Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards

1. Teaching & Learning in a Complex
World; Fred Garnett FRSA
“Our Target; Understanding the World”
Romanian Business School Foundation
10th June 2020

2. Teaching & Learning in a Complex World
• The Craft of Teaching (Heutagogy)
• The Digital Practitioner (Technology)
• Social Media Model of Learning (Social)
• The Romanian Way of Learning (Cultural)
• Building Learning Infrastructures (Futures)

3. The Craft of Teaching (Heutagogy)

4. The Craft of Teaching (Heutagogy)
• Teachers need to;
• Deliver subject content (Pedagogy)
• Facilitate discussion (Andragogy)
• Enable creativity (Heutagogy)

5. P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult
Education needs a new Craft of Teaching

6. Pedagogy Andragogy Heutagogy
From Andragogy to Heutagogy
Pedagogy Andragogy Heutagogy Continuum
Pedagogy the institutionalisation of learning around facts,
resource scarcity, subject disciplines; education as a
delivery system (cognition)
Andragogy negotiated, collaborative, interest-driven
learning brokered into ‘open’ spaces – at best the
community is the curriculum (meta-cognition)
Heutagogy self-determined learning where learner
creativity enables innovation (epistemic cognition)
We are interested in post-digital models of learning

7. The Digital Practitioner (Technology)
#Timisoara2021

8. I am Curious Digital
timely
I am Curious;
#Digital
What the Digital Native did next
Based on; Interviews with 1000 Digital Teachers 2012

9. We found that Digital Practitioners;
Explore;
• With Confidence
• Think Divergently
Trust in;
• A Tapestry of Technology
• Student Play
• Bring Your Own Device
Use;
• Personal curiosity to Discover resources
& Collaborate confidently

10. Transformation comes from;
Designing “Artfully-constructed,
student-centred learning experiences”

11. 11
Higher level thinking Indicative description
1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or
the Manual. Making technology bring learning to life. Personalising learning through
the use of technology
2 Ability to adapt technology
to purposeful pedagogy
The ability to make technology contribute to learning for learners rather than seeing
technology as an end in itself. Includes widening participation, increasing retention,
particularly amongst hard-to-reach learners
3 Vision to create imaginative
blended learning design
Learning and demonstrating the skill of redesigning teaching and learning by
blending in technology to other forms and methods of teaching and learning. This
refers to skills developed through practice and engagement with peers and learners
rather than in formal sessions or using formal learning resources
4 Curiosity to involve learners
in curriculum delivery &
design
The Learner Voice. Involving learners in the design and personalising of learning.
Student e-learning monitors in classes. Involving learners in the experience of
learning in the widest sense
5 Imagination to develop
future learning plans
Using technology in helping learners to develop management of their own journey, to
account for their learning and plan future learning. Improving the tutorial process,
making learning more relevant to the needs of each individual learner
6 Desire to account for
personal and purposeful
effectiveness
Using technology to develop the skills of reflective thinking. Capturing ideas and
themes to inform teacher learning journeys through personal learning space.
Developing professional accountability
7 Capacity to develop
collaborative and
cooperative working
To look across and out of the organisation to work with and for others. An open
mindedness. Working adaptively to accommodate the ideas of others. Assimilation of
the best ideas.
to reflect on their feelings bout using technology

12. Social Media Model of Learning (Social)

13. Social Media Model of Learning (Social)
• The use of Social Media for learning requires;
1. Social Phenomena (Social Design of Learning)
2. Learning Environment (Classroom, Online,
Ambient etc)
3. Set of Tools
OR
Purpose, Context, Resources
A Comparison of CROS & WikiQuals

14. The Romanian Way of Learning (Cultural)

15. The Romanian Way of Learning
(Cultural)
• The first responsibility of an education system
is to transmit its cultural values & history
• With CROS at Summer School in Plaiul Foii
1. Peer-to-peer mentoring; human resource
development as co-creating learning
2. Thinking that is equally materialist & spiritual
https://bandwidthro.wordpress.com/about/

16. Building Learning Infrastructures (Futures)
“The Optimism of the Learners
Not the Pessimism of the Educators”

17. Building Learning Infrastructures (Futures)
• New Learning Infrastructures need to replace
the Business Information System model of
• Strategic, Managerial, Operational
• With a Learning Information System model of
• Enabling, Evaluating, Exploring

18. The 3 Levels of the Participatory Institution
Level Responsibility Aim
Strategic
Planning
Senior
Managers
Technical
Infrastructure
Enabling
Platform
Learning
Management
Course Team Evaluating
Learning
Resources
Learning
Ecology
Learner
Behaviours
Students Union New
Technologies
Exploring
Resource
Discovery
An Institutional Development Framework
Needing 3 Levels of Technology Stewards

19. For us participatory education means
Participatory institutions

20. Resources

21. Resources
• The Craft of Teaching
• I Am Curious #Digital
• Social Media Models of Learning (CROS)
• Romanian Model of Learning
• Before and After Institutions
• Digital Learning Architectures of Participation
• Blog LearnTeach21

22. Thank You! @fredgarnett