- informal knowledge sharing from chained libraries to creative commons
- work based and vocational learning - she talked about a virtual oil rig they had set up and said that you don't need lots of money or need to do difficult things to get something really useful out of using technology. She talked about using E-book readers for distance learning courses, which I thought sounded like a really good use for them - all the materials the student needed was downloaded to the e-book so was in their hands
- Universities - we need to think differently for the 21st century - the old models won't do
- Schools - the "hole in the wall" experiment uses resources as a spark for learning
Gilly said we need to constantly evolve - what worked this time might not work next time so we need to be a position where we are flexible enough to move and change where needed.
Most new technology isn't built with learning in mind so there is no pedagogy attached and what this means is you have the opportunity to be creative and create the pedagogy. You need evidence to prove the value for learning in order to get the university to recognise the value of it.
University of Leicester have a Media Zoo where staff can go to test out explore and experience technology and how that can be used to enhance their teaching and learning.
The first breakout session I ended was led by Paul Lowe from University of Arts, London who talked about Open-i which is a virtual community of practice for photojournalism. They wanted a space to mix established practitioners with apprentices to share tacit knowledge (storytelling, dialogue, debate and discussion). By engaging in the practice individuals were able to move from being an apprentice to an expert. The community is a global network and was set up completely separate from the visiting lecture programme. The community mixes high level thought leaders, academics, practitioners, MA level students and editors (and other people who use photography) - its a horizontal slice through the industry. This feeds the curriculum, teaching the students what they need to know to work in the industry.
They use Wimba classroom for webinars discussing the key issues in the industry. The pedagogy that had been used for teaching and learning was used for the community. This is supported by a social networking group on the Ning platform with discussion forums and personal pages. Paul talked about how they tried to stimulate asynchronous discussion but it didn't really take off and the feeling was that this was because this type of activity takes place elsewhere. The unique element was the webinars so focus was placed on that. These now run regularly.
The feedback has been mostly positive with negative feedback only relating to the technology. All the webinars are archived and people who had problems with the technology or who were unable to attend live have used this. In terms of staff time, they used a community coordinator (a day a week), a project evaluator (about 10 days) and a project administrator (a day a week). Paul stressed that if funding was an issue and you could only pay for one post the administrator is key. As he pointed out many staff would be happy to be community coordinators as part of their role anyway. I thought this was a really interesting presentation and enjoyed it.
After coffee it was time to two presentations around the active learning theme. The first presented by Martin Jenkins of University of Gloucestershire. Martin talked about the motivations for encouraging and active learning approach across the institution:
- learner empowerment
- collaborative learning
- development of reflection skills
- student motivation
Digital storytelling was something that really took off in the institution. He asked whether it was active learning or active teaching and stated that active learning shortens the distance between student and staff. What is really important is an exploration space for staff and purposeful support - this includes management support as well as educational development support. I was a little disappointed given the subject matter that this presentation wasn't more "active" itself.
The second presentation in this section was better as it gave real life examples and with a number of presenters the change of voice helps to keep your focus. Angie Daly and Jo McNeill talked about digital storytelling. Students in HE who had been in some way involved in Aim Higher created digital narratives reflecting on their own experiences. They showed two videos, which were works in progress from students, who talked about their experience of deciding to go into HE, how the process was for them and what their future plans were. It was really good to see a practical demonstration of a digital narrative.
Collecting data in this way means that you give away some of the control and hand over some of the research to the subject of the research. However it is very rich data, there is something very powerful about the human/personal voice and you don't get the same impact with written piece of work.
Then time for lunch in the Garden Cafe which was very pleasant indeed