Clyde Street

Learning, Teaching, Performing


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Edging to Open Learning in Open Spaces

Last week I had the opportunity to visit Ballarat to discuss Edgeless Challenges and Opportunities. I have been thinking a great deal about learning spaces and the function (rather than the form) of the university of late. In part these thoughts have been stimulated by the University of Canberra’s development of teaching and learning commons.

This week I have been overwhelmed by the number of connections I am finding in relation to open learning and sharing. Some of these connections include:

many universities have an educational technology department that is focused on PD. Research institutes devoted to understanding the intersection of education, technology, systemic reform, and pedagogy are less rare. Several years ago, Phil Long (CEIT) and I discussed the need for a collaborative network of research labs/academies/institutes that were focused on researching learning technologies, not solely on driving institutional adoption. Perhaps it’s time to revisit that idea.

  • Discovering A.K.M. Maksud’s 2006 paper The Nomadic Bede Community And Their Mobile School Program after listening to an interview with Irene Khan. Boat schools bring a different perspective on edgeless learning opportunities and mobile learners. (Sharing this paper with a colleague brought me Simon Shum and Alexandra Okada’s paper Knowledge Cartography for Open Sensemaking Communities (2008) from the Journal of Interactive Media in Education and from another colleague Kenn Fisher’s discussion of Mode 3 Learning: The Campus as Thirdspace.)

  • Finding Cisco’s paper (June 2010) on Hyperconnectivity through a Diigo link. Hyperconnectivity is defined as:

active multitasking on one hand, and passive networking on the other. Passive networking consists largely of background streaming and downloading. Ambient video (nannycams, petcams, home security cams, and other persistent video streams) is an element of passive networking that opens up the possibility for the number of video minutes crossing the network to greatly exceed the number of video minutes actually watched by consumers.

  • In the past year, the Cisco paper notes that:

it has become clear that visual networking applications are often used concurrently with other applications and sometimes even other visual networking applications, as the visual network becomes a persistent backdrop that remains “on” while the user multitasks or is engaged elsewhere. This trend accompanies what is sometimes called the widgetization of Internet and TV, as network traffic expands beyond the borders of the browser window and the confines of the PC.

Traditional approaches to community regeneration which define communities in solely geographic terms have severe limitations. They often failed to deliver on key social capital improvements such as improving trust between residents or fostering a greater sense of belonging.

In this report we argue for a new approach to community regeneration, based on an understanding of the importance of social networks, such an approach has the potential to bring about significant improvements in efforts to combat isolation and to support the development of resilient and empowered communities.

  • Noting in Harold Jarche’s post Innovation through network learning that he now takes for granted his “network learning processes, using social bookmarking; blogging and tweeting, and these habits make collaboration much easier”. He observes that:

However, these habits and practices have taken several years to develop and may not come easily to many workers. One difficult aspect of adopting network learning in an organization is that it’s personal. If not, it doesn’t work. Everybody has to develop their own methods, though there are frameworks and ideas that can help.

All this before I started exploring the treasure trove that arrives in my in box each day from Stephen Downes! Early on in the week I noted Stephen’s comment on Education and the Social Web: “A theory of connections can’t be just about forming connections; it has to be about the organization, shape and design of networks of connection, patterns of connectivity. And to me, this means that we need to design learning systems to meet personal, not political, social or commercial, objectives.” Later in the week in a discussion of two MOOC posts, Stephen suggests that: “It’s about attitude and approach. If you’re looking for someone to tell you how it works, you will find a MOOC confusing and frustrating. But if you take responsibility for your own learning, you will find any connection in a MOOC either an opportunity to teach or an opportunity to learn. No instructions necessary.”

This week has underscored for me the rich possibilities that can occur in shared spaces. My thoughts keep returning to Dharavi and the opportunities for personal wayfinding in shared spaces that afford a collective, connected experience too. I am very hopeful that the University of Canberra’s Commons ideas can stimulate innovative use of place, space and time and lead to an exciting edgy practice.

Photo Credits

Kaptai Lake

Hole in Wall

Moodle on the Move

Postscript

A day after posting this I received a link to a delightful flash mob video. I wondered if open learning spaces might stimulate this kind of event.

Other Links

2nd Annual Learning Commons Development and Design Forum, 30-31 March 2011, Brisbane.

  • Learning Commons strategy and organisational structures
  • Planning and design
  • Case studies and best practices
  • Digital information and technologies
  • Online resources


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AUSPIN Workshop Canberra September 2010

Earlier this week I wrote about the AUSPIN Workshop held in Canberra on 16-17 September. This is a copy 100917 Cloud Connections of my presentation (slightly different to my Slideshare copy) to the Australasian Sport Information Network (AUSPIN) on Friday.

This was the workshop agenda AUSPIN.

The workshop was an opportunity for me to meet with Gavin Reynolds (NSIC) and Richard Young (SPARC) to discuss the development of an International Content Partnership.

(Richard on the left, Gavin on the right of this picture)

This blog post is an example of the kind of open access sharing that the Partnership can facilitate. It includes:

1. A copy of a presentation (100917 Cloud Connections).

2. An agenda of an Australasian organisation.

In addition to these, this is Richard’s video introduction to HPSport (iPhone m4v format, 10Mb):

Gavin has provided his AUSPIN presentation about the NSIC’s Clearinghouse Clearinghouse – Scope & Process View:

The Australian Sports Commission (ASC) Draft Strategic Plan 2010 – 2013, identifies that a key area of focus for the ASC going forward will be to establish a ‘clearinghouse’ capability to facilitate the exchange of information and ideas across the sport system and all levels of Australian government.

He has provided too an Operations Framework Plan for AUSPIN AUSPIN Operations Framework – September 2010 (draft)

Richard has extended an invitation to those interested in the content partnership to visit http://www.highperformancesport.co.nz/ and explore the services offered by the HP website.

It was a very special workshop!


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IASI 2009 Canberra: Day 1 Welcome

Introduction

dscf0607

Brennon Dowrick , the Master of Ceremonies, welcomed guests and delegates to the 13th IASI World Congress.

Brennon introduced Brent Espeland, Acting CEO, Australian Sports Commission (ASC) and invited him to make the official welcome address to all congress delegates. Brent welcomed delegates on behalf of the ASC. In his address, Brent identified Sport as a great social movement and encouraged delegates to identify and share sport information that highlighted the colour and richness of the fabric of sport. In his concluding remarks Brent acknowledge the role the NSIC had played in organising the conference and congratulated the NSIC in its work.

Brennon then invited Gretschen Ghent, IASI President, to make her welcome speech on behalf of IASI. Gretschen pointed to the exciting and challenging three days ahead. She thanked the NSIC too for its diligent work in preparing for a memorable three days. She noted the wonderful opportunities presented by the digital changes occurring and the collaborative work required to enable ease of access to, and delivery of, multimedia resources. Gretschen encouraged delegates to explore and debate these issues during the Congress. She exhorted delegates to learn, ask, mingle and socialise!

Brennon Dowrick shared his story as a gymnast scholarship athlete at the Australian Institute of Sport and as Australia’s first Commonwealth Gold medallist in gymnastics as a 19 years ago in Auckland, New Zealand. He illustrated his talk with his pommel horse routine from that event.
Brennon then introduced Edward Derse as the Congress’s first Keynote Address.