From Access to Content to Context

Beyond Open; #fslt12 MOOC Reflections

Overview; This is my fifth in a sequence of six reflective blog posts on how I developed my teaching and learning practice and reflects on my practice in the noughties. I spent time running workshops in England, Scotland, Wales and Northern Ireland in Community Learning, become a Visioneer with Culture Online in 2001, an early attempt to create a digital public space. The DfES asks to me develop a ‘Digital Divide Content Strategy’ and we started the Metadata for Community Content project looking at modelling informal e-learning.  I also start work on the Cybrarian project, a Facebook for e-learning that had a working prototype social network, built by Fujitsu before Zuckerburg started his “Hot or Not” coding. It was rejected on the advice of management consultants (who charged £4.5m for that deathless advice), we form lastfridaymob (a pubic technology group), which later reconfigures as the Learner-Generated Contexts Research Group. We present the Open Context Model of Learning at the launch of Open Learn; John Seeley Brown call it the ‘most exciting thing happening in England’. The OU refused to publish it.

Developing informal e-learning nationally; The £250m Community Access to Lifelong Learning (CALL) initiative in 2000 followed Continue reading

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Curious & Confident (1)

My life as a learner: reflections #flst12

Overview; This is my opening blog post for the MOOC First Steps in Teaching and Learning and we have been asked to reflect on our practice as learners and teachers. I will cover 4 points, my learning experience, my initial teaching, my practice after understanding teaching (brokering learning) and my open context based practice in a post-Web 2.0 world. Having commenced this process with this blog post I have now decided to do this as 4 daily blog posts; this is part 1.

My learning experience; Actually I have written a complete reflective novel on my experiences of learning called 63/68 A Visceral History. This is a novelisation of the Open Context Model of Learning (ref below) which, like most of my work, was rejected by people in authority in the UK; in this case the Open Universities Open Learn team (how ironic, how elitist too). We had it accepted as a chapter in an Australian book on Web 2.0 based e-learning; finally published 3 years after we gave our talk! It was this ridiculous time delay, in a Web 2.0 world, of publishing a paper likely to be read by perhaps 20 people that prompted me to write a novel reflecting on my own learning, in what Ronan O’Beirne deliciously described as a “pre-theory” story. He’s right! All theory has been removed (though it is loaded with that) and so you have to work out the meaning of the stories for yourself. You know what? That is how I teach. Continue reading