Clyde Street

Learning, Teaching, Performing


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Making Room for Learning Spaces

Early Summer mornings are great times to catch up on overnight news.

This morning I had a Scoop.it alert to Colin Warren’s Technology and Curriculum Transformation page.

Colin linked to a Steve Wheeler post on Learning Precincts. Steve’s post was written at the New Zealand Tertiary Education Summit. In the post, Steve considers how universities might create learning spaces that are conducive to learning for all.

Steve shared news of Rob Allen’s talk on Auckland University of Technology’s Learning Precinct. The Precinct is due to be completed in 2013 and will increase the campus by 25%. Its features include:

  • a 12-floor tower, a plaza, glass atrium, and a green quad
  • linkages between key buildings on the City Campus and a major gateway to AUT
  • an additional 20,000 square metres of new facilities
  • lobbies and break-out spaces have been designed as collaborative social study areas, with a range of furniture types to cater for multiple ways of learning

I enjoyed reading Steve’s account and learning about AUT’s plans. The post has encouraged me to think again about how learning is supported by moments of concentration of people in spaces and their dispersal into other physical and virtual places. I am keen to find low cost, sustainable options for these interactions. I believe that connected (ubiquitous computing) social spaces are keys to convivial learning.

After a year of working without a fixed office on my University campus I am wondering about the possibilities of transforming all spaces to open spaces. This does involve being relaxed about Cloud based support for mobile learners.

It involves contemplating Betaville too! There was a comment on Steve’s post from Vincent Driscoll. Vincent is working on a Betaville project and points out that:

The emphasis is on self-sufficiency and taking responsibility for our own learning. We are encouraged to find the answers ourselves – we even get roped in to research topics and present our findings back to peers at workshops.  Information moves partly from the tutors to us, as you would expect, but also between the learners peer-to-peer. The programme is designed so that this happens spontaneously. We were told at the intro session that we should think of ourselves as essential parts of a system of learners, a learning organisation even and the Betaville project is just one, though significant, element designed to facilitate it.

I like the Betaville suggestion that:

the future of a street corner, a blank wall, a vacant lot, or an entire city can now be tinkered with on an ongoing basis at negligible cost by the full spectrum of subject matter experts: the people who know what it’s like to live there now, the people who know how to make new things happen… and people with great ideas to share, anywhere in the world, whenever they can and care to.

This kind of approach is helping me move further towards an edgeless university that is people-centric located within the community … organopónicos for learners and teachers.

Postscript

Shortly after posting in this item I learned about the CAUDIT Study Tour of Learning Spaces and Technology that took place last week. Visits were made to the University of Queensland, Queensland University of Technology, Griffith University, Victoria University and the University of Melbourne.

The aims of the tour were to:

  • Engage IT leaders in the area of good design for Learning and Teaching so they can appreciate and represent the holistic design concepts in their own institutions;
  • Explore identified exemplars in learning space designs and understand what facilitates good learning and teaching practice;
  • Develop some basic best practice guidelines around technology integration to share with the wider CAUDIT membership;
  • Establish a Community of Practice for Learning Space and Technology across Australia and New Zealand.

My colleague Danny Munnerley was on the tour and has alerted me to his collection of photographs of the tour and to James Sankar’s blog posts about each of the visits.

Photo Credit

AUT’s Brand New Precinct


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Vicarious Learning and Reciprocal Altruism

I follow 257 people on Twitter and am moving towards 500 tweets. Whenever I access Twitter I find a treasure trove of links and discussions. Twitter has accelerated for me the connectedness that Stephen Downes offers in his work. My access to Twitter, Stephen’s work and my aggregation of blog posts has transformed my reading, thinking and practice (CCK08 was my tipping point). Leigh Blackall‘s arrival as a work colleague has added to this momentum.

It has led me to think how vicarious learning (ambient awareness) can promote reciprocal altruism.

This post is a twenty-four hour snapshot of some of the sharing that came through my personal learning environment.

On Sunday I came across a link to Tom Davenport’s post about Forwarding is the New Networking. I checked in to Twitter a little later to find Typeboard‘s (1,011 tweets) link to Online Content Plagiarism at its Best.

Shortly after reading that article I came across Malinka‘s (1,863 tweets) tweet about tag clouds. This post reminded me very much of Rose Holley‘s observations about tag fog.

Kate Caruthers (26,180 tweets) tweeted about Social Media 2009 and Beyond. (I caught up with Steve Wheeler’s Networked Naughties too.) Shortly after following up Kate’s lead I found some tweets from Alec Courosa (32,697 tweets) about his students including Kelsi McGillivray and Bradie Mann. They demonstrate wonderful social commitments to reflection and sharing. (In the process I found their shared a Prezi.) I think Alec’s students exemplify some of the characteristics discussed by John Sener in his review (via Harold Jarche 6,792 tweets) of Disrupting Class:

individualizing instruction, situational research— as a means for building alternative systems which truly are student-centered and utilize online learning technologies, but also individualize student inputs and outcomes while enhancing the teacher’s role in the process, while utilizing rigorous and flexible assessment methods.

I noticed a link to the European Graduate School in another tweet and read carefully the disclaimer at the bottom of the front page that included:

This website uses Google Analytics, a web analytics service provided by Google, Inc. Google Analytics uses cookies, which are text files placed on your computer, to help the website analyze how users use the site. The information generated by the cookie about the use of the website, including IP addresses, will be transmitted to and stored by Google on servers in the United States. Google will use this information for the purpose of evaluating the use of the website, compiling reports on website activity for website operators and providing other services relating to website activity and internet usage. Google may also transfer this information to third parties where required to do so by law, or where such third parties process the information on the behalf of Google. Google will not associate IP addresses with any other data held by Google. The use of cookies can be refused by selecting the appropriate settings in the web browser, however please note that if you do this you may not be able to use the full functionality of this website. By using this website, you consent to the processing of data about you by Google in the manner and for the purposes set out above.

Mark Drapeau (via Iggy Pintado 8956 tweets) provides some interesting insights about How to Win Friends and Twinfluence People. By coincidence I found a Graham Attwell (1.960 tweets) tweet drawing attention to Howard Rheingold’s (May 2009 post) Twitter Literacy. I have been following Howard Rheingold’s output since his guest appearance on CCK08. I liked his observations that:

  • I think successful use of Twitter means knowing how to tune the network of people you follow, and how to feed the network of people who follow you.
  • You have to tune who you follow. I mix friends who I know IRL (“in real life”) and whose whereabouts and doings interest me, people who are knowledgeable about a field that interests me, people who regularly produce URLs that prove useful, extraordinary educators, the few who are wise or funny.
  • When it comes to feeding my network, that comes down to putting out the right mixture of personal tweets (while I don’t really talk about what I had for lunch, the cycles of my garden, the plums falling from my tree, my obsession with compost and shoepainting do feature in my tweetstream), informational tidbits (when I find really great URLs, that’s when Twitter is truly a “microblog” for me to share my find), self promotion (when I post a new video to my vlog share the URL – but I do NOT automatically post everything I blog on smartmobs.com), socializing, and answering questions.

Perhaps reciprocal altruism can transform the reliance on a small number of people to transform thinking and behaviour. George Siemens (4,016 tweets) links to this Onion post about ‘the four or five guys who pretty much carry the whole Renaissance’.

Just as I was concluding this post I received Stephen Downes’ OLDaily that contained an apology:

December 20, 2009

Better Late Than…
———————————————————————————–
Well – there’s a first. Though I wrote some posts on Friday, I actually forgot to publish the newsletter and send the emails. First time ever. So, here it is, a couple days late, but intact. Enjoy.

Stephen’s news is an important marker in my day and usually initiates the sharing that Tom Davenport extols. His news arriving was a great end to a day of thinking about learning and sharing. I am off to read Seth Simonds’ post Bye with a Warmly Huggs.

Photo Credit

Nature and Technology

Hidden Treasure Explored


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Personal Learning

Web Source

I have had a wonderful opportunity to explore personal learning in my new role at the University of Canberra. There are so many colleagues at the University keen to discuss and explore learning and there is a vast array of forums in which to engage. Last week I attended a Gaggle (“an orderly and cheerful group of professional educational advisors”) which led me to think again about personal learning (the topic for the gaggle was wiki development in vocational education). The meeting coincided with my reading of Steve Wheeler’s Dead Personal post.

Steve distinguishes between the personal web (“a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it”, Horizon 2009) and a personal learning environment that “extends beyond personal web tools to encompass other tools and resources, such as paper based resources and broadcast media such as television and radio, as well as conversations with other people and so on. Having said that, each and every one of the above could be mediated through web tools, but they are not exclusively so”. Whilst reflecting on Steve’s suggestion and re-visiting the Horizon Report I was sidetracked by the delightful way the Horizon report is shared with readers. I managed to spend the next couple of hours looking at CommentPress as a format for my WordPress blog. (But I missed reading the About page!)

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A week later I was delighted to see that my fascination with a personal web met my personal learning environment when Bob Stein spoke with Ramona Koval on Radio National’s Book Program.  In their discussion there was an exploration of writing as a collaborative process with readers and the Gamer Theory project became a focus for this. Bob raised the question “If a book is a place what is the place of a book” (this post explores these ideas in detail) which lead to an intense discussion of the “broader ecology of reading and writing”. Bob was in Australia to participate in the Melbourne Writer’s Festival (for posts about his participation see here and here.). The promotion literature for his talk on the Future of the Book noted that:

The shift in our world view from individual to network holds the promise of a radical reconfiguraton in culture. Notions of authority are being challenged. The roles of author and reader are morphing and blurring. Publishing, methods of distribution, peer review and copyright – every crucial aspect of the way we move ideas around – is up for grabs. The new digital technologies afford vastly different outcomes ranging from oppressive to liberating. How we make this shift has critical long term implications for human society.

CCK08 opened me up to a wonderful perspective on sharing and collaboration. Many of the participants have added to my personal learning environment in the last year. The growth in Twitter since the start of CCK08 has been remarkable and this is becoming an important filter for me. Although my blog has links to many of the CCK08 participants it was a Twitter exchange between George Siemens and Howard Rheingold that added to my personal learning reflection.

Howard Rheingold has produced some great material this week (social media and mindful infotention) to ignite my revisiting of personal learning.  Seth Simonds in his post encouraged me to think about and clarify why to post (“The internet is not going to die if you feed it less frequently”). When I reached Justin Kistner (via Howard Rheingold) I realised the enormous possibilities for a vibrant personal learning environment (as with Nancy White’s delicious configuration links). This Editis video emphasised for me the possibilities of a ubiquitous personal web meeting the teachable moments created by one’s environment (I noted Tim McCormick‘s point) or as this video demonstrates the lisable qualities of digital technology. Lisa M Lane had two excellent posts this week (here and here) about creating spaces and reflecting on the process of creating these spaces.

Nancy White’s post  about The Social Media Tools I Use brought me back to Steve’ post about the personal web and as ever I was keen to read what Graham Attwell had to say in his posts at Pontydysgu. Fortunately I read Michele Martin’s post about critical thinking so that my decisions about what to consider and share can be enriched by Snopes.

This post is a placeholder for me about incandescent ideas in a week of eclectic reading. It was initiated by a group of colleagues discussing wiki development and concluded at the Melbourne Writers Festival via asynchronous reading and participation. I was trying to write the post whilst listening to the Public Sphere 3 event as a virtual participant. The week reinforces for me the collaborative potential of personal webs and learning environments.

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