, which is a step further than reading extracts online, or chapters in an e-book.

Is not taking a laptop into a library an early form of mobile E-learning despite the situation?

 

 

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New blog post

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Edited by Jonathan Vernon, Monday, 11 Apr 2011, 21:07

How do you sell the idea of blogging to others?

Try with Twitter, it's a microblog afterall and you don't have to say much.

Then pace yourself, never more than 250 words, but try, oh try, to post EVERY day. Without fail.

You need to build up a head of steam.

I would also suggest keeping all entries PRIVATE until you have 100 entries. Yep!

If you want to be read, to be rated as a blogger, first impression count, and 100 entries indicates you may make it to 1000 and beyond.

Learn to touch type.

Start filling this little white box with text.

Or have a mind-map.

Set a parameter, a word count (which would be a valuable tool here) or just set a timer.

But do it, and learn.

Read widely. Link to every and any blog you fancy. Read and leave a pertinent comment.

Make links.

Give a little of yourself. There's no need for excessive exposure or disclosure, but honesty comes from some of this.

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Milton Keynes

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Edited by Jonathan Vernon, Thursday, 1 Nov 2012, 12:50

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Three weeks ago I entered the OU Campus for the first time.

There was no fanfare but I heard the OU signature tune. That 'ear worm' may take a while to extract.

I'm now in the town, ten minutes from the campus, but ostensibly in the country. Milton Keynes defies the logic of a city that has grown up organically; MCK has been planted, every 35 acres or so grows a different architect's idea of what a community should be. I think Prince Charles should have been given a shot.

I'm staying in a house with FIVE OU students, all doing Dphils in various departments. I spoke to my wife earlier and said I felt like I'd just joined a team that would be competing in University Challenge (I suppose we could).

With all this brain power in the building I won't have any excuses if I need to discuss an idea; I'm sure they'll have answers. Is that allowed? Suddenly instead of distance learning I'll be learning at close proximity.

MAODE and H800 hasn't been forgotten.

Though I have been without a computer for 48 hours. I got to the point where I felt a desire to keep a journal on paper. Not that I blog like that any more, the obsessive who must post an entry every day. We did that in 2000/2001 to be the first or the first few to do so. I probably got most of three years down then let it drift. Better to write when you have something to say. My ride up the M23 around the M25 and up the M1 at 45mph (roadworks/density of traffic) gave me a chance to get through two chapters of Chris Pegler's book on Blended learning. I set the Kindle to read and wore headphones. The quirkiness of the reader means that I remember best of all the words it found hard to pronounced The intonation was all wrong for repurpose, for example, and Moodle came out like a sneeze.

I listened to Catherine Valente reading her latest book. We met online and blogged constantly to each-other from 2001-2005. Hearing her read gently through her book while glancing at the text from time to time made me wonder if some of the authors of the books we are reading for the MAODE couldn't be persuaded to do the same. It is an engaging way to be taken through the text.

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H800: 47 H800 Week 8/9 Activity 7 Cloudworks 'Swim lanes' for learning design,

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Edited by Jonathan Vernon, Wednesday, 22 Oct 2014, 14:23

It is one thing to contribute to a flash debate, it is quite another to embrace the Cloudworks platform.

There is only one way to test the water, and that is to get in. We talk of 'swim lanes' for learning design, I like every platform, every social network, business network or here, educational network, to be a visit to another pool, a lido, indoor or out, leisure pool or training pool.

They need to know who you are, you have to sign in. Then you have to change, get in, and give it a go.

So I am for the umpteenth time adding a profile picture and a profile, tagging, finding favourites debates and linking to people.

It all takes time.

Online you control time. Intensive engagement might move things along ... on the other hand, it may irritate those who've been here a while.

It should take time.

Find the rhymn of the place, observe when and where there is a buzz. Identifiy the 'champions,' come in on the periphery, pick up a thread, join in tentatively, give it a go here and there.

I make a contribution to a Flash Debate on the futre and threats to universities

Universities will flourish as they become part of the mainstream and engaged with the world, rather than distinct from it. Relationships with governments, industries, schools (for future students) and alumni (for past student) will develop and become continual, rather than passing. Student cohorts may look the same on the ground, but in the virtual world will be broader and deeper, technology and systems allowing a greater diversity. Not all institutions will have the ability, whether through lack of financing, the burden of their past and costs, to be flexible and change. The overall impact will be of an evolutionary change, though for some it will be a fight for survival.

BRANDING

Established, motivated, well-supported and well known colleges and institutions, where there is strength as a brand, as well as financially, in their governing body and from alumni will thrive. They can afford to exploit the changing circumstances (and they can’t afford not to). Oxford, Cambridge, Durham, Bristol, UCL and the OU are not about to go under. On the other hand, new, complacent, poorly supported, little known educational institutions where the sources of income and grants may be narrow or uncertain, with weak leadership and ill-established (or disloyal) alumni will fail.

BUSINESS

The opportunities to flourish are extraordinary; the global demand for tertiary education with tens of millions of people from Asia, for example, seeking higher education over the next decade means that there is a growing and hungry market if you have the right ‘product.’ Education is a business, whether the model is that students are educated for free or pay part of the fees, cash flow matters. Retailing has been in constant flux, from the high street to out of town shopping, with national and international brands dominating, and then online shopping cornering certain markets, from books to electronic goods. Retailers have had to change the mix, where they locate and what they sell. Universities are less agile and less prone to the vicissitudes of short-term purchasing decisions, but the impact on them of new technologies is no less profound. Negotiating their way through this will require skill, the most vulnerable institutions will fail.

QUALIFICATIONS

Letters after your name differentiate you from other candidates for a job or promotion. Where there are many applicants for the same position where you studied, indeed, who you studied with, will matter. It helps to study under the best in your field. It depends entirely on where you wish or plan to go afterwards, where and if a position or job requires a certain qualification, and if a qualification from one or another institution has greater perceived or actual value. However, as those with experience of the job market will tell you, it is how what you have been taught is applied and how you relate to other people, that will determine your success.

CAMPUS BASED vs DISTANCE LEARNING

Technology is blending the two: increasingly students are opting for this, to be campus-based, but to take advantage of the technology to better manage their time or support their learning. Far from being the death-knell of the traditional university, new technologies will assist in their finding ways to develop and support a broader and deeper student body. Participation and collaboration, socialising away from the screen, is a vital component of the university experience for those coming out of secondary education – the demands and expectations of a mature student are very different. How people get on, how they work together, is a vital lesson that a campus based university offers. Whilst increasingly our online experiences are as ‘real’ as everything else we do, it is how and if we can work as a team that will decide how we progress. The student experiencing this will better know themselves, their strengths and weaknesses, and suitability for different career paths.

CHANGE

Like retailers, manufacturers, broadcasters, publishers and the post office, we are in a period of significant change, new technology was already having an impact, the economic down turn has aggravated this, obliging some forcing other institutions to act. How this change is managed will decide who survives and who struggles on. There is a fine line to tread between innovating early, or too late, changing wholesale or piecemeal. The wise institution not only spreads its risk, but also casts its opportunism just as wide as spreading your bets covers you in a world where nobody knows what will work or not. Libraries, one of the draws to a campus-based university, cannot be as influential as hundreds of millions of texts become instantly available in digital form. Senior lecturers and researchers should be employed for their ability to communicate, support and rally students around them, not simply because of the paper they are working on. Students will demand more if they feel it is the cash in their pocket that is buying what the institutions offers. Errors, failings and shortcomings of a person, a module or course, can be spread through online reviews and will decide their fate. New blends of courses will invent themselves where a student feels able, supported through e-learning, to cherry pick, even to study simultaneously quite different subjects. Cohorts, if on the ground still that 17-23 year old age group, will become far more diverse, with groupings formed by mutual interest in a subject. Life-long learning, already apparent in some professions, will become more common place as people recognise the need to refresh their understanding of some topics, while gaining new skills and additional insights.

Am I responding to a thread, or like the second or third speaker at an Oxford Union Debating Society getting up to say my piece?

And if I sit on the fence, what kind of debate is that?

We should be obliged to take sides, THAT would be a debate, otherwise it is a conversation, another online tutorial.

Thus far Cloudworks is like a new swimming pool, refreshing and full of opportunity. To thrive, let alone survive, it needs people coming down to swim, to jump in, to train, to meet ...

And once you have your regulars, keep them coming back.

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H800: 46 The card-based Hybrid Learning Model and a card-based Tool Kit for writers.

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Edited by Jonathan Vernon, Sunday, 8 Jul 2012, 13:21

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From HLM Flash DemoVideo player: Flash Demo

For someone who does NOT have a formal teaching background this for me is the first time in 13 months that I have something practical that is based in learning, not 'e-learning' that I feel can apply immediately to any learning context: instructing sailing, teaching swimming, advising on digital marketing, supporting a team making a short film ... and especially thinking of ways to occupy children who are now on a three week holiday.

Blogspot from conference presentation of HLM

Institutional e-learning services

HLM Grid

I found this exercise extraordinarily useful. In the space of an hour I felt I assembled the makings of a series of activities, a module that might take place over a weekend, or a week or two. Thinking of this as learning first, and e-learning second helped.

I decided on creating a course on 'marketing to the social web.'

I've always fallen back on system, surveys and so on. A set of questions, in this case cards, that you can mix about, sets the process up. A similar end result might be achieved in different ways, but here, falling back on the cards and working with these options helps you to get something down. Indeed, having the cards makes you appreciate at every stage you could approach it differently. It would highlight any repetitive approach, something some online educators are guilty of i.e. a course where every activity is a person talking to camera with a transcript of what they say. And no better than the weekly lecture and reading list which was almost my entire three year undergraduate experience.

The graphics worry me. I do think there is value in engaging the best graphic designer for things like this, to come up with something universal. I wonder how some learners would interpret a class that involved the use of flash cards with coloured in cartoons on them. Given the ability of the www to offer choices I'd give users a choice of a dozen alternative images for each activity.

As I'm looking at various courses on digital marketing I'll see how I can add to this.

Activity/Task –Objective

Learning Event

Teacher’s Role

Learner’s Role

Resources

Tools (inc. Technologies)

Other comments

Survey on current awareness of advertising/marketing in social networks

RECEIVES

Explain

Evaluate

Review

WWW

Marketing to the Social Web as key resource.

Survey Monkey

(e-reader)

Individual

24 hours of Google Alerts, Twitter and Facebook, Linkedin.

EXPLORES

Coach

Research

WWW

Min six people sharing task to cover entire 24 hour period.

Write in a blog, microblog. As text from the spoken word. Writing within parameters, not just Twitter’s 140 characters, but other word counts.

IMITATES

Perform

Apply

Perform

Reflect

WWW

Twitter

Wordpress

LiveJournal

Blogger

Writers & Artists Handbook.

Voice Recognition Software

Touch Typing Software

Trying to develop a fluid, immediate, even ‘stream of consciousness’ approach to writing.

Image only in a blog.

CREATES

Coach

Create

WWW

Flickr

Tumblr

Facebook

Digital Camera

Mobile Phone

Webcam

Comment on blogs, join in forum discussion .

EXPERIMENTERS

Explain

Practice

WWW

Blogging for Dummies.

Letters to the editor. Letters.

RSS

Within the group and beyond

Add sound to a blog … voice, music, live (Skype) and broadcast (podcast).

PRACTICES

Coach

Perform

WWW

Podbean

Headset

Microphone

Group

Measure

RECEIVES

Apply

Questions

WWW

Analytics

Neilsen

Research companies

Tools

Technorati

Google Analytics

Buzzmetrics

Group

Promote (PR, advertising, marketing)

EXPERIMENT

Perform

Explains

Explore

Perform

WWW

Viral Video

Event

D&AD DVD

Mobile platforms

DVD player

Group

Survey on final awareness of advertising/marketing in/to social networks.

RECEIVES

Explain

Evaluate

Review

WWW

Marketing to the Social Web as key resource.

Survey Monkey

(e-reader)

Individual

 

The Writer's Tool Kit

All these cards had me thinking of  a writer's tool kit, 'The Observation Deck' by Naomi Epel. In that period where I wrote fiction all day I often dipped into this, simply to keep me going. In pratise it is far more useful for someone who blogs all the time as it triggers a line of thought.

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If you're running a creative writing course this IS your learning design done; each week take a different card from the box and do.

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H800: 47 Cloudworks

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Edited by Jonathan Vernon, Friday, 25 Nov 2011, 15:04

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Grainne Connole is  the 'star turn' in Cloudworks. She is Oprah. This is a channel, a network, a show. To stand out, let alone to be attractive to users, it requires this kind of 'ownership.'

This 'online filing system' is weak because of how it is presented NOT for what it does and can do.

It has the potential to be a social educational campus/network. The key is to overlay ALL assets with an image of the person who composed the material, i.e. the entry into the content is the person or if not an image, then at least the opportunity to add a 'book cover/sleave' i.e. something visual, relevant to the content, personal and engaging.

Facebook has the right balance between form and functionalty. There is a caareful balance of  personalisation and prescribed layout/design. (Like a good TV channel, you know where you are when you're in Facebook).

Often I see ideas screaming out for the input of a designer

Here I mean a visualiser, an art director kind of designer, someone who can take the excellent functionality, the problem solving, engaging, satisfying programming/sites - and add some feeling.

We are emotional beings, we respond and are motivated for subjective reasons. We chose one thing over another because we 'like' it, not necessarily because it is better than another product or service.

In time it won't just be an art director that is required, you'll need a producer

... someone who can run the 'channel' as a living entity, as a live-show, that will include video. Am I describing the librarian of the 21st century, an 'asset manager' who is not working in the City of London?

If you give the new bubbl.us a go I promise that some of the things it does, and how it looks, makes it a joy. Every time you create a new node or bubble it automatically offers a different, though matching, graded shade of the previous colour.

(Six months ago it was more child-like - you deleted a bubble you didn't want and it bursts into flames!  Now they fade away like mist on a Spring morning).

There is a war going on out there.

Make yourself attractive. People haven't time to compare sites, they'll just run with what looks right and if it delivers they'll stick with it.

See Visualising the Learning Design Process, A. J. Brasher, below.

See Information is Beautiful, David McCandless.

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The Contents of my Brain

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Edited by Jonathan Vernon, Wednesday, 23 Jan 2013, 12:41

The current generation will be able to begin to achieve a fraction of this if they please; all I have to go on are diaries I stared in March 1975 and efforts since then to recall all the events, feelings and dreams of my life to that point.

This alongside photoalbums, scrapbooks and sketch books, with lists of books read and films seen, maps of places visited and a complete extended family tree ought to offer a perspective of who or what I am.

Does any of it impact on how I think and behave?

Without my mind is it not simply a repository of typical memories and learning experiences of a boy growing up in the North East of England?

Blogging since 1999 there are like minds out there, though none have come back with an approximation of the same experiences (its been an odd, if not in some people's eyes, bizarre, even extraordinary roller-coaster of a ride).

It's value? To me, or others?

I could analyse it 'til the day I die. My goal is no longer to understand me, but to understand human kind. And to better understand the value of exercises such as this, not simply hoarding everything, but of consciously chosing to keep or record certain things.

For now I will exploit the tools that are offered. In theory anything already digitised on computers going back to the 1980s could now be put online and potentially shared. Can I extract material from a Floppy-disc, from an Amstrad Disc, from a zip-drive? Should I add super8mm cine-flim already digistised on betacam masters? And the books Iv'e read, beyond listing them do I add links even re-read some of them? And a handful of school exercise books (geography and maths) A'Level folders on Modern History. I kept nothing from three years of university, yet this is where the learning experience ought to have been the most intense. But I had no plans to take that forward had I?

My university learning was spent on the stage or behind a video camera.

Should I undertake such an exercise without a purpose in mind?

Do I draw on it to write fiction?

There is a TV screenplay 'The Contents of My Mind' that could be stripped down and re-written, even shared.

And all the fictoin, the millions of words.

Will this have a life if put online?

Is it not the storyteller's sole desire to be heard? To have an attentive audience?

 

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Blog, e-portfolio, wiki, cloudworks ... tutor and module forums

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Edited by Jonathan Vernon, Sunday, 8 Jul 2012, 07:46

I need them all roled into one. When it comes to a blog/e-portfolio I have to wonder if this is not it - pretty much.

I can deposit documents here as well as anywhere else, but keep the page private.

Following the activities if fellow MAODErs on H807, which I did a year ago, is refreshing. Do this for a couple of years and I can keep the topic and its lesson's fresh. I can also follow H809 which I would have liked to have done. Indeed, might the OU call it a MA* if you do additional modules beyond those required for the MA?

As I prepare to up sticks, move town and job I'm hoping to compensate for some of the disruption by getting everything I may need online so that it can be accessed from anywhere.

I'm yet to break away from the OU e-portfolio My Stuff. It may be clunky, but it works and it is integrated. I've never been happy with Pebble Pad. Perhaps I just run with Dropbox? Picassa Dropbox has become indispensable. Rather than think about compressing images I take pics and grab frames/windows and post them here for later use and linking. With images feeding into several blogs and OU forums too I can't afford for this to be comprised ... or I'd lose any pics and diagrams that I've created.

Synchronous vs Asynchronous Threads

The assumption is that we don't wish to interact in real time otherwise more tools would be provided to co-ordinate synchronous meetings. My experience is that with a little co-ordination such meetings are extraordinarily valuable, to motivate pressing on with the course, let alone to resolve issues or to share learning. With retention of students such an issue it surprises me that the OU isn't more proactive.

As a tutor do I hope that all my students will stay the course, or do I expect 40% to fall by the wayside?

We seem to be in denial of obvious means of getting in touch too: email, messaging, Skype.

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Visualising the learning design process

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Edited by Jonathan Vernon, Wednesday, 23 Jan 2013, 06:07

Visualising the process and products of learning design

I will be at CAL ’09 next week in Brighton, and am looking forward to it, in particular some of the sessions and papers which include work from the JISC Curriculum design call. For example, the “challenges of the design pattern paradigm” session and other learning design papers/session. In the meantime I thought I’d put up the poster that my colleagues and I have put together, This poster  entitled “Visualising the process and and products of learning design” will be presented at CAL ’09.

It  is a very short synopsis of the visualisation and representation work we’ve been doing here at the OU. A  version of the poster itself is available for download (click on the image to see a low resoultion image of the poster, or on one of the  links to see a higher resolution PDF at either A4 or A0 size):

Image showing “Visualising the process and and products of learning design ” poster

Visualising the process and and products of learning design, A0 sze (pdf, 1.9 Mbyte),

Visualising the process and and products of learning design, A4 size (pdf, 1.1 Mbyte).

Also, a draft of the text of the poster (including the abstract and references) is available here.

Can visual representation work at the curriculum level?

Apart from the design patterns and learning design stuff, one of the other things I would like to explore whilst at the conference is if or how visual representations have been used at programme level (or above). As far as I’m aware, most visual representation work has focused on the activity or course level, and describes interactions involving students and teachers.  But what about the curriculum level? I’m keen to talk to anyone working in this area: please do  contact me if you are, or add a comment below, thanks <img class=" src="http://www.open.ac.uk/blogs/brasherblog/wp-includes/images/smilies/icon_smile.gif" />

CAL ’09 poster text

Abstract

Teachers and media developers go through a complex decision making process when designing new learning experiences – working towards an effective pedagogical mix, combining resources, tools, student and tutor support. For an individual media developer or teacher, the process of creating a visual map of a learning activity clarifies their own understanding of the mix. For teams comprised of individuals focused on different aspects, a visual representation supports communication about issues that need to be resolved before the activity is delivered to students.

This paper focuses on the development of CompendiumLD, a particular strand of work within the OU Learning Design Initiative. CompendiumLD is a tool to represent and visualise learning designs; it is an adaptation of Compendium, an existing knowledge mapping tool. CompendiumLD has been developed iteratively, informed by evidence gathered through a series of interviews with academics, and tested through a series of faculty based workshops. Development has proceeded from changes in the set of icons used to represent components of learning activities, through to specific functionality to support the design of learning activities. This functionality includes context specific learning design help and a set of visual design templates.

Findings to date indicate that most users find the tool easy to use, that it makes the process more explicit and provides a useful vehicle for sharing design ideas with others. Some users are interested in its potential to support both the process of learning design and the production of maps for use by students.

Recently introduced  features include (1) the facility to specify times that students and tutors will spend on specific tasks, producing a running total displayed on the user interface and (2) support for transclusions (intended to help designers  identify reuse of  e.g. tasks or learning objectives. Initial evaluations of these new features will be discussed.

1       Introduction

A learning activity can be conceptualised as a specific interaction of learner(s) with zero or more other(s) using specific tools and resources, orientated towards specific outcomes (Beetham, 2007).  Evidence we have gathered indicates that designing learning activities is inherently messy, creative and iterative, and that choosing  the best combination of tools, resources and tasks for a particular context is difficult (Conole et al., 2008). In the Open University and other distance universities, design is typically carried out by teams composed of people with a variety of specialist skills including academics, programmers, graphic designers, editors and project managers.

2       Aims

Our aim is to research, design and implement a range of tools to support individuals to design effective learning activities, and to enhance the effectiveness of design teams.

One approach we have taken is to apply the concept of ‘knowledge cartography’  to learning design, building on previous work in this area including other visual representations of learning designs (e.g. UML activity diagrams, LAMS).  This has led to the development of a software tool CompendiumLD through which we are exploiting two aspects of mapping, the product and the process.

  • As products maps can visually represent complex relationships between objects, which highlight key elements and connections for a particular purpose
  • Creating a map forces a person to externalise their understanding of the situation, and this process clarifies their understanding of the situation

(Okada, Buckingham Shum, & Sherborne, 2008).

Design processes

In our research  to date we have studied how design  is carried out by individuals and teams within the iterative design cycle which occurs before courses are launched.

We will be studying how CompendiumLD can be used by teachers to  deliver teaching activities, and how it can be used to evaluate the design of activities.

Design products

Snapshots from the design process

The learning design nodes are on the left hand side: these can be dragged and droped onto the working area. Learning design nodes include

Learning activity

Learning outcome

The nodes can be connected by dragging between them.

Double-clicking on a learning activity opens it

A screen grab of CompendiumLD showing the main working area labelled  “Andrew Brasher’s Home Window”.

Context sensitive prompts appear when nodes are added.

3       Evidence

Empirical evidence gathered to inform the development of CompendiumLD  includes the collection of user requirements (Nixon, 2007), case studies (Wilson, 2007), 12 semi-structured in-depth interviews, and evaluation of workshops and focus groups (Cross, 2008). In January 2009 we began in-depth evaluation of holistic course design, which has and will involve studying course teams’ use of visual representations during the design process over a period of 9 months.  Examples from our evidence base are shown as speech bubbles.

4       In use

Examples illustrating how CompendiumLD can be used within the design process are provided by  snapshot 1 and snapshot 2. Snapshot 1 illustrates an early stage of the  the design process, snapshot 2 a later stage when a more detailed description has been generated and some of the issues that arose in snapshot 1 have been resolved.

5       Conclusions and future work

The qualitative data we have gathered so far indicates that generating a visual representation helps to clarify designers’ intentions, and aids communication of those intentions.  Continuation of the iterative improvement of the tools and methods we have developed is planned for 2009-10, including trials across a range of UK universities. So far our work has focused on the representation of learning activities within a course or module. We will be looking at applying visual representations at different levels, e.g. across degree programmes, and requirements gathering workshops to inform this are planned for later in 2009.

References and further information

Full references for the citations in this poster are available from are available from http://www.open.ac.uk/blogs/brasherblog. Information about CompendiumLD is available from http://compendiumld.open.ac.uk.

Beetham, H. (2007). An approach to learning activity design. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and delivering  e-learning (pp. 26-40). Oxford: Routledge.

Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P., & White, J. (2008). Visualising learning design to foster and support good practice and creativity. Educational Media International.

Cross, S., Conole, G., Clark, P., Brasher, A., & Weller, M.   . (2008). Mapping a landscape of Learning Design: Identifying key trends in current practice at the Open University. Paper presented at the LAMS Conference.

Nixon, S. (2007). LD project final report – final report of the LD VLE programme work. Milton Keynes: The Open University.

Okada, A., Buckingham Shum, S., & Sherborne, T. (2008). Knowledge Cartography: Software Tools and Mapping Techniques: Springer.

Wilson, P. (2007). Progress report on capturing eLearning case studies (Internal report). Milton Keynes: The Open University.

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What is a learning activty? Grainne Conole

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Edited by Jonathan Vernon, Thursday, 1 Sep 2011, 09:40

Beetham provides a simple definition

"an interaction between a learner or learners and an environment (optionally including content resources, tools and instruments, computer systems and services, 'real world' events and objects) that is carried out in response to a task with an intended learning outcome." (Beetham, 2004)

Conole has developed a learning activity taxonomy (Conole, 2007; Conole, 2008) that attempts to consider all aspects and factors involved in developing a learning activity, from the pedagogical context in which the activity occurs through to the nature and types of tasks undertaken by the learner. The taxonomy is based on the premise that learning activities are achieved through completion of a series of tasks in order to achieve intended learning outcomes. The taxonomy was derived by working with practitioners to elicit the stages involved in the design process and consists of three main components:

  • The context within which the activity occurs; this includes the subject, level of difficulty, the intended learning outcomes and the environment within which the activity takes place.
  • The pedagogy (learning and teaching approaches) adopted. These are grouped into three categories – associative (acquisition of skills through sequences of concepts/tasks and feedback), cognitive (construction of meaning based on prior experience and context) and situative (learning in social and/or authentic settings).
  • The tasks undertaken, which specifies the type of task, the (teaching) techniques used to support the task, any associated tools and resources, the interaction and roles of those involved and the assessments associated with the learning activity. In particular the types of tasks which a student might do as part of the learning activity are described in detail and grouped into six categories; assimilative (attending and understanding content), information handling (e.g. gathering and classifying resources or manipulating data), adaptive (use of modelling or simulation software), communicative (dialogic activities, e.g. pair dialogues or group-based discussions), productive (construction of an artefact such as a written essay, new chemical compound or a sculpture) and experiential (practising skills in a particular context or undertaking an investigation).
  • http://cloudworks.ac.uk/cloud/view/2473 (Accessed 4/4/11)
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H800: 45 Week 8 Activity 2 (Part 4) Tools for Learning Design

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 16:14

Is this a model or an expression of what took place?

At what point, by adding Tutor engagement, and then picking out individuals in relation to their tutor group forum participation do you make assumptions?

A questionnaire would elicit the facts.

At some point the complexity of the activity shown diminishes the ease at which the chart is interpreted.

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I'd replaced the imploring 'HAVE FUN!' with the more germane 'ENGAGE!' i.e. take part, I say this because debate and discussion may not be fund with a smile.

Often I liken a session that spins out of control as a Catherine-Wheel nailed to a post that fizzles and falls ... or winds down. Some activities can be like this, 'full of sound and fury, signifying nothing.'

They tend to be the most fulfilling, where everyone in the group takes part. Or at least SIX on a regular basis to give the thing some spin.

Failure to participate is the killer; with it an activity can be a wild success, drawing people in, urging them to take part. Without them you are on your own 'with your books and your thoughts.'

The reality of distance learning online is a bit of both, the trick is to be able to engage and disengage with reasonable flexibility, not feeling guilty whether you are quiet for a period or when you are ever-present.

The role of the tutor is a tricky one

Mentor and coach, or subject matter expert? Institutional insider to guide? Overseer? Absent landlord? Marker? Assessor? Animateur?

The role is changing. It will be as different as it is in the 'real' world from the one-to-one private tutor, or the 'gang master' running 60 students via pre-recorded video lecture. Customers, as students can call themselves with greater validity if they are paying significant sums, will be demanding.

'Change is all around us'.

(Sung to the tune of Wet, Wet, Wet's 'love is all around us').

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H800: 45 Week 8 Activity 2 (Parts 1, 2 and 3) Tools for Learning Design

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Edited by Jonathan Vernon, Friday, 5 Oct 2012, 23:18

PART ONE

This is how I develop a Creative Brief ... this happens to be an MAODE exercise on Learning Design.

As a video producer this is the idea I'd sell to the client.

I'd then work with a coach and group of swimmers to set the scene and milk it.

This is the kind of thing corporate clients use to teams of 10,000 employees. This is also how I go about writing scripts, sometimes adding drawings, cut-outs from magazines and photos. Nothing hi-tech at the thinking stage ... which gives people more freedom to contribute.

A whiteboard marker pen on unforgiving wallpaper backing paper (30p a roll in from the reduced bin!). Stuck to the kitchen door.

PART TWO

The Forum Thread deserves as Swim lane of its own with as much activity into it and Elluminate as I have put here into a blog/microblog.

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Often I find a dedicated thread such as e-Learning Professionals is more likely to guarantee a response to something I say; the reason for this is simple, they have thousands of active members.

There are reliable statistics to say what tiny per centage of people are happy to write, read, comment and contribute. 1% to write, about 4% to comment. This has to be reflected in forum activity too, however much it is required by the course. I've missed out blogs other students keep, and the links back and forth to these.

You'd be surprised how much goes on in the background.

I've found myself working things through with people in different tutor groups, who did the module a year ago ... or who have nothing to do with MAODE but have an answer. Which reminds me of the fantastic diagram drawing tool dia. How does Naughton’s journalistic point of view compare to those of an academic?

I worked through it alone, blogged about it and offered thoughts and replied in the tutor forum.

The degree or blogging I’ve put forward reflects what I consider an invaluable addition to taking part in Forum Threads. You express what you think, ‘stream of consciousness’ into your own blog, edited to140 character for Twitter than take part in a Forum where some back and forth discussion should come about.

The other invaluable form of participation is through a conference call – as Jonathan Swift said, ‘I don’t know what I mean until I have heard myself speak.’

This is akin to a treatment outline for a video. The script in our case is the ad-libs and verbatim responses of student and input from the tutor. I like the idea of swim-lines and can imagine the Tutor online as a coach, rather than a subject matter expert, as a guide and mentor.

The reality is that such rapport develops with fellow students.

It is a shame that there isn’t more continuity through your original cohort. I have used the Compendium to share projects, using the layers to attach documents and have another contribute. For a simple mind map I like bubbl.us, otherwise I’m as likely to do a sketch and photograph it to share … or draw directly into a paint/draw package such as ArtPad using a stylus and Wacom board. Like all tools you need to have a clear use for it, rather than playing in a sandpit. To be able to collaborate in a team people need to be familiar with and using the same software/platforms.

Compendium can be used as a basic mind-map or flow chart and with experience be used for much more, as an e-portfolio of sorts.

It is overly prescriptive. Tools need to be intuitive and follow common practices regarding buttons and outcomes. For a first draft I prefer marker pen on paper, followed by bubbl.us.

As Beetham’s Chapter 2 (Activity 2) points out learners will find their own way through a task regardless. We understand things differently, draw on different experiences and come up with our own metaphors.

Whilst I go with the ‘Swim Lanes’ analogy, I often think the reality is like a Catherine-wheel nailed to a post in the rain.

Should an exercise such as this be addressed in a way that has so scientific connotations? It is surprising how easy it is to share the narrative of a linear activity in a multitude of ways. A simple set of numbered bullet points, perhaps worked up as a presentation. As a board game, one step taken at a time. Or a set of activity cards. You can talk it through by counting five activities off on your fingers. I'll do one of these in the truly, joyful, brilliant www.bubbl.us and post it to my ou blog and extracurricular blog' 'My Mind Bursts' which in turn is fed to Twitter 'jj27vv.'

Make one of these mind maps, then change your mind and be tickled with the way the 'node' or 'bubbl' behaves . Go see! This and a list of wonderful tools from an H808 student who is a primary school teacher in Thailand. Work should be fun, especially learning design. After all, if you don't enjoy it, how do you expect your future students to behave?

PART THREE

Bubbl.us has gone from toy to a grown up tool with layers and the opportunity to add sound, images (stills and moving) and no doubt much more, none of which I have had time to try.

The old bubbl.us was like playing with kid's party balloons and when you deleted a balloon (or node) it blew up and burst into flames. This new version still does some magic to the eye, fading away like a mist, also when you save melting into the background like a rainbow of ice melting.

An extraordinary delight to the senses and apparently of far more practicle use than I credited it with a few months ago.

 

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Click on this and it takes you to Picassa Dropbox. You can then enlarge it, save the code and help yourself. I think all the images I've put into this OU identify album is 'open to the public.'

Seeing this all again I am reminded of my inspiration David McCandless.

By working on this a few more times an art director or designer would turn it into a thing of beauty; it is this level of inspiration that sells ideas to committees, colleagues and others.

People buy into ideas. People like to be inspired.

The pedagogy must of course be sound, the right offering of activities, outcomes and learner flexibility and support is the OU magic mix.

P.S. Don't imagine I was familiar with any of these tools until I started the MAODE in Feb 2010, most of everything I now use I was introduced to by someone here.

PART FOUR

Add the role of the Tutor.

Get in a designer and make it a thing of information beauty.

Sell it internally and externally.

Schedule, produce.

Watch what happens and adjust accordingly.

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h800: 44 Week 8 Activity 2. On learner's emotional responses to technology

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Edited by Jonathan Vernon, Thursday, 8 Mar 2012, 15:22
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Pic from MMC Learning

'An approach to learning activity design (Sharpe et al. 2005) concluded that, as well as ICT skills, key issues were learners’ emotional relationship to the technologies they were offered – especially feelings of frustration and alienation – and issues around time management.'

In our tutor group and module forums we've gone through time management at length.

Understandably.

Though I suspect that for many of us time passing is the only certain thing in our lives. It has required therapy for me to downplay events when they DON'T go to plan ... that life as a Dad, husband, parent, portfolio-worker person, studying (two courses, this and sports related), as well as feeding the guinea-pigs, putting out the rubbish, sorting the recycling, putting air in the tyres on the car, fixing the fence ... collecting children from an event, taking them to the station ... let alone the other generation, four relatives in their 80s and 135 and 210 miles away.

I'm exhausted just thinking about it.

No schedule set for the morning, let alone the day or the week can be followed. (Which is why I get my hours in 4.40 am to 7.00am each early morning ... more pleasant with the sun joining me at last)

So, to the emotional response to technology.

I've come to apply the same kind of thinking to technology, yet more technology, especially if I don't like the look of it, as something that WILL, in the fullness of time, have value.

There is no point putting off engagement with it.

The same applies to a difficult to read text (there has been plenty of that lately). It WILL become clear, it just may take three or more attempts, could involve getting advice from others in the peer group, a search on the web and dare I say it a BOOK. I actually pick up copies of 'Facebook for Dummies' and 'Blogging for Dummies' as a matter of standard practice from the library (remember them?). These books are authentic, scurrilous and engaging. The body and mind enjoy the break from the computer screen.

I got 'Digital Marketing for Dummies' for my Kindle though ... how else can I read it in the bath while holding a coffee in my right hand (I am right handed) and 'the book' in my left, perfectly able to flick on through pages with my thumb.

Design isn't just programming when it comes to software.

Compare Mac to PC. Mac not only works, but it is obvious, intuitive and often beautiful to look at.

We are so used to the extraordinary simplicity of Google, YouTube and Facebook that we baulk if a piece of software, perhaps Open Source, doesn't have the look and feel of the familiar. It IS a DESIGN issue, as in creating a love affair with the object that has both form and function, rather than function alone.

Compendium; it is versatile, engaging and intelligent ... but could it dress better and be more intuitive and less 'nerdy' ?

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More from Sharpe and Beetham:

'The use of technologies can compound existing differences among learners due to their gender, culture and first language'. Beetham and Sharpe (2007)

I like this too:

Learners cannot therefore be treated as a bundle of disparate needs: they are actors, not factors, in the learning situation. (ibid)

And this:

They make sense of the tasks they are set in terms of their own goals and perspectives, and they may experience tasks quite differently if digital technologies – with all the social and cultural meanings that they carry – are involved. (ibid)

Perhaps we should be seeking advice on these feelings too, how they can get in the way of us tackling technology or a tough read/assignment. After all, if motivated, people will overcome such problems, but if we become demotivated it is habit forming.

REFERENCE

Beetham, H and Sharpe, R 'Rethinking Pedagogy for the digital age'. (2007)

p.s. This book needs an emotionally appropriate cover. Might I suggest a design from Helen A Dalby. Personally I'd like to see academic publishers make all book iPad friendly with illustrations throughout, maybe video and some interactivity too. Why stick with the rough, when you could make it smooth and cool. Video introduction from each of the authors please ... and links to their blog.

Sharpe, R, Benfield, G., lessner, E. and de cicco, E. (2005) Scoping Study for the Pedagogy strand of the JISC e-Learning Programme, Bristol: JISC. Online. Available. www.jisc.ac.uk/index.cfm?name+elearning pedagogy

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Kindle Logic

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Edited by Jonathan Vernon, Friday, 1 Apr 2011, 18:54

Why I am buying e-Books of books I already own.

 

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Some books I read a chapter at a time, over several weeks. Some books, like 'The Isles' I read more than once. Try going to sleep with this in your hands. You can't you lay it on the pillow. CUT TO: Kindle version Easily tabbed forward, left hand or right. Various other books are getting the Kindle treatment, some because they work better as e-Books, anything I need to highlight and take notes on ... and because I may have four, five or six books on the go simultaneously.

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H800: 44 Week 8 Activity 2. An approach to learning activity design

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Edited by Jonathan Vernon, Sunday, 26 Feb 2012, 06:08

Notes on Beetham Chapter 2 An approach to learning activity design.

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I've found this the chapter on ‘an approach to learning activity design’ from Helen Beetham profound and invaluable.

Helen Beetham is a Research Consultant to the JISC e-Learning Programme. Previously she was a Research Fellow in e-learning at the Open University.

The profound revelations I feel I have had concern three projects to 'reinvent learning' with interactive then web-based learning in the 1990s and 2000s that I am familiar with (I was in the production company or agency doing something else, or know the person and the project's history).

And the sense I wanted from MAODE of the history of education which I sum up as:

1 to 1 the governess and/or then tutor of the aristocracy. 17th century (and earlier, and well into the 20th)

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Samuel Daniel was a court poet and amongst others tutored Lady Anne Clifford. A copy of his miniature was inserted in Lady Annes 1646 'Great Picture' that told her life story/struggle.

1 to many in schools (both private and state maintained). (For wealthy families who couldn't afford the tutors ... the 'public' schools of Britain from the 16th century, followed by the Victorian & Edwardian schools for all).

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1 to 1 or many to many (depending on how you look at it) which brings back a good deal of the 1 to 1 that the likes of Princess Elizabeth might have had in the 16th century, through peer-support you have your time with a subject matter expert (if they will indulge you) ... and time with people with very different experiences and insights that can be better at giving your thinking a jolt ... or if we will indulge each other through 'social educational networking'.

I appreciate the history of education goes back further to Greece, Mesopotamia and even hunter gatherer societies on the plains of Africa.From Marketing to the Social Web. Larry Webber.

My feeling is that technology isn't as novel as we think; in fact it is enabling what used to occur in closer nit learning groups embedded in society.

I wonder if I should be looking at learning patterns from the Bantu in the Congo and apply that to teenagers wishing to learn using mobile devices in the 21st century, the urban jungle and chase replacing the forests, bore hunts and multiple relationships.

There is a lot to think about. I see learning design as akin to designing and growing a maize maze. One this is in place you have choices regarding whether guide an individual around your labyrinth by calling out ‘left!’, ‘right!’ or just ‘hot!’ or ‘cold!’ while others you leave to figure out their own way through. There will be graded outcomes that require exiting the maze, others where they never leave and yet others where they exit where right they came in – all depending on the activities, the learners and the desired outcomes.

The emphasis, from Beetham’s point of view, is that with learning design should be on learners, the activities they do (not tasks) and the outcomes. Beetham (2007).

Activities, not the tools used or the supporting materials, matter the most.

Whatever way you plan, develop and scaffold learners will do the activities their own way - in different contexts people learn in different ways which raises issues for activity design Beetham (2007).

I ask myself:

· How prescriptive should you be?

· How confining should the parameters be?

· What degree of latitude is offered?

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The learning activities may be any combination of associative, constructive or situative. Learners will develop their understanding as a result of consolidation and practice, drawing on their strengths and preferences and a repertoire of approaches. Beetham (2007) e.g. an apprentice learns in an associative way be rehearsing skills and concepts.

REFERENCE

Beetham, H, and Sharpe, R (2007) Rethinking Pedagogy for the digital age.

 

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Best laid plans ...

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You hope to join an Elluminate session at 8.00pm only to learn at this precise time you are meeting your daughter at the Station. You think you plan for everything, but the Daddy Taxi is on 24 hour call sad
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Paint never dries

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Edited by Jonathan Vernon, Wednesday, 30 Mar 2011, 03:09

'Paint never dries' is how one theatre-goer described the sequel to Phantom of the Opera 'Love never dies'.

Catch a feeling and put it well and it goes viral. The wise digital marketeer responds, but how?

'There is an inverse relationship between credibility and control,' according to Martin Sorrell (2008). 'The more control you keep over the message, the less credible it is. And Vice Versa.'

It is known that negative ideas have more impact than the positive; the professional though will share negative feedback wrapped in the positive.  How I'd respond to the above if it is what I felt I don't know. These shows are locked and they not? Does dropping a scene or two or a song improve matters.

As Larry Weber (2009:58) puts it, 'ignoring nagative comments is the equivalent of 'No Comment,' which is the biggest communications mistake executives make.

Max Clifford in a lecture to students says that his PR work is almost entirely damage management - people publishing lies.

I wonder how he'd deal with the above?

Might it be a question for a student of digital marketing?

Ethan (in Webber 2009:218) offers the answer. 'When you have actively engaged an audience, your biggest supporters will actually become very vocal and will step up to your defence.'

'Old news keeps like fish', they say. When it comes to a negative comment online is it just a fart in the wind? It passes. or is it hot gossip that grows?

REFERENCE

Webber, L. (2009) Marketing to the Social Web (2nd Ed) Wiley & Son

Sorrel, M. (2008) Public Relations: The Story Behind a Remarkable Renaissance. Institute of Public Relations Annual Distinguished Lecture, New York, November 5, 2008 in Argenti P,A and Barnes C, M.Digital Strategies for Powerful Corporate Communications. (2009) McGraw Hill.

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On being nowhere and everywhere

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This journey is a three decades old; I was using technology-enhanced kit as a 17 year old when I sat myself in front of a Sony reel to reel set up used for interviewing technique, looked at the result then made a video on how to produce a slide show.

It staggers me than 30 years on a slide show online is considered to be innovative or even an advance on what was available in the 1970s.

In 1985 Abbey National were sending carousels of slides around branches to inform staff of what was going on; I was part of the company that turned this into video.

Come the late 1990s what happens?

We’re back to slide shows online, better known as the basic website. Far from seeing an advance in communications standards a good deal of the last twenty years has been the equivalent of treading water, efforts to put online what we did person to person, face to face.

The revelation is that with Web 3.0 technology, social networking, online all the time, available to communicate and so learn, to share, whether vicariously, as participant or providing, linking to or creating content all we are achieving is what is done in the real world x10000 … because you don’t have to be there.

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H800: 42 What's the issue, the technology or people?

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Edited by Jonathan Vernon, Friday, 25 Mar 2011, 12:50

People.

Innovations are who and what we are as human kind. We will advance and trip over each other with each apparent theme or phase.

Web 2.0 or Web 3.0?

It makes no difference if you are unable to carry an audience, your public, your students. Whether they pay for it, or it is free. It comes down to the ability and enthusiasm of a group of people, sometimes the charisma of an individual.

I see learning environments rise and fall on the ability and availability of a single person, some systems flourish and expand - others wither.

Can one person duplicate and transmogrify into a dozen or more parts? Can others pick up on their enthusiasm and replicate it?

Often not.

The technology is not a panacea.

It makes of us a village, a community ... then we must behave as if we are in a village or community, which in turn requires that we know how, when and where to contact people and who we are dealing with.

 

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H800: 41 Sources

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Edited by Jonathan Vernon, Friday, 25 Mar 2011, 06:07

 

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If you develop a keen interest in a topic suggested by a report then it can be taken several ways: more reports/papers by this person on the same topic, more reports/papers by others on the topc ... a book by the author on the topic. It isn't often that I want to do this, it is sometimes then only way I can start to understand something as some authors, particulalry sing a heavy, academic style, fail to communicate. The suprise is to find these same authors may express the idea far better elsewhere, or in a recent paper.

(Should read 'synopsis' of course)

Over a longer period of time does this cursor not ride back and foth, as we return to a topic, expand and develop our reading?

I can think of authors and topics I revist over decades, this is how books fill a shelf (and now the Kindle).

Talking of which, wouldn't it be handy to be offere e-journal and papers as articles I might like, instead of just books?

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H800: 41 WK5 Activity 2. The Medium is the message

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Edited by Jonathan Vernon, Sunday, 10 Feb 2013, 17:07

I struggle with McLuhan's point of view  because it can be argued in many ways: is he saying that the message is controlled by the affordances of the medium or by the people running the shows? Or both? And in plenty of country's the medium was/is state controlled. While in the US it is controlled by the advertisers. TV lends itself to a certain form of expression; historically there have been and are producers who create TV magic and get the format right, though there are plenty of experiments too that kick against what is possible and an audience will tolerate.

A shift to YouTube is fascinating. I watched the Japanese Disaster's play out live, first on BBC 24hr News, then CNN, then best of all Japanese TV with English voice over NHK all on Freeview. I thought, having sat through IRA bombs and 9/11 that these feeds were the best source ... the closes to being there. My son was getting this on YouTube diretly from people's SmartPhones 'on the ground'. For the Libyan crisis I am taking Twitter Feeds and watching Al Jexera.

The point I feel is that each medium offers different possibilities: print, radio, TV and now online. Everyone is their own producer/director if uploading from a Flip camera or SmartPhone. However, artists will come through. Within the communities that we become a part of there will be someone who is more informed, better at expressing themselves or exploiting the platform. Watching a documentary on Japan my son curses the amateur video producers for not keeping the camera still as vast quantities of water smash into buildings and boats. Not meaning to be flippant but he's probably learning why locked off shots, from a tripod, work better.

From a learning point of view we are 'there,' the internet to a greater degree than print, radio or TV 'puts us on the spot. Is this not closer to reality, to being physically present, which is how historically (35,000 of human kind) we have learnt? By observation, participation and collaboration? Through mistakes and successes?

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My Mind Bursts

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 08:22

It is 10 years since I last registered a domain name.

Here I am

My Mind Bursts

It's the mirror of all that goes on here +

A good deal or reading and writing (fiction)

And in time a good deal more

Like my favourite blog entries of the last 12 years.

& Digital Marketing

 

 

 

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H800: 40 From Teams to Knots - Engeström

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Edited by Jonathan Vernon, Friday, 28 Sep 2012, 14:25

When flummoxed and interested in equal measure I buy the book.

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An article won't do. I need to understand the person's argument more fully. Written some 10 years on from the article we are looking at in H800 'From Teams and Knots' may benefit from Engestrom having had 10 years teaching at a US university.

Can I read it in 24 hours though? (and take notes)

Reading the sample champter on my Kindle I am immediately taken by the author's interest in teams in industry, in particular in car manufacture and the work of Jones et al in Lean Production in the 1990s. For four or more years I was spending three weeks out of every four videoing the development of lean production at UGC. An author who made no sense on first reading, I suddenly find has a great deal to say about something with which I am familiar.

 

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H800: 40 Expansive Learning and Engestrom

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Edited by Jonathan Vernon, Friday, 28 Sep 2012, 14:24

 

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I've taken this, from Engestrom and considered this as the interplay between SIX people (or groups) - or a mix of the two. Six people who are bringing to the discussion their different backgrounds and ideas in order to address a topic. At arm's length, the objects, the ideas, views or knowledge that they have begins to take on an identity of its own.

 

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'Expansive learning is based on Vygotsky, though three times removed; it implies that we learn within activity pockets as individuals and groups. The interplay between these groups are the consequential objects of learning that in turn transmogrify in the presence of other objects. Solving problems, dealing with contradictions, may come about as these learning systems slide or shift'.

Amyone care to comment?

This is my take on a topic that has taken me through the briar-bush and out the other side. Has the struggle been worth it. The challenge I feel I face when reading papers such is this is how to make the subject matter comprehensible to the non-academic, I challenge I throw down to every academic: it is possible to make yourselves understood by the majority, rather than a minority.

REFERENCE

Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation

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Interacting activity systems: Engestrom

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Edited by Jonathan Vernon, Monday, 5 May 2014, 06:26

 

1). What kind of theory of learning is offered by classic activity theory?

A single activity system unit that works upon an object and delivers an outcome

2). What are the five principles of current activity theory? According to Engeström:

  1. A collective, artifact-mediated and object-orientated activity system, seen in its network relations ot other activity systems, is taken as the prime unit of analysis.
  2. Multi-voicedness of activity systems. A community of multiple points of view, traditional and interests.
  3. Age and history
  4. Contradictions as sources of change and development - accumulating structural tensions within and between activity systems.
  5. The possibility of expansive transformations.

3). What is the problem with the ‘standard’ theories of learning that expansive learning addresses?

Standard theory equates to lasting behaviour change whereas expansive learning considers a sideways shift of the entire activity system.

 

created using Art Pad

I was thinking in terms of trying to boil two pans on water on one hob; the flames between the pans cause more conflict than harmony. Shift both pans to the left or right and the heat is under each activity rather than between them.

I'll get out a pad of paper and try some more of these.

4) What is the criticism that Engeström makes of the apprenticeship model of learning?

Doesn't permit the development of original thinking. (I disagree. It depends on the person you are apprenticed too. Think of the many great artists who learnt their craft under a great master, then broke loose).

In relation to e-learning or are we calling it technology-enhanced learning here I fully recognise the value of participation, letting go of your thoughts and therefore being one of these 'activity systems' so that a shared 'third object' (Engestrom, 2001) as it were, moves forward.

The best colloborative work is like this, my experience being those video production, often drama based, that require multiple inputs from people with very different, and specific talents.

I've gone on to try and express the Engestrom diagram in 3D, and drawing six activity systems ... i.e creating greater complexity to begin getting closer to the highly complex reality and in turn a different diagram/illustration entirely.

 

REFERENCE

Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation

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