The learning ecology:
why the promise of an
economy of scale has
not been achieved
A keynote presentation at the University of Durham, Jan 2013
Allison Littlejohn
Director, Caledonian Academy
Chair of Learning Technology
www.gcu.ac.uk/academy
Collaborators:
Dr Isobel falconer, Dr Anoush Margaryan, Dr Colin Milligan,,
Lou McGill, Glasgow Caledonian University, UK
Key
challenge:
continual learning
Grand
challenge
“The most profound impact of the Internet…
is its ability to support and expand the
various aspects of social learning”.
“Attention has moved from access to
information towards access to other people”.
John Seeley Brown (2008), Minds on Fire
Scenario
4
Grand
challenge
Our times are characterized by immaterial
labour...
...labour that is not restricted to material
production but penetrates also the political,
the social, the cultural, and ultimately life
itself.
‘Multitude’, Hardt and Negri, 2004
Trends
in work patterns
Key challenge:
continual learning
From...
To...
Large organisations
Smaller units of production
Single site base
Permanent employment
Multi-site working as the
norm
Consultancy
Silos of knowledge
Open knowledge
In-house idea generation
Crowdsourcing ideas
Local/ national focus
Global / networked reach
Scenario
4
Grand
challenge
Telepresence
 Multi-site micro
expertise
 Networked innovation
 Crowdsourcing
Multi site data analysis
Key
challenge:
continual learning
Grand
challenge
GC: Every graduate from the UK HE
sector has the ability, confidence and
mindset to plan and implement his/her
own learning pathway to achieve
his/her learning goals.
E-learning
and development tends to
Scenarioresearch
4
Focus on...
Largely ignoring...
Online versions of current
learning design where teachers
map out learning pathways
Bounded, structured
environments
Learners decide their learning
pathways
Open, unstructured environments
as the ‘norm’
Content as the central object of People learn together via objects
activity
of activity
Trends within the education
sector
Wider societal trends and the
impact on education
Stepanyan, K, Littlejohn, A & Margaryan, A (2012) Sustainable eLearning,
Journal of Educational Technology and Society
Key
challenge:
continual learning
Grand
challenge
1. How do learners learn in open, unstructured,
networked environments?
2. How can learners be prepared for learning in
such environments?
3. What learning approaches prevail?
1. Do inter-relationships change in open,
unstructured environments?
Question 1
How do people learn
in open, unstructured,
networked
environments?
How do learners learn in unstructured env?
Context: Shell global knowledge sharing networks
Period:
Sept
08-Apr
09
Method/instruments: Mixed method: Questionnaire
(Cross and Parker, 2004) & semi-structured
interviews
(critical
incident)
Sample: survey: n=462 (E46%; N27%; M27%);
interviews:
n=29
(E41%,
N31%,
28%M)
How do learners learn in unstructured env?
COLLECTIVE
KNOWLEDGE
How do learners learn in unstructured env?
Connect
COLLECTIVE
KNOWLEDGE
How do learners learn in unstructured env?
Connect
COLLECTIVE
KNOWLEDGE
Consume
How do learners learn in unstructured env?
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
How do learners learn in unstructured env?
Contribute
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
How do learners learn in unstructured env?
Contribute
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
How do learners learn in unstructured env?
Charting occurs when
each learner maps
his/ her learning
pathway through
planning,
implementing
& reflecting on
learning goals
Contribute
Connect
CHARTING
Create
Consume
How do learners learn in unstructured env?
Charting occurs when
each learner maps
his/ her learning
pathway through
planning,
implementing
& reflecting on
learning goals
Contribute
CHARTING
Create
Builds individual &
collective knowledge
Connect
Consume
Scenario 2
4
Question
How do these
knowledge actions
relate to approaches
to learning?
Scenario
4
What
learning
approaches are used?
Acquisition
of knowledge
Sfard, 1998
Participatory
Scenario
4
What
learning
approaches are used?
Knowledge creation
Acquisition
of knowledge
Participatory
Sfard, 1998; Paavola, Lipponen, and Hakkarainen, 2004
What learning approaches are used?
Acquisition
Contribute
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
What learning approaches are used?
Acquisition
• vidcast lectures
• OERs
• Open Courseware
• x-type MOOC
Contribute
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
Scenario
4
What
learning
approaches are used?
Scenario
4
What
learning
approaches are used?
Scenario
4
What
learning
approaches are used?
Acquisition
Typically sequenced tasks with vidcast
lectures, computer marked tests.
Little or no interaction with the thousands
of other learners
What learning approaches are used?
Participatory
Contribute
Consume
COLLECTIVE
KNOWLEDGE
Create
Connect
What learning approaches are used?
Participatory
• online tutorials
• blended
learning
• cMOOC
Contribute
Consume
COLLECTIVE
KNOWLEDGE
Create
Connect
Scenario
4
What
learning
approaches are used?
Scenario
4
What
learning
approaches are used?
Scenario
4
What
learning
approaches are used?
Participatory
Typically structure provided by instructor.
Learners provide peer support & create/
contribute content
What learning approaches are used?
Knowledge creation
Third type afforded
by networked
Contribute
technologies
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
What learning approaches are used?
Knowledge creation
Third type afforded
by networked
Contribute
technologies
 research
degrees
professional or
workplace learning
Connect
COLLECTIVE
KNOWLEDGE
Create
Consume
Scenario 4 the individual & collective
Connecting
Social objects as knowledge is created/shared collectively
See Knorr-Cetina, K (2001), Edwards, A (2011) and Paavola, S., & Hakkarainen,
K. (2005). The knowledge creation metaphor: An emergent epistemological
approach to learning. Science and Education, 14(6), 535-557
Digital networks used to connect while sensemaking
Siemens, G. (2005) Connectivism: Learning as Network-Creation
http://www.elearnspace.org/Articles/networks.htm
Shared goals as a focus for knowledge creation
Littlejohn, A., Milligan, C and Margaryan, A (2012) Charting Collective
Knowledge, Journal of Workplace Learning
Connecting the individual & collective
You
Your
goal
Your
goal
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Anyone
People with
similar skills
Peers with
similar goals
Team
Tutor
External
contacts
You
Your
goal
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
GROUP
Anyone
People with
similar skills
Peers with
similar goals
Team
Tutor
External
contacts
You
Your
goal
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
GROUP
NETWORK
Anyone
People with
similar skills
Peers with
similar goals
Team
Tutor
External
contacts
You
Your
goal
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
GROUP
NETWORK
Anyone
People with
similar skills
Peers with
similar goals
Team
Tutor
External
contacts
You
Your
goal
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
COLLECTIVE
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Anyone
People with
similar skills
Peers with
similar goals
Team
CONNECT
Tutor
External
contacts
You
CONSUME
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Your
goal
Anyone
People with
similar skills
Peers with
similar goals
Team
CONNECT
Tutor
External
contacts
You
CREATE
CONSUME
You
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Your
goal
Anyone
People with
similar skills
Peers with
similar goals
Team
CONNECT
Tutor
External
contacts
You
CREATE
CONSUME
You
CONTRIBUTE
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Your
goal
Anyone
People with
similar skills
Peers with
similar goals
Team
CONNECT
Tutor
External
contacts
You
CREATE
CONSUME
You and
Your Peers
CONTRIBUTE
Formal
Learning
Libraries of
Cases / Examples
of Practice
Smart
Information
Dynamic Knowledge,
e.g. wikis
Your
Knowledge
Shared resources
(e.g. delicious)
Knowledge
Networks
Recommended
Resources
Collaborative
Spaces
Your
goals
Scenario
4
What
learning
approaches are used?
The knowledge-creation approach to learning
highlights those kinds of activities where people
collaboratively develop new artefacts and
products while learning
Hakkarainen, Palonen, Paavola, & Lehtinen, 2004.
Scenario
4
What
learning
approaches are used?
The knowledge-creation approach to learning
highlights those kinds of activities where people
collaboratively develop new artefacts and
products while learning
Hakkarainen, Palonen, Paavola, & Lehtinen, 2004.
‘... A kind of individual and collective
learning that goes beyond information given
and advances knowledge and understanding’
Paavola and Hakkarainen, 2005
Pause for thought
Q Should networked knowledge creation be
a mainstream approach to learning in
universities?
If yes – How can we implement it into
mainstream practice?
If yes – How can we prepare learners for this
form of learning?
If no – What are the consequences of not
mainstreaming this approach to learning?
Key
continual
learning
Howchallenge:
can learners
be prepared?
‘... learners (rather than some instructor) are in
charge of their learning, by setting their learning
goals, by monitoring their learning progress, and
by choosing the time and place of learning.
This type of informal learning might be framed as a
form of self-regulated learning which requires a
specific learning competence.’
Schulz and Robnagel, 2010
Scenario
4
How
can learners
be prepared?
SRL MOOC Study Hypothesis
People who exhibit a high degree of Self-Regulation in their
learning will use qualitatively different strategies to plan,
monitor and reflect on their learning than individuals who
exhibit a low degree of Self-Regulation in their learning
Scenario
4
How
can learners
be prepared?
Plan
Implement
Reflect
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
• task analysis
• goal setting
Implement
Reflect
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
• task analysis
• goal setting
Implement
• self-instruction
• help-seeking
• self-monitoring
• etc
Reflect
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
• task analysis
• goal setting
Implement
• self-instruction
• help-seeking
• self-monitoring
• etc
Reflect
•self-judgement
•self-evaluation
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
• task analysis
• goal setting
Implement
Learners with high SRL scores set clear goals & can adapt
these goals as learning pathways change.
Those with low SRL set vague (or no) goals.
Learners with high SRL scores & clear goals can adapt
these goals as learning pathways change.
• self-instruction
• help-seeking
• self-monitoring
• etc
Reflect
Learners with high SRL scores reflect on and adapt goals.
•self-judgement
•self-evaluation
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
Connect
Consume
Create
Contribute
• task analysis
• goal setting
Implement
• self-instruction
• help-seeking
• self-monitoring
• etc
Reflect
•self-judgement
•self-evaluation
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario
4
How
can learners
be prepared?
Plan
Connect
• task analysis
• goal setting
charting tools
Implement
• self-instruction
• help-seeking
• self-monitoring
• etc
Reflect
facebook
search tools
bookmarks
twitter
blog
Consume
Create
Contribute
charting tools
delicious
diigo
scoop.it
blog
twitter
scoop.it
blog
blog
•self-judgement
•self-evaluation
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In
Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39.
Academic Press, San Diego, CA.
Scenario 4
4
Question
Are we evidencing the
changing inter-relationships
Seeley Brown predicted?
Do relationships change?
HEFCE Impact study around
awareness of UKOER programme
and SCORE work
• Two questionnaires
COLLECTIVE
KNOWLEDGE
• Semi structured interviews (n=10)
• Lifecourse perspective
Scenario
4
Do
relationships
change?
extended
environment
immediate
environment
people
Scenario
4
Do
relationships
change?
Openness… is now a part of the world
we’re living in(R1)
A lot of the things with OERs are about
philosophy, it’s about culture, it’s about
why are we actually wanting to do this?
(R6)
Openness now is part of the team culture
in learning technology (R7)
[I see a] ground swell of change in attitude
towards ideas about openness (R4)
Scenario
4
Do
relationships
change?
amongst academics;
between academics and students;
between academics and organisations;
 academics and students with
knowledge resources
Scenario
4 spend?
Make
do or
Why the promise of an economy of scale has not
been achieved?
Universities tend to journey to familiar destinations,
building on what they are already doing. By following
familiar paths institutions are bringing about change,
though the change tends not to be transformational.
HEFCE Impact study Final Report (2013)
Scenario
4
Make
do…
or spend resources on….
Teachers mapping out learning Learners deciding their learning
pathways
pathways
Bounded, structured
Open, unstructured environments
environments
Content as the central object of People learning together around
activity
objects of activity
With focus on trends within the Considering societal trends and
education sector
the impact on education
Key
challenge:
Make
do… continual
orlearning
spend resources on….
Unlearning
Transformational change requires everyone
involved in the processes to unlearn their
current beliefs, values and assumptions
Dede, C. (2007) Transforming Education for the 21st Century:
New Pedagogies that Help All Students Attain Sophisticated Learning
Outcomes, NCSU Friday Institute (February 2007)
http://thenetwork.typepad.com/files/dede_21stc-skills_semi-final.pdf
The learning ecology:
why the promise of an
economy of scale has
not been achieved
A keynote presentation at the University of Durham, Jan 2013
Allison Littlejohn
Director, Caledonian Academy
Chair of Learning Technology
www.gcu.ac.uk/academy
Collaborators:
Dr Isobel falconer, Dr Anoush Margaryan, Dr Colin Milligan,,
Lou McGill, Glasgow Caledonian University, UK