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26 27 28 <!-- 29<rdf:RDF xmlns="http://web.resource.org/cc/" 30 xmlns:dc="http://purl.org/dc/elements/1.1/" 31 xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> 32<Work rdf:about="http://alchemi.co.uk/"> 33<dc:title>DJ Alchemi</dc:title> 34<dc:description>An individual brew of learning, culture and technology</dc:description> 35<license rdf:resource="http://creativecommons.org/licenses/by-nc-sa/1.0/" /> 36</Work> 37<License rdf:about="http://creativecommons.org/licenses/by-nc-sa/1.0/"> 38<requires rdf:resource="http://web.resource.org/cc/Attribution" /> 39<requires rdf:resource="http://web.resource.org/cc/Notice" /> 40<requires rdf:resource="http://web.resource.org/cc/ShareAlike" /> 41<permits rdf:resource="http://web.resource.org/cc/Reproduction" /> 42<permits rdf:resource="http://web.resource.org/cc/Distribution" /> 43<permits rdf:resource="http://web.resource.org/cc/DerivativeWorks" /> 44<prohibits rdf:resource="http://web.resource.org/cc/CommercialUse" /> 45</License> 46</rdf:RDF> 47--> 48 49 50 51</head> 52 53<body> 54 55 <div id="canvas"> 56 57 <!-- Many thanks to Graeme Rimmer http://www.go2ten.com for help with navigation bar coding and associated CSS --> 58 <div class="banner-and-menu"> 59 <a href="http://alchemi.co.uk/" accesskey="1" style="text-decoration: none;"><img src="images/logo.gif" alt="DJ Logo" class="logo" /></a> 60 <h1><span style="color:#C1131E">DJ</span>ALCHEMI <br /> 61 <span class="description" style="letter-spacing:0">An individual brew of learning, culture and technology</span></h1> 62 <div class="menu"> 63 <!-- put the selected menu item in a span element, style class "selected-menu-item" for styling --> 64 <span class="selected-menu-item">Home</span> 65 <!-- each of the hyperlinks is of style class "menu-item" --> 66 <a title="about DJ Alchemi Ltd and David Jennings" href="/about/" class="menu-item">About</a> 67 <a title="e-learning, online training" href="/archives/cat_elearning.html" class="menu-item">E-learning</a> 68 <a title="human-computer interaction, usability, interaction architecture" href="/archives/cat_humancomputer_interaction.html" class="menu-item">HCI</a> 69 <a title="music and multimedia work" href="/archives/cat_music_and_multimedia.html" class="menu-item">Music & Multimedia</a> 70 <a title="cultural listings and reviews" href="/archives/cat_cultural_calendar.html" class="menu-item">Cultural Calendar</a> 71 </div> 72 </div> 73 <!-- end Graeme's menu and banner bit --> 74 75 <div id="content"> 76 77 <div class="blog"> 78 79 <!-- 80<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 81 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 82 xmlns:dc="http://purl.org/dc/elements/1.1/"> 83<rdf:Description 84 rdf:about="http://alchemi.co.uk/archives/ele/roundup_of_recent_and_cur.html" 85 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4021" 86 dc:title="Round-up of recent and current work" 87 dc:identifier="http://alchemi.co.uk/archives/ele/roundup_of_recent_and_cur.html" 88 dc:subject="E-learning" 89 dc:description="In the four-minute video below, I describe how a small charity created a Massive Open Online Course (MOOC) for over 1,000 people. This was the open course in Technology Enhanced Learning (ocTEL) which I managed from inception to completion of its first run. This is one of a set of films about projects that the Association for Learning Technology has recently published. ocTEL is one of the major projects I've been working on over the past year. Here are some others. For Myscience, which runs the national Science Learning Centres and National STEM Centre, I co-wrote an Online Strategy for the continuing professional development which they provide to teachers. My company was the lead contractor for a team including Seb Schmoller, David Read, Dominic Tinley and Jonathan Drori. Having got approval to proceed the strategy from Myscience's stakeholders, we are now exploring how we might help with implementation. The work that I mentioned last year to provide support to support to learned societies considering the transition to Gold Open Access publishing is now available. The publishing businesses of learned societies operate in a complex ecosystems with a rich variety of disciplinary traditions and institutional histories. Being helpful is not always..." 90 dc:creator="dj" 91 dc:date="2013-11-14T15:48:42+00:00" /> 92</rdf:RDF> 93--> 94 95 96 <h2 class="date"> 97 14 November 02013 98 </h2> 99 100 101 <div class="blogbody"> 102 103 <a name="004899"></a> 104 <h3 class="title">Round-up of recent and current work</h3> 105 106 <p>
106In the four-minute video below, I describe how a small charity created a Massive Open Online Course (MOOC) for over 1,000 people. This was the <a href="http://octel.alt.ac.uk">open course in Technology Enhanced Learning</a> (ocTEL) which I managed from inception to completion of its first run. This is one of a <a href="http://www.alt.ac.uk/news/all_news/new-films-take-closer-look-alt-projects-and-member-views">set of films about projects</a> that the Association for Learning Technology has recently published.</p> 107 108<iframe width="560" height="420" src="//www.youtube.com/embed/QLd0qt6Jg2Q" frameborder="0"></iframe> 109 110<p>ocTEL is one of the major projects I've been working on over the past year. Here are some others.</p> 111<ul type="square"> 112<li>For Myscience, which runs the national <a href="https://www.nationalstemcentre.org.uk">Science Learning Centres</a> and <a href="https://www.nationalstemcentre.org.uk">National STEM Centre</a>, I co-wrote an Online Strategy for the continuing professional development which they provide to teachers. My company was the lead contractor for a team including <a href="http://www.schmoller.net">Seb Schmoller</a>, <a href="http://www.southampton.ac.uk/chemistry/about/staff/dr1d06.page">David Read</a>, <a href="http://dom.tinley.net">Dominic Tinley</a> and <a href="http://thoughtsmith.com/people/jonathan-drori/">Jonathan Drori</a>. Having got approval to proceed the strategy from Myscience's stakeholders, we are now exploring how we might help with implementation.</li> 113<li>The work that <a href="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html">I mentioned last year</a> to provide support to support to learned societies considering the transition to Gold Open Access publishing is <a href="http://open-access.org.uk/information-and-guidance/guide-to-goldoa/">now available</a>. The publishing businesses of learned societies operate in a complex ecosystems with a rich variety of disciplinary traditions and institutional histories. Being helpful is not always as easy as it might seem.</li> 114<li>Following last year's work for the Higher Education Academy — to reorient their online resources to make them more useful to teaching communities of practice — <a href="http://www.k-int.com">Knowledge Integration</a> won a contract to implement a new repository and take forward some of the recommendations. I am helping them ensure that the implications of this for the user experience are borne in mind.</li> 115<li>My main current project involves the creation of another large-scale online course for adult learners. The <a href="http://www.ufi.co.uk/projects/citizens-maths">Citizens' Maths</a> project aims to develop free and open online maths course that could support hundreds of thousands of learners. The first run of the first part of the course is scheduled to be next summer. The <a href="http://www.ufi.co.uk/projects/citizens-maths">project page</a> has more details. I am the project manager.</li></ul> 116<p>Meanwhile, I had hoped to revamp this website this year, but it is now likely to be some time into 2014 before this happens. It still runs on the same Movable Type platform as it did ten years ago. If you know anyone who understands the details of making the transition to Wordpress (including maintaining old URLs so that inbound links here are not broken), please ask them to <a href="http://alchemi.co.uk/about/contact.html">get in touch</a>. I will pay well for the right kind of help. And once that transition is complete, more frequent blogging will follow.</p> 117 118 119 120 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_elearning.html">E-learning</a> | <a href="http://alchemi.co.uk/archives/ele/roundup_of_recent_and_cur.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/ele/roundup_of_recent_and_cur.html#comments">Comments (0)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4899" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 121 </div> 122 123 </div><!-- end blogbody --> 124 125 <!-- start of Feedburner code --> 126
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126 127 <!-- end of Feedburner code --> 128 129 <!-- 130<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 131 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 132 xmlns:dc="http://purl.org/dc/elements/1.1/"> 133<rdf:Description 134 rdf:about="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html" 135 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4018" 136 dc:title="What I did last summer" 137 dc:identifier="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html" 138 dc:subject="Miscellany" 139 dc:description="To state the obvious, I have blogging block &mdash; a fairly chronic case of it. The reasons for this, and my abortive attempts to overcome it, are fascinating from one perspective; self-indulgent from another. Therein lies part of the riddle that has undone me. Suffice to say, for now, that I still believe in the value of reflective writing about experience, and of sharing half-formed thoughts as part of a conversation with people who share my interests. I plan to get back to it. Lest you imagine that I have just been convolving with my navel these past months, here's a quick resum&eacute; of recent and current projects: Working with University of Derby Online to explore the feasibility of developing online Access to HE provision. This was a small project and in one sense it focused on a very specific question within quite a restricted canvas. In another sense it raised big issues about how to make Higher Education more accessible, less rigid and better suited to the lives of people who weren't 'bred' to be full-time students. More agile, in my terminology. Working with the Higher Education Academy to advise how to reorient their online resources to make them..." 140 dc:creator="dj" 141 dc:date="2012-10-02T16:51:23+00:00" /> 142</rdf:RDF> 143--> 144 145 146 <h2 class="date"> 147 2 October 02012 148 </h2> 149 150 151 <div class="blogbody"> 152 153 <a name="004886"></a> 154 <h3 class="title">What I did last summer</h3> 155 156 <p>To state the obvious, I have blogging block — a fairly chronic case of it. The reasons for this, and my abortive attempts to overcome it, are fascinating from one perspective; self-indulgent from another. Therein lies part of the riddle that has undone me. Suffice to say, for now, that I still believe in the value of reflective writing about experience, and of sharing half-formed thoughts as part of a conversation with people who share my interests. I plan to get back to it.</p> 157 158<p>Lest you imagine that I have just been convolving with my navel these past months, here's a quick resumé of recent and current projects:</p> 159<ul type="square"> 160<li>Working with <a href="http://derby.ac.uk/online/">University of Derby Online</a> to explore the feasibility of developing online <a href="http://www.accesstohe.ac.uk">Access to HE</a> provision. This was a small project and in one sense it focused on a very specific question within quite a restricted canvas. In another sense it raised big issues about how to make Higher Education more accessible, less rigid and better suited to the lives of people who weren't 'bred' to be full-time students. More agile, in my terminology.</li> 161<li>Working with the <a href="http://www.heacademy.ac.uk">Higher Education Academy</a> to advise how to reorient their online resources to make them more useful to the diverse communities of practice — across HE teaching — that the Academy supports.There are subtle, but profound, changes afoot as national agencies navigate the transition from publisher-cum-gatekeeper role to being more facilitative in the era when open online resources are distributed and abundant.</li> 162<li>Managing a <a href="http://www.alt.ac.uk/gold_open_access">project</a> to identify the support that scholarly socities need to make the transition to Gold Open Access publishing, which has been given a shot in the arm in the UK by the <a href="http://www.researchinfonet.org/publish/finch/">Finch Report</a>. Our project then aims to commission or produce resources to help meet those needs for support. I'm project manager on behalf of the <a href="http://www.alt.ac.uk/">Association for Learning Technology</a> (ALT), who have been commissioned by the <a href="http://open-access.org.uk">Open Access Implementation Group</a>. </li> 163<li>Also for ALT, I'm managing the Open Course in Technology Enhanced Learning project (the website hasn't been formally launched yet, so no link, but you can find it if you dig). This is also aimed at teachers in higher education, encouraging them to explore the ways they could use technology in their teaching. The course is a MOOC — <a href="http://en.wikipedia.org/wiki/Massive_open_online_course">Massive Open Online Course</a>. The soul of MOOCs, whether saintly or demonic, is hotly contested at the moment, especially among learning technologists, so it's an interesting time to be designing such a course. It's due to run next year.</li> 164</ul> 165 166<p>For all but one of these projects, I've been working with my regular collaborator <a href="http://www.schmoller.net">Seb Schmoller</a>. While I've been working on them — and I was also fortunate enough to be invited on two holidays this summer — my work on <a href="http://alchemi.co.uk/archives/ele/the_agile_learning_newspa.html">Agile Learning</a> has moved on to the back burner. Most recently I got the <a href="http://wiki.alt.ac.uk/index.php/Agile_learning">Agile Learning wiki</a> to the point where almost stands by itself as an introduction to the principles and practice. I also wrote a series of articles for New Media Knowledge — here's the <a href="http://www.nmk.co.uk/article/2012/4/20/agile-learning-how-to-make-the-best-of-internet-potential">round-up</a> that points to the three main articles. I expect to stay with the agile theme for as long as I continue to do anything that could pass as work, but for now the Agile Learning blog, twitter, Facebook and Google+ (!) are lying mostly fallow until the season changes.</p> 167 168 169 170 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_miscellany.html">Miscellany</a> | <a href="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html#comments">Comments (0)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4886" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 171 </div> 172 173 </div><!-- end blogbody --> 174 175 <!-- start of Feedburner code --> 176
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176 177 <!-- end of Feedburner code --> 178 179 <!-- 180<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 181 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 182 xmlns:dc="http://purl.org/dc/elements/1.1/"> 183<rdf:Description 184 rdf:about="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html" 185 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4017" 186 dc:title="Tom Phillips and A Humument: Essays, notes" 187 dc:identifier="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html" 188 dc:subject="Cultural Calendar" 189 dc:description="A year ago, almost to the day, I got an email out of the blue from Lucy Shortis, who runs the office of my favourite artist, Tom Phillips. She said some nice things about a very old blog post of mine, and asked if I would consider writing a "short biography of Tom" for a new website for him. I drummed my fingers on my desk for half an hour before replying, thinking it might seem creepily over-keen to accept the challenge within five minutes. Still, I was round at the studio to discuss the work with Lucy the next morning, a Saturday. I already had several books of Tom Phillips' work, none of which I'd given as much attention as I would have wished. (I used to think of these enormously rich works as resources to keep me alert in my retirement. Via this commission, I enjoyed the luxury of bringing forward a few weeks of that retirement.) One of the first things I did was track down and buy some more of his books. To a dabbling hobbyist like me, Aspects of Art was particularly useful in providing a concise, straightforward account of both Tom's perspective and the..." 190 dc:creator="dj" 191 dc:date="2012-05-22T22:22:40+00:00" /> 192</rdf:RDF> 193--> 194 195 196 <h2 class="date"> 197 22 May 02012 198 </h2> 199 200 201 <div class="blogbody"> 202 203 <a name="004881"></a> 204 <h3 class="title">Tom Phillips and A Humument: Essays, notes</h3> 205 206 <p><a href="http://www.tomphillips.co.uk/shop/from-a-humument/item/5631-a-humument-p4-nine-eleven"><img alt="A Humument, page 4 'Nine Eleven'" src="http://alchemi.co.uk/images/Humument911-thumb.jpg" width="330" height="533" class = "floatright"/></a>A year ago, almost to the day, I got an email out of the blue from <a href="http://www.tomphillips.co.uk/about/contributors/item/61-lucy-shortis">Lucy Shortis</a>, who runs the office of my favourite artist, Tom Phillips. She said some nice things about a <a href="http://alchemi.co.uk/archives/cul/learning_from_tom_phillips_we_are_the_people.html">very old blog post</a> of mine, and asked if I would consider writing a "short biography of Tom" for a new website for him. I drummed my fingers on my desk for half an hour before replying, thinking it might seem creepily over-keen to accept the challenge within five minutes. Still, I was round at the studio to discuss the work with Lucy the next morning, a Saturday.</p> 207 208<p>I already had several books of Tom Phillips' work, none of which I'd given as much attention as I would have wished. (I used to think of these enormously rich works as resources to keep me alert in my retirement. Via this commission, I enjoyed the luxury of bringing forward a few weeks of that retirement.) One of the first things I did was track down and buy some more of his books. To a dabbling hobbyist like me, <a href="http://www.tomphillips.co.uk/publications/trade-publications/item/5285-aspects-of-art-a-painters-alphabet"><em>Aspects of Art</em></a> was particularly useful in providing a concise, straightforward account of both Tom's perspective and the grammar of art history that he draws on. </p> 209 210<p>It took me weeks of research before I felt ready to start writing, and, thus when I did I was so marinated in the rich play of ideas in Tom's work, that I couldn't quite bring myself to write a 'straight' biography. My first attempt was well over the word limit and so wide of the mark that I had to put it to one side. No matter. Try again. With a little guidance from Lucy, I came up with <a href="http://www.tomphillips.co.uk/about">this attempt</a> which went live with the <a href="http://www.tomphillips.co.uk/">new website</a> a couple of weeks ago. Moreover, Lucy was kind enough to indulge me by finding a home for my <a href="http://www.tomphillips.co.uk/publications/item/5457-a-world-to-see-the-world-by-by-david-jennings">original essay</a>.</p> 211 212<p>The new website is one of a series of happenings this month that mark Tom Phillips' 75th birthday. (There's a neat symmetry about this number for me, since I first encountered Tom's work at his 1987 exhibition in Sheffield, "50 Years of Tom Phillips, 100 Years of the Mappin Art Gallery".) Other birthday events include <a href="http://www.tomphillips.co.uk/news/item/5758-seventy-fifth-birthday-celebrations">two exhibitions in London</a> and the publication of the fifth edition of Tom's book <a href="http://www.humument.com/"><em>A Humument</em></a>, which he's been working on for 46 years and counting.</p> 213 214<p>Regarding the last of these, I pitched to <em>The Spectator</em> to write an article about <em>A Humument</em> and you can read it in the current edition of the magazine or <a href="http://www.spectator.co.uk/issues/19-may-2012/a-humument">online</a>. Once again, my first draft of this went way over the word limit and included playful embellishments that had to be cut for publication. Now I've gone back to that draft to create a "Director's Cut" version. Like most Director's Cuts, it's by no means better than the version where I had my wings clipped: it rambles along down several diversions; it has pretentious flourishes; its editing is baggy. If you want a decent overview of <em>A Humument</em>, read the <a href="http://www.spectator.co.uk/issues/19-may-2012/a-humument"><em>Spectator</em> piece</a>. If you're part of the niche audience that's interested in a few of the many different directions in which <em>A Humument</em> leads, this is for you.</p> 215 216 <span class="extended"><a href="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html">Continue reading "Tom Phillips and A Humument: Essays, notes"</a></span><br /> 217 218 219 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_cultural_calendar.html">Cultural Calendar</a>, <a href="http://alchemi.co.uk/archives/cat_ideas_and_essays.html">Ideas and Essays</a>, <a href="http://alchemi.co.uk/archives/cat_reviews.html">Reviews</a> | <a href="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html#comments">Comments (0)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4881" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 220 </div> 221 222 </div><!-- end blogbody --> 223 224 <!-- start of Feedburner code --> 225
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225 226 <!-- end of Feedburner code --> 227 228 <!-- 229<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 230 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 231 xmlns:dc="http://purl.org/dc/elements/1.1/"> 232<rdf:Description 233 rdf:about="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html" 234 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4014" 235 dc:title="Deskilling Learning? On "strong" and "weak" agile learning" 236 dc:identifier="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html" 237 dc:subject="E-learning" 238 dc:description="Having saddled myself with the agile learning term, one of the hazards I can't complain about is having to explain it: What does it really mean? What's different about it? What's agile about it. There's a working definition of the key elements on the agile learning wiki, which I continue to develop slowly and sporadically. Recently I've been reflecting on some more nuanced, but still half-formed, ideas, which feel more like blog-conversations than wiki-definitions. These are partly prompted by reading Douglas Rushkoff's excellent Program or Be Programmed (which deserves a blog post of its own), and also by the Learning Analytics course, devised by George Siemens and colleagues, which I'm currently participating in (and blogging about in detail over here). What I'm toying with at the moment is a distinction between "weak" agile learning and "strong" agile learning. This is after John Searle's distinction between "weak" and "strong" artificial intelligence, but I suspect this kinship may be tenuous and, certainly, vainglorious. They might equally well be called, say, pragmatic agile learning and principled agile learning &mdash; or something else. Weak agile learning is based on whatever works, as long as it's within the definition. Analytics, automated processes, traditional tutor-led power..." 239 dc:creator="dj" 240 dc:date="2012-03-02T16:15:37+00:00" /> 241</rdf:RDF> 242--> 243 244 245 <h2 class="date"> 246 2 March 02012 247 </h2> 248 249 250 <div class="blogbody"> 251 252 <a name="004874"></a> 253 <h3 class="title">Deskilling Learning? On "strong" and "weak" agile learning</h3> 254 255 <p>Having saddled myself with the <a href="http://alchemi.co.uk/archives/ele/agile_learning.html">agile learning</a> term, one of the hazards I can't complain about is having to explain it: What does it really mean? What's different about it? What's agile about it. There's a <a href="http://wiki.alt.ac.uk/index.php/Agile_Learning_Definition">working definition</a> of the key elements on the <a href="http://wiki.alt.ac.uk/index.php/Agile_learning">agile learning wiki</a>, which I continue to develop slowly and sporadically. Recently I've been reflecting on some more nuanced, but still half-formed, ideas, which feel more like blog-conversations than wiki-definitions. These are partly prompted by reading Douglas Rushkoff's excellent <a href="http://programorbeprogrammed.com/"><em>Program or Be Programmed</em></a> (which deserves a blog post of its own), and also by the <a href="http://lak12.mooc.ca/">Learning Analytics course</a>, devised by George Siemens and colleagues, which I'm currently participating in (and <a href="http://davidjennings.wordpress.com/category/courses/lak12-courses/">blogging about in detail over here</a>).</p> 256 257<p>What I'm toying with at the moment is a distinction between "weak" agile learning and "strong" agile learning. This is after John Searle's distinction between <a href="http://en.wikipedia.org/wiki/Chinese_Room">"weak" and "strong" artificial intelligence</a>, but I suspect this kinship may be tenuous and, certainly, vainglorious. They might equally well be called, say, pragmatic agile learning and principled agile learning — or something else.</p> 258 259<ul> 260<li><strong>Weak agile learning</strong> is based on whatever works, as long as it's within the definition. Analytics, automated processes, traditional tutor-led power relationships are all fine if they're open (as in open educational resources), collective and flexible.</li> 261<li><strong>Strong agile learning</strong> is committed to the values of making everything — process, resources, algorithms and the context in which the learning is framed — visible, transparent and manipulable to the learner. So it's taking a more radical definition of openness.</li> 262</ul> 263 264<p>The weak version allows for things like intelligent curriculums, gamification and personalisation by the provider. The strong version wants to trust in learners' intelligence and give them the information and the data to personalise their own experiences.</p> 265 266<p>Pragmatically, I'm drawn to the weak version. I distrust purism, believing every oyster needs some grit (for most of my three decades as a vegetarian, I've eaten meat a few times a year). But ethically and aesthetically I feel the strong version needs shouting about, because gung-ho enthusiasm for the Big Data/Scientific Management seems to be leading down a dangerous path. Let me explain.</p> 267 268 <span class="extended"><a href="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html">Continue reading "Deskilling Learning? On "strong" and "weak" agile learning"</a></span><br /> 269 270 271 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_elearning.html">E-learning</a> | <a href="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html#comments">Comments (0)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4874" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 272 </div> 273 274 </div><!-- end blogbody --> 275 276 <!-- start of Feedburner code --> 277
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277 278 <!-- end of Feedburner code --> 279 280 <!-- 281<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 282 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 283 xmlns:dc="http://purl.org/dc/elements/1.1/"> 284<rdf:Description 285 rdf:about="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html" 286 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4013" 287 dc:title="Notes on Emergent Learning" 288 dc:identifier="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html" 289 dc:subject="E-learning" 290 dc:description="As part of updating the wiki on agile learning, I've been reading up on Emergent Learning. As long ago as 2004, Michael Feldstein was arguing that "Emergent Learning" is an oxymoron. In brief, his argument was that the term was being used very loosely to describe any circumstance where learning emerges as a by-product of collective activity. Certainly that looseness still exists in some accounts. However, I'm interested in digging into a couple of examples where the term may be applicable in the strict sense to which Feldstein is committed. It turns out that this leads to some counter-intuitive conclusions. Here is the nub of Feldstein's argument: [S]ome philosophers of mind suggest that consciousness is an emergent property of brains. Each individual neuron is simply a mechanical switch responding to triggers in its immediate environment. But when you string a bunch of these switches together in the right way, you suddenly have an aware being. The neurons arenât individually conscious; itâs the brain as a collective entity that posesses the emergent property of consciousness. When people talk about "emergent learning" these days, this is not generally what they mean. What they generally mean is some form of rapid consensus-building in..." 291 dc:creator="dj" 292 dc:date="2012-01-23T17:44:18+00:00" /> 293</rdf:RDF> 294--> 295 296 297 <h2 class="date"> 298 23 January 02012 299 </h2> 300 301 302 <div class="blogbody"> 303 304 <a name="004861"></a> 305 <h3 class="title">Notes on Emergent Learning</h3> 306 307 <p>As part of updating the <a href="http://wiki.alt.ac.uk/index.php/Agile_learning">wiki on agile learning</a>, I've been reading up on Emergent Learning. As long ago as 2004, Michael Feldstein was arguing that <a href="http://mfeldstein.com/emergent_learning_is_an_oxymoron/">"Emergent Learning" is an oxymoron</a>. In brief, his argument was that the term was being used very loosely to describe any circumstance where learning emerges as a by-product of collective activity. Certainly that looseness still exists in some accounts. However, I'm interested in digging into a couple of examples where the term may be applicable in the strict sense to which Feldstein is committed. It turns out that this leads to some counter-intuitive conclusions.</p> 308 309<p>Here is the nub of Feldstein's argument:</p> 310 311<blockquote>[S]ome philosophers of mind suggest that consciousness is an emergent property of brains. Each individual neuron is simply a mechanical switch responding to triggers in its immediate environment. But when you string a bunch of these switches together in the right way, you suddenly have an aware being. The neurons arenât individually conscious; itâs the brain as a collective entity that posesses the emergent property of consciousness. <br /><br />
311When people talk about "emergent learning" these days, this is not generally what they mean. What they generally mean is some form of rapid consensus-building in which a group of people can share observations and make coordinated decisions without any one person filling the role of executive command and control. This is, no doubt, an important phenomenon to understand and try to cultivate. However, it is not emergence. A democratic decision-making process is not sufficient for an action to be called "emergent." Almost by definition, if you have the kind of self- and group-awareness that is usually entailed when we use the word "learning", you canât have emergence. You can say that a colony of ants "learns" what the best foraging strategy is, but it is the colony as a whole that "learns," not the individuals. If the individual ants were able to learn the best foraging strategy, communicate it throughout the hive, and consciously arrive at a consensus, then their adaptive foraging would not be an emergent behavior. So "emergent learning" as the term is currently being used is actually an oxymoron. 312</blockquote> 313 314<p>Remember this: none of the ants has learnt, or knows, the strategy, but collectively they can put it into action. If you look at the case studies in this recent <a href="http://www.irrodl.org/index.php/irrodl/issue/view/49/">Special Issue of the <em>International Review of Research in Open and Distance Learning</em></a> on "Emergent Learning, Connections, Design for Learning," it's clear that the learning and knowledge of individuals remains the primary focus. "Emergent" in this context seems to be another way of describing the knowledge and skills — some of them tacit — that individuals accrue from taking part in self-organised and/or very fluid learning experiences.</p> 315 316<p>By contrast, look at this from <a href="http://www.newcultureoflearning.com/"><em>A New Culture of Learning</em></a> by Douglas Thomas and John Seely Brown. It doesn't use the term "emergent learning" but nevertheless describes the kind of collective (not individual) mastery that Feldstein insists is the mark of true emergence. So here emergent learning would not be an oxymoron?</p> 317 318 <span class="extended"><a href="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html">Continue reading "Notes on Emergent Learning"</a></span><br /> 319 320 321 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_elearning.html">E-learning</a>, <a href="http://alchemi.co.uk/archives/cat_teaching.html">Teaching</a> | <a href="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html#comments">Comments (2)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4861" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 322 </div> 323 324 </div><!-- end blogbody --> 325 326 <!-- start of Feedburner code --> 327
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327 328 <!-- end of Feedburner code --> 329 330 <!-- 331<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" 332 xmlns:trackback="http://madskills.com/public/xml/rss/module/trackback/" 333 xmlns:dc="http://purl.org/dc/elements/1.1/"> 334<rdf:Description 335 rdf:about="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html" 336 trackback:ping="http://alchemi.co.uk/cgi-bin/mt-tb.cgi/4012" 337 dc:title="School it Yourself: Review of The Edupunks' Guide and How to Set Up a Free School" 338 dc:identifier="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html" 339 dc:subject="E-learning" 340 dc:description="We're in one of those periods when real change in education might be possible. This doesn't happen very often. Here's why. Education is probably the single most powerful means by which our societies and our cultures reproduce themselves &mdash; institutions, values, character and differentials&hellip; the works. Hence the number of interest groups with a stake in education is enormous. Of all the culture-breeding channels available to those in power, education is in principle the one that lends itself most readily to engineering and design. However, in practice, everyone sticks the oar in and change is piecemeal, compromised and fragile. So it's rare for sufficient powerful forces to align and overcome the drag of inertia. Now is such a time, and I think we're just seeing the beginnings of changes that may take a decade or two to work through. Donald Clark writes of technology enabling "more pedagogic change in 10 years than in the last 1,000 years". Then there's the impact of economic retrenchment and austerity on learning, which I've been writing about on and off for over two years, arguing that cases where people have to "make do" in their learning may have something to teach us about how..." 341 dc:creator="dj" 342 dc:date="2011-12-20T12:12:45+00:00" /> 343</rdf:RDF> 344--> 345 346 347 <h2 class="date"> 348 20 December 02011 349 </h2> 350 351 352 <div class="blogbody"> 353 354 <a name="004845"></a> 355 <h3 class="title">School it Yourself: Review of The Edupunks' Guide and How to Set Up a Free School</h3> 356 357 <a href="http://alchemi.co.uk/images/Edupunk.html" onclick="window.open('http://alchemi.co.uk/images/Edupunk.html','popup','width=535,height=397,scrollbars=no,resizable=no,toolbar=no,directories=no,location=no,menubar=no,status=no,left=0,top=0'); return false"><img src="http://alchemi.co.uk/images/Edupunk-thumb.png" width="350" height="259" alt="Covers of The Edupunks' Guide and How to Set Up a Free Schoo" class="floatright" /></a><p>We're in one of those periods when real change in education might be possible. This doesn't happen very often. Here's why. Education is probably the single most powerful means by which our societies and our cultures reproduce themselves — institutions, values, character and differentials… the works. Hence the number of interest groups with a stake in education is enormous. Of all the culture-breeding channels available to those in power, education is in principle the one that lends itself most readily to engineering and design. However, in practice, everyone sticks the oar in and change is piecemeal, compromised and fragile.</p> 358 359<p>So it's rare for sufficient powerful forces to align and overcome the drag of inertia. Now is such a time, and I think we're just seeing the beginnings of changes that may take a decade or two to work through. Donald Clark writes of technology enabling "<a href="http://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html">more pedagogic change in 10 years than in the last 1,000 years</a>". Then there's the impact of economic retrenchment and austerity on learning, which I've been writing about on and off for <a href="http://alchemi.co.uk/archives/ide/progressive_aus.html">over two years</a>, arguing that cases where people have to "make do" in their learning <a href="http://alchemi.co.uk/archives/ele/agile_learning_.html">may have something to teach us</a> about how to improve more "advanced" techniques.</p> 360 361<p>On top of factors like these (the full set would be a whole essay in itself), there's a cultural mood that has arisen from year-upon-year of different kinds of disruption — from hurricanes and ash clouds, through financial punch-drunkenness to the effects of technology reaching the professional middle classes for the first time. We don't believe in the return of business-as-usual any more; we don't trust the age-old educational conveyor belts to drop us off at the right spot in the factory.</p> 362 363<p>In different ways we're questioning the educational provision that's been handed down, and wondering if we couldn't do better ourselves. Let's explore what I mean by that by looking at two "How To" e-books about education, published in recent months. In many ways they're chalk and cheese. One's American, the other British. One is a student's-eye view, the other a parent and school-builder. One is very "2.0" in its sensibility, arguing that students can remix their learning experiences from multiple sources. The other is, well, the mischief in me would like to call it Web 0.0, but really it's from a place as yet uncolonised by either software or version numbers, so let's christen it "RLP" (Received Learning Practice or <a href="http://www.amazon.co.uk/gp/product/0582362407?ie=UTF8&tag=musicarcades-21&linkCode=as2&camp=1634&creative=19450&creativeASIN=0582362407"><em>Revised Latin Primer</em></a><img src="http://www.assoc-amazon.co.uk/e/ir?t=musicarcades-21&l=as2&o=2&a=0582362407" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" />). In one of the very few passages where Young articulates what he thinks should actually go on inside a school, he describes a visit to an independently run Swedis
363h school,</p> 364 365 366 <span class="extended"><a href="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html">Continue reading "School it Yourself: Review of The Edupunks' Guide and How to Set Up a Free School"</a></span><br /> 367 368 369 <div class="posted">Posted in section(s) <a href="http://alchemi.co.uk/archives/cat_elearning.html">E-learning</a>, <a href="http://alchemi.co.uk/archives/cat_reviews.html">Reviews</a> | <a href="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html">Permanent link</a> | <a href="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html#comments">Comments (0)</a> | <a href="http://alchemi.co.uk/cgi-bin/mt-tb.cgi?__mode=view&entry_id=4845" onclick="OpenTrackback(this.href); return false">TrackBack (0)</a> 370 </div> 371 372 </div><!-- end blogbody --> 373 374 <!-- start of Feedburner code --> 375
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434 435 </div> 436 437 <div class="sidetitle"> 438 Recent Entries on this Blog 439 </div> 440 441 <div class="side"> 442 <a href="http://alchemi.co.uk/archives/ele/roundup_of_recent_and_cur.html">Round-up of recent and current work</a><br /><a href="http://alchemi.co.uk/archives/mis/what_i_did_last_summer.html">What I did last summer</a><br /><a href="http://alchemi.co.uk/archives/cul/tom_phillips_and_a_humume.html">Tom Phillips and A Humument: Essays, notes</a><br /><a href="http://alchemi.co.uk/archives/ele/deskilling_learning_on_st.html">Deskilling Learning? On "strong" and "weak" agile learning</a><br /><a href="http://alchemi.co.uk/archives/ele/notes_on_emergent_learnin.html">Notes on Emergent Learning</a><br /><a href="http://alchemi.co.uk/archives/ele/school_it_yourself_review.html">School it Yourself: Review of The Edupunks' Guide and How to Set Up a Free School</a><br /><a href="http://alchemi.co.uk/archives/mis/whats_holding_open_access.html">What's holding Open Access publishing back?</a><br /><a href="http://alchemi.co.uk/archives/ide/on_ecosystems_adam_curtis.html">On ecosystems, Adam Curtis and positions of power</a><br /><a href="http://alchemi.co.uk/archives/rev/the_whys_and_wherefores_o.html">The Whys and Wherefores of Creativity and Sharing: Review of Making is Connecting</a><br /><a href="http://alchemi.co.uk/archives/ele/roundup_of_recent_writing.html">Round-up of recent writing in other places</a><br /><a href="http://alchemi.co.uk/archives/mis/purposed_whats_the_purpos.html">Purpos/ed: What's the purpose of education</a><br /><a href="http://alchemi.co.uk/archives/rev/open_trusting_generous_re.html">Open, trusting, generous: review of Monkeys With Typewriters, a book on leadership</a><br /><a href="http://alchemi.co.uk/archives/ele/do_we_need_an_agile_learn.html">Do we need an agile learning community of practice?</a><br /><a href="http://alchemi.co.uk/archives/ele/the_agile_learning_newspa.html">Unplugged! The Agile Learning newspaper</a><br /><a href="http://alchemi.co.uk/archives/ele/can_we_make_a_newspaper_a.html">Can we make a newspaper about self-organised learning?</a><br /> 443 </div> 444 445 <div class="sidetitle"> 446 Section Archives for This Site 447 </div> 448 449 <div class="side"> 450 <a href="http://alchemi.co.uk/archives/cat_bbc.html">BBC</a> (25)<br /> 451 <a href="http://alchemi.co.uk/archives/cat_cinema.html">Cinema</a> (24)<br /> 452 <a href="http://alchemi.co.uk/archives/cat_cultural_calendar.html">Cultural Calendar</a> (87)<br /> 453 <a href="http://alchemi.co.uk/archives/cat_curatorial.html">Curatorial</a> (66)<br /> 454 <a href="http://alchemi.co.uk/archives/cat_elearning.html">E-learning</a> (103)<br /> 455 <a href="http://alchemi.co.uk/archives/cat_events.html">Events</a> (35)<br /> 456 <a href="http://alchemi.co.uk/archives/cat_future_of_music.html">Future of Music</a> (95)<br /> 457 <a href="http://alchemi.co.uk/archives/cat_humancomputer_interaction.html">Human-Computer Interaction</a> (62)<br /> 458 <a href="http://alchemi.co.uk/archives/cat_ideas_and_essays.html">Ideas and Essays</a> (38)<br /> 459 <a href="http://alchemi.co.uk/archives/cat_long_now.html">Long Now</a> (18)<br /> 460 <a href="http://alchemi.co.uk/archives/cat_miscellany.html">Miscellany</a> (45)<br /> 461 <a href="http://alchemi.co.uk/archives/cat_music_and_multimedia.html">Music and Multimedia</a> (157)<br /> 462 <a href="http://alchemi.co.uk/archives/cat_playlists.html">Playlists</a> (27)<br /> 463 <a href="http://alchemi.co.uk/archives/cat_podcasting.html">Podcasting</a> (12)<br /> 464 <a href="http://alchemi.co.uk/archives/cat_politics.html">Politics</a> (12)<br /> 465 <a href="http://alchemi.co.uk/archives/cat_radio.html">Radio</a> (48)<br /> 466 <a href="http://alchemi.co.uk/archives/cat_reviews.html">Reviews</a> (59)<br /> 467 <a href="http://alchemi.co.uk/archives/cat_social_software.html">Social Software</a> (60)<br /> 468 <a href="http://alchemi.co.uk/archives/cat_teaching.html">Teaching</a> (23)<br /> 469 <br /> 470 Alternatively, see the <a href="archives.html" title="DJ Alchemi: Date-based Archives">Date-based Archives</a> 471 </div> 472 473 474 <div class="sidetitle">
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492 493 <br /> 494 My <a href="http://www.furl.net/member/davidjennings" title="David Jennings' Furl archive">archived bookmarks</a> (02004-02008) 495 <br /><br /> 496 On most social sites I am either 'davidjennings' or 'djalchemi', for example: 497 <a href="http://www.flickr.com/photos/davidjennings/">Flickr</a>, <a href="http://www.last.fm/user/davidjennings">Last.fm</a>, <a href="http://ma.gnolia.com/people/davidjennings">Ma.gnolia</a> and so on… 498 499 </div> 500 501 502 <div class="sidetitle"> 503 Disparate Sources of Inspiration 504 </div> 505 506 <div class="side"> 507 <a href="http://thrivingtoo.typepad.com/thriving_too/">Thriving Too — social goodies</a> 508 <br /> 509 <a href="http://lateralaction.com/">Lateral Action — managing creativity</a> 510 <br /> 511 <a href="http://herd.typepad.com/herd_the_hidden_truth_abo/">Herd — social cognition</a> 512 <br /> 513 <a href="http://fm.schmoller.net/">Seb Schmoller's e-learning mailings</a> 514 <br /> 515 <a href="http://www.viridiandesign.org/">Viridian Design Movement</a> 516 <br /> 517 <a href="http://www.tomphillips.co.uk/">Tom Phillips — artist</a> 518 <br /> 519 <a href="http://blog.longnow.org/">Long Now blog — resources for long-term thinking</a> 520 <br /> 521 <a href="http://longplayer.org/lp_new_site/new_listening_posts/stream.html">Longplayer live stream —
521 1,000-year composition</a> 522 <br /> 523 </div> 524 525 <div class="syndicate"> 526
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