Finding new spaces through media enhanced learning
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Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.
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Finding new spaces through media enhanced learning
- 1. Andrew Middleton Head ofAcademic Practice & Learning Innovation LEAD, Sheffield Hallam University@andrewmid TEEEFest 2015 University of Huddersfield 7th September 2015 Finding New Spaces through Media-Enhanced Learning
- 2. Media- Enhanced Learning Media- Enhanced Learning Beyond the dominance of text Time Place Visual Aural Social Personal
- 3. Fixed Social Independent Psychological Instrumental Co-operative Isolated Teach Learn Asynchronous Synchronous Open Closed Flexible Informal Formal Physical Virtual Provided Personal Active Passive Public Private Back stage Front stage Dominant Liminal Informal Formal Physical Virtual Active Passive Provided Personal Learning and teaching thrives along its contextualised and complex continua in the Third Space
- 4. Voice clarity conversation conviction Smart capability creativity connectivity Social media communication collaboration Mobile connection context Video capture curation cognition co-operation Play control content clips convincing Image collection construction Project co-production challenge community
- 5. reflect the diverse contexts of learners, graduates and discipline Global Learning Space Lifelong and Lifewide develop digitally capable, media literate, flexible and agile thinkers Engage and Satisfy appeal to intrinsic motivation develop learning identity (‘becoming’) Digital-Social Age practice outside of pre-digital constraints NEED
- 7. Conversation • Value of the ‘digital voice’ • Media-intervention: orientation, motivation, challenge, reflection • Qualities: clarity, conviction, discourse • Promoting identity, interactivity, high expectations feed in, feed back, feed forward Examples • Employer briefing • Public comment • Client stories • Audio feedback • Student podcasts Who is using the recorded voice?
- 8. Capture and co-operation Who is using digital video? • Connecting to the real world • ‘Gathering’ evidence • Camera or screen capture • Time and movement • Multi-dimension team-based projects – co-operative learning • Application of learning - exposition Examples • Field trips • Patient stories • Scene setting • Expert voices finding and flipping
- 9. Collection and construction • Gathering and construction(ism) • Digital narratives • Evidence • Symbolism • Openendedness • Representation • Witness Who is using photographs or graphics? Examples • Capturing whiteboards, post its, slides • Note making in active learning • Illustrating projects • Infographics • Poster assignments • Storyboarding • Digital storytelling recording and presenting
- 10. Co-production • Group work • Enquiry-based learning • Problem-based learning • Project-based learning • Learner-generated content/ context • Self-direction • Self-determinism Who is using co-production? Examples • Write a journal article • Create a multimedia presentation • Build a class wiki • Peer review academic work • Social bookmarking collaborative construction
- 11. Content control • Rich, authentic and immersive • Reusable ready mades • Easy to embed • Global context • Self-paced Who is using audio and video content to orientate learning? Examples • Flipped classroom concept clips • Audio summaries • YouTube content concepts, clips and access
- 12. *Beckingham & Middleton – see Smart Learning book Social Media for Learning framework* • Socially inclusive • Lifewide and lifelong • Media neutral • Learner-centred • Co-operative • Open and accessible • Authentically situated Who is using social media to enhance or transform learning? Examples • Google Forms survey • Tweetchat • LinkedIn profiling • Slideshare publication • Evernote sharing • Hashtag curation personal learning networks
- 13. Smart Learning Convergence and disruption • Rich digital media • User-generated media • BYOD • Mobile learning • Open learning • Social media for learning Who is using social media to enhance or transform learning? Examples • Pre-enrolment Facebook group • Placement peer meetup • CPD Evernote portfolio • Feedback portfolio in Tumblr • Padlet class generation activity multiplying emerging possibilities
- 14. Commons - liminality It’s students who learn! Learning is unbounded • Wherever they are • Whoever they are with • Whenever they are ready • However they determine • Time and space neutral: rich, accessible, just-in-time crossing open borders Where do you learn?
- 15. Media interventions • Media interventions promote learning • Teachers orientate, motivate, and challenge learners • Teachers facilitate critical and reflective thinking • Media are provided, made, saved, shared, used, replayed, remixed framing engagement and learning (cc) icons: visual pharm
- 16. Fixed Social Independent Psychological Instrumental Co-operative Isolated Teach Learn Asynchronous Synchronous Open Closed Flexible Informal Formal Physical Virtual Provided Personal Active Passive Public Private Back stage Front stage Dominant Liminal Informal Formal Physical Virtual Active Passive Provided Personal
Editor's Notes
- Finding New Spaces through Media-Enhanced Learning Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.
- What do I mean by Media-enhanced learning? Academia exists in spaces that are dominated by text. We should not dismiss text and its academic tradition But we should consider possibilities beyond text to enhance or transform the learning space We should look at how the learning space (or learner’s context for learning) can be extended by: Playing with time and making judgements about synchronous and asynchronous media interventions Playing with place and making judgements Playing with social, on and off line, to understand learning as being conversational Playing with personal, on and off line, to understand learning as being ultimately about self-construction and self-regulation Playing with the visual world, how we can represent ideas and knowledge as authentic problems Playing with the aural world to appreciate the power of voice in forming identity and finding meaning We will look at this space and how it is being used by academics – including you!
- The concept of media-enhanced learning relates to space In fact it challenges simple binary notions of space For example, We often talk about Formal or Informal spaces, for example classrooms and cafes respectively… Physical or virtual environments… Facilities the university provides or facilities the student provides for themselves e.g. PCs or BYOD We talk about activity and passivity e.g. arguments about whether lectures and ‘content’ are good or bad These binaries are unhelpful because they miss what is really important: Learning and teaching thrives along its contextualised and complex continua in the Third Space
- Keep an eye on the “C” words! We’ll be looking at the various qualities of different media and how they are used in higher education This is about possibilities A ‘concrete’ authentic learning experience …But first, what is the need?
- Why do we need media-enhanced learning? We need to, engage and satisfy our students more deeply – appeal to intrinsic motivation and develop learning identity (a sense of becoming); Recognise the Global Learning Space: the diversity of subjects taught in higher education, their signature pedagogies, enriched by the authenticity of the global context – and therefore reflecting the diverse contexts of learners, graduates and disciplines; connect ways of learning to make use of the learner’s lifewide experience and develop employability and resilience by understanding flexibility and agility as graduate attributes- develop digitally capable, media literate, flexible and agile thinkers; remove ourselves from the constraints of a pre-digital learning landscape to optimise teaching and learning – practice outside of pre-digital constraints. ------------------------------------------- Now we are going to look at practice and possibilities picking up on some of those ‘C’ words
- Conversation feed in, feed back, feed forward Value of the ‘digital voice’ – who are we talking about? – there is great value in the voices of academics, student buddies and mentors, employers, clients, ‘publics’ Media-intervention: orientation (scene setting), motivation (from extrinsic to intrinsic), challenge (setting high expectations and valuing real world complexity), reflection (using media to develop and support critical thinking) Qualities: clarity, conviction, discourse Promoting identity, interactivity, high expectations Examples Employer briefing Public comment Client stories Audio feedback Student podcasts
- Digital Video Capture and co-operation – video as an accessible ‘making’ media, finding and flipping (EBL, PBL), heightening meaning through real word connection ‘Gathering’ evidence – using the smart device as a ‘vacuum cleaner’ sucking in the gritty world around us (lifewide as context for learning) Camera or screen capture – Go out or stay in! Time and movement – video suggests animation, process, function and time are important Multi-dimension team-based projects – co-operative learning Application of learning – don’t write an essay this time, show me what you know Examples Field trips Patient stories Scene setting Expert voices
- Digital Image Gathering and construction(ism) Digital narratives - storytelling Evidence - sense making Symbolism – an alternative language Openendedness – an idea presented visually has space for the learning to make their own connections and sense Representation – a picture is worth 1,000 words Witness Witness – the act of photographing Examples Capturing whiteboards, post its, slides Note making in active learning Illustrating projects Infographics Poster assignments Storyboarding Digital storytelling
- Co-production collaborative construction Group work Enquiry-based learning– research different dimensions of a group project Problem-based learning– working together to investigate and prove different solutions to an authentic problem Project-based learning – meaning application of learning through scaffolded and clearly constrained task-based activity Learner-generated content/context (Garnett) – the shift is from a content-centric idea of learning to a learning in context view of learning Self-direction – the individual or group interpret the brief and make it their own Self-determinism – the learner constructs, executes and reflects on their (e.g. Experiential Learning, Heutagogy) Examples Write a journal article Create a multimedia presentation Build a class wiki Peer review academic work Social bookmarking
- Content control concepts, clips and access Rich, authentic and immersive – multimedia, believable, concerted commitment and concentration over time Reusable ready mades – DuChamp i.e. association, juxtaposition, challenging representation Easy to embed – conceptually driven active learning Global context – representations are diverse Self-paced – access and control this at will Examples Flipped classroom concept clips Audio summaries YouTube content
- Socially inclusive supporting and validating learning through mutually beneficial, jointly enterprising and communally constructive communities of practice; fostering a sense of belonging, being and becoming; promoting collegiality. Lifewide and lifelong connecting formal, non-formal and informal learning progression; developing online presence; developing digital literacies. Media neutral learning across and through rich, multiple media. Learner-centred promoting self-regulation, self-expression, self-efficacy and confidence; accommodating niche interests and activities, the ‘long tail’ of education. Co-operative promotes working together productively and critically with peers (co-creation) in self-organising, robust networks that are scalable, loosely structured, self-validating, and knowledge-forming. Open and accessible supporting spatial openness (without physical division); supporting temporal openness i.e. synchronously and asynchronously; supporting social openness i.e. democratic, inclusive; supporting open engagement i.e. in terms of being: geographically extended, inclusive, controlled by the learner, gratis, open market, unconstrained freedom, access to content (Anderson, 2013); being open to ideas. Authentically situated making connections across learning, social and professional networks; scholarly; establishing professional online presence and digital identity.
- Rich digital media –disrupts dependency on text User-generated media - disrupts provided content model BYOD - –disrupts provided technology model Mobile learning – disrupts provided classroom model Open learning –disrupts formal models of delivery Social media for learning –disrupts one-to-many model
- Creativity, commons, openness, disruption, change Wherever they are – formal, informal, non-formal, moving from one context to another Whoever they are with – on their own, inspired or challenged by peers, tutors, family, friends, work mates… Whenever they are ready – ultimately it is up to the student – but we can make the learning space richer However they determine Time and space neutral: rich, accessible, just-in-time
- Media interventions promote learning A way to reflect on teaching with media: How are you orientating the learner to the course, module or task? How are you motivating the learner by appealing to their curiosity and need for wellbeing? Or how are you moderating extrinsic drivers? How are you framing and setting high expectations to challenge your students? How are you facilitating critical and reflective thinking? You may be providing media content or involving students in generating media content?
- http://www.slideshare.net/amiddlet50