Designing for Lifelong Learning (LLL). Keynote at EDUWORKS Winter Meeting Budapest, 29th January, 2016

1. Designing for Lifelong Learning (LLL)
Keynote at EDUWORKS Winter Meeting
Budapest, 29th January, 2016
John Cook, CMIR, UWE Bristol
Prof John Cook: John2.Cook@uwe.ac.uk
Slides: http://www.slideshare.net/johnnigelcook
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2. Structure
1. Introduction
2. Mapping the space of LLL
3. Designing for LLL
4. Examples of TEL for LLL from Learning Layers
– Hybrid Stokes Croft
– ZoP app (will be used for Cinefest app)
– Confer
1. Conclusions
2. Questions
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3. City Campus at Arnolfini occupies the top three floors of the Arnolfini
building on Bristol’s Harbourside and offers accommodation for
programmes in Graphic Design, Graphic Arts, Drawing and Print and
our second year Drama students.
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1. Introduction

4. CMIR – Core Research Streams
http://www.cmiresearch.org.uk/core-research-streams.html
 Digital Cinematography: technical, Physiological
 Moving Image: Art & Practice
 Film and Television Studies
 Hybrid Reality and Culture
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5. 2. Mapping the space of
Lifelong Learning (LLL)

6. • Eduworks: Labour market matching from perspective 5 disciplines,
of which LLL is one
• “In a society in which normative transitions are becoming
destandardised, increasingly multiple and multilinear, less
defined by age-related stages, occurring more often ‘off-time’ in
relation to what once were standardised life-cycles, and involuntary
as they are brought about by unpredictable economic, social and
personal constraints, there is a need to investigate what kind of
transitions are actually taking place. With the context of
EDUWORKS our research will focus on identifying and
mapping learning transitions of mobile learners and how
technology (whether personal, public, portable or fix) supports
those transition taking place.”
• http://www.eduworks-network.eu/lifelong-learning
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7. • Cook, J. (in press).
• Designing for Lifelong Learning.
• In Caroline Haythornthwaite, Richard
Andrews, Jude Fransman, and Michelle
Kazmer (Eds.), Handbook of E-learning
Research, (2nd Edition). Sage. Expected
April 2016.
• Final draft: http://tinyurl.com/jctlfvm
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8. • There are all sorts of debates around the
notion of lifelong learning (LLL) and the
term has entered a wide-ranging
discourse
• But the term LLL is problematic
• Consequently, in the chapter & this talk I
progress the idea that learning has to be
supported and encouraged throughout the
life course
• C.f. learning transitions
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9. • Smith draws on work by Field to provide us with the following three
reasons why we should continue to investigate lifelong learning:
1. It is important to retain the aspirations it contains
2. Something new is happening
3. LLL is now a mechanism for exclusion and control, the concern over
individualization in a knowledge-based economy
• UNESCO (2014) has recognized the importance of ICT in lifelong
learning but provide the caveat that
– ‘there is a risk that advanced technological requirements may lead to
the exclusion of large numbers of people from sharing the advantages
of the new global communication channels. It is UNESCO’s concern to
enable all people around the world to make use of the huge potential
of ICT for learning and self-empowerment’
– Relates to 3 above
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10. AI, Robotics, and the Future of Jobs
10http://www.economist.com/news/briefing/21594264-previous-technological-innovation-has-always-delivered-more-long

11. Nearly half of young people fear jobs will
be automated in 10 years – report
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http://www.theguardian.com/technology/datablog/2016/jan/18/young-fear-job
The Guardian Monday 18 January 2016

12. http://www.bbc.co.uk/programmes/b05372sx
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13. www.eurofound.europa.eu/publication-contri
• Fernández-Macías, Enrique & Hurley, John
• Drivers of recent job polarisation and upgrading in
Europe - European Jobs Monitor 2014
• The majority of net employment losses continued to
occur in middle-paid and low-to-middle-paid jobs in
construction and manufacturing.
• Employment growth remained resilient in high-paid, high-
skilled jobs.
• There was net employment growth only in jobs in the top
quintile of the wage distribution.
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14. PEW 2014: AI, Robotics, and the Future of Jobs
http://www.pewinternet.org/2014/08/06/future-of-jobs/
Key themes: reasons to be hopeful
1.Advances in technology may displace certain types of
work, but historically they have been a net creator of jobs.
2.We will adapt to these changes by inventing entirely new
types of work, and by taking advantage of uniquely human
capabilities.
3.Technology will free us from day-to-day drudgery, and
allow us to define our relationship with “work” in a more
positive and socially beneficial way.
4.Ultimately, we as a society control our own destiny
through the choices we make.
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15. PEW 2014 (continued)
Key themes: reasons to be concerned
1.Impacts from automation have thus far impacted mostly
blue-collar employment; the coming wave of innovation
threatens to upend white-collar work as well.
2.Certain highly-skilled workers will succeed wildly in this
new environment—but far more may be displaced into
lower paying service industry jobs at best, or permanent
unemployment at worst.
3.Our educational system is not adequately preparing
us for work of the future, and our political and economic
institutions are poorly equipped to handle these hard
choices (my bold).
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16. 3. Designing for LLL

17. • The phrase ‘Designing for’ takes up the first part of this talk/chapter
title
• Along similar lines to the PEW (2014) report, I propose that much
work is needed on how to design e-learning or ICT support for
lifelong learning
• See my book chapter (Cook, in press) for a selective review of key
work in the field, which is contained in the sections
– ‘What are the drivers for learning in lifelong learning?’ and
– ‘Mobiles, museums and my robot’
• In rest of this talk I want to raise design opportunities for lifelong
learning
– elaborate on my own research in area of work-based practice from the
EC-funded Learning Layers project
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18. Hybrid Reality and Culture: http://goo.gl/AX3vsR
 Design and Research Challenge
​In the context of socio-technical environments, how
can the design process and design thinking
advance or bridge our social/cultural capital?
​
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19. Hybrid Social Learning Networks
A meta-design approach describing socio-technical systems that
enable Zones of Possibility (ZoP) to emerge when people and
artifacts interact and engage in social positioning practices while
learning in informal workplace (or other) learning situations.
​
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20. Design Based Research & Participatory
Pattern Design
• The PPD method includes design
principles (and meta-design
principles) as boundary objects
• translating theory into practice, and
• agile user stories as boundary
objects bridging the Design Based
Research language with that of
software engineering.
The resulted meta-design principles
are: Respect Learners' Zone of
Possibility, Support Knowledge
Building Discourse, and Aim for a
"50-50 partnership".
​
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21. Design Based Research & Participatory
Pattern Design
The patterns development has been a catalyst for driving the
Learning Layers project towards reflecting on the experiences
on the design and research process itself
We see a lot of potential for also making significant
contributions to the general methodology of Design-based
Research and future project opportunities
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22. Feedback from EC: 3rd Annual
Review Learning Layers,12/01/16
• Excellent news for UWE
• “The consortium has carried out
thorough theoretical … research in
order to assist them in answering this
‘how to?’ question … The work of WP 2
and 3 (report 2) is useful and to be
commended”
• UWE leads on Work Package 2 (WP2)
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23. Our 2016 plans & objectives include:
 Hybrid Stokes Croft (in collaboration with U-Soap Media and others)
 Zone of Possibility (ZoP) app / Hybrid Cinefest 2016
 Confer – Health Sector UK, UWE ACE modules e.g. Learning innovation
workshop 8th March
 Bristol is Open opportunity
 Smart City and Cultural Literacy bidding
 Other potential collaborations?
Image source: Bristol is Open
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24. 4. Examples of Technology Enhanced
Learning (TEL) for LLL from Learning
Layers
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25. Aims for this section
Give you:
•A quick introduction to the Learning Layers
project
•An introduction to 3 Learning Layers tools
Discuss with you:
•Ideas for how tools/apps could be used to
support
– students or professional staff
– Other potential areas: …
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26. Design Based Research Approach
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North UK GP Practices
Empirical Studies
Field Testing

27. Hybrid Stokes Croft – in
Partnership Rik Lander (http://www.u-soap.com/)
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28. Vision Statement
• Hybrid Stokes Croft (HSC) is a website based on Zone of Possibility
design principle
• It is a digital public space where “community reporters” from the
inner city neighbourhood of Stokes Croft in Bristol can share their
stories of social resilience to create opportunity and urban
regeneration through culture
• The HSC website will use these stories to give insights that
influence and inform people and organisations
• Users may consume the media, comment on it or make their own
media to develop an argument or propose an idea
• We will have a proof of concept together for March 2016 that we can
use at short sharp show-and-tells and for grant proposals
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29. ZoP app demo (will be used for
Cinefest app)
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30. 30
Confer
3 steps to consensus for working groups
Short (few minutes) demonstration video of the Confer tool can be found in here (no sound
just subtitles): https://youtu.be/lSRpaUY6d-Q

31. Confer: 3 steps to Consensus
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Confer:
Supports
working
groups,
maintains
focus and flow
of work,
structuring
task,
supporting
discussion,
reaching
consensus

32. Confer
Original idea
Practice-demand (bridging between face to face meetings, keep tasks
on focus and moving forward, offer easy, early engagement in
collaborative work)
Research interest (hybrid social learning networks, ZoP, scaffolding for
networked learning, progressive inquiry model)
Tool Supports
Easy collection of ideas from F2F discussion
Structuring (scaffolding) of collaborative task for working groups
Discussion throughout
Support for early development of ideas prior to formal writing
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Support working groups - focus, flow, discussion, consensus
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33. Confer : 3 Steps to Consensus
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Demo: https://confer.zone/

34. Possible scenarios for use with
students, lifelong-learners
• Problem-based learning groups
• Supporting group work for professionals working in
different locations
Your ideas…
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35. 5. Conclusions
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• Design affects all our lives
• Democratic right to have equity of access to LLL and
cultural resources
• Talk looked at how design approach has impacted on the
EC project Learning Layers
• Evolving our design process and thinking so as to
uncover new possibilities and to enable socio-technical
systems to
• bridge and build the social and cultural capacity of our
citizens
• transform lives
• bring about the full potential of the Internet

36. For further information
Learning Layers Website
http://learning-layers.eu/
Confer
http://confer.zone
UWE
John2.Cook@uwe.ac.uk
Patricia.Santosrodriguez@uwe.ac.uk
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37. Key publications
• Cook, J. (in press). Designing for Lifelong Learning. In Caroline Haythornthwaite, Richard
Andrews, Jude Fransman, and Michelle Kazmer (Eds.), Handbook of E-learning Research, (2nd
Edition). Sage. Author’s final draft: http://tinyurl.com/jctlfvm
• Cook, J., Mor, Y., Santos, P., Treasure-Jones, T., Elferink, R., and Kerr, M. (in press). Using the
Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for
Workplace Informal Learning. Ed-Media 2016. Available from: http://eprints.uwe.ac.uk/27653 and
http://tinyurl.com/gt8k58v
• Cook, J. and Lander, R. (in press). Urban Regeneration within the Zone of Possibility in Citizen
Led ‘Hybrid Cities’. Digital-Cultural Ecology and the Medium-Sized City, UWE Bristol, April 2016.
Available from: http://eprints.uwe.ac.uk/27652
• Cook, J., Mor, Y. and Santos, P. (2015) EDITORIAL: Ideas in mobile learning. Journal of
Interactive Media in Education, 1 (18). pp. 1-2. ISSN 1365-893X Available from:
http://eprints.uwe.ac.uk/27410 and http://dx.doi.org/10.5334/jime.aw
• Bannan, B., Cook, J. and Pachler, N. (2015). Reconceptualizing Design Research in the Age of
Mobile Learning. Interactive Learning Environments. Available from:
http://eprints.uwe.ac.uk/26204 & http://tinyurl.com/h53rzxf
• Santos, P., Dennerlein, S., Cook, J., Holley, D., Treasure-Jones, T., Kerr, M., Attwell, G., Theiler,
D., Lex, E., and Kowald, D. (in press). Going beyond your Personal Learning Network, using
recommendations and trust through a multimedia question-answering service: The Help Seeking
tool. Journal of Universal Computer Science.
• Santos, P., Cook, J, and Hernández-Leo, D. (2015). m-AssIST: Interaction and Scaffolding
matters in authentic assessment. Educational Technology & Society, 18(2), 33–45. Available
from: http://eprints.uwe.ac.uk/26205 & http://tinyurl.com/n6c5lbx
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38. 6. Questions
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