Richard Hall MMU Presentation

Can higher education enable its learners’ digital autonomy? Richard Hall, rhall1@dmu.ac.uk, @hallymk1

Autonomy and decision-making ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],How do external literacies impact academic literacies? What are the academic implications of our students’ external networks?

Technological models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

e-learning rarely seen as separate or special mix of personal and institutional technologies advanced networking choice, access and control Complexity and blurred boundaries: an “underworld of communication and information sharing” Trying to understand the formal landscape

Spaces for non-academic literacies and actions

A caveat for the positivists ,[object Object],[object Object],[object Object],[object Object]

The read/write web: non-academic opportunities ,[object Object],[object Object],[object Object],Illich: the questions individuals are empowered to ask coupled to the socio-technical tools available to them, supports personal emancipation

Opportunities 1: deliberative democracy ,[object Object],[object Object],[object Object],[object Object],[object Object],Dewey and democratic societies: “education which gives individuals a personal interest in social relationships, and the habits of mind which secure social changes without introducing disorder”

Opportunities 2: association ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Opportunities 3: decision-making and agency ,[object Object],[object Object],[object Object],Sachs: “A strong civil society protects liberty because it diffuses the centres of power. It creates fraternity because it encourages people to work together. It promotes equality because it tempers self-help with help to others, and encourage[s] participation and eventually independence”

Case 1: Confetti Institute ,[object Object],[object Object],[object Object],[object Object],[object Object]

Case 2: Placement Student on social media

Case 2: Placement Student on academic support

Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Are these tools opening up political opportunities in the classroom? Is academia closed to informal learning?

Deliberation: environmental control ,[object Object],[object Object],[object Object],[object Object]

Deliberation: access and participation ,[object Object],[object Object],[object Object],[object Object]

identity and external associations ,[object Object],[object Object],[object Object]

Developing critical literacy: some decisions taken? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Case study 3: affective learning in History ,[object Object],[object Object],[object Object],[object Object]

Case study 3: affective learning in History ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A nice AAD example: Game Art Design ,[object Object],[object Object],[object Object],[object Object],[object Object]

A nice TECH example: student ownership of projects ,[object Object],[object Object],[object Object],[object Object]

matters arising: space, place and use ,[object Object],[object Object],[object Object],[object Object]

Lessons for promoting autonomy ,[object Object],[object Object],[object Object],[object Object]

Richard Hall MMU Presentation

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Richard Hall MMU Presentation