Education2.0 or Economy 3.0

I am Curious; #Digital
Education 2.0 or Economy 3.0?
Campus Party
@fredgarnettLondon Knowledge Lab

I Am Curious; #Digital
• Before the Digital Economy 3.0
• 1984Year of IT – Information Technology
• George Osborne inspired by the BBC Micro
• Basic Programming & Turtle Mindstorms
• I was Inspired by BBC “Will Tomorrow Work?”
• 5 programmes on the impact of computers on
work at a time when we called the Knowledge
Economy the “Information Society”

• 3 Inspirations for Social Impact of IT 1984
• Kondratieff who talked about meta-technology
• Hazel Henderson, an “anti-economist” who said
that “technology is the essence of politics”
• Jonathan Gershuny (SPRU) who said “we need a
two-way, broadband, interactive, multi-media,
optical-fibrenetwork connecting every home”
• (what we would now call a platform)

• I developed my teaching using these principles
• As the micro-chip as ‘meta-technology’ was
invented in 1971 (Intel – Mountain View)
• I focussed my teaching on 2021 50-year cycles
• I noticed that as meta-technologies became
ubiquitous (trains, cars, phones) they evolved;
• Networks, Services Users (transport, mobility,
communications)

• In 1984 futurist Yoneji Masuda (MITI) published
‘Managing in the Information Society’
• Identifying a ‘high mass-knowledge creation
society’ relying on a ‘global information utility’
• Like Masuda and others I thought that we were
facing a post-industrial shift in civilization.
Agrarian, Industrial, Information (Digital).
• If this is true then more than just tools change
• Homi & the NeXT One (1989)

• Kondratieff argued that a major socio-economic
shift was coming by 2021 Masuda & Toffler
were arguing for a millenial socio-economic shift
• Either way we are facing Economy 3.0. Digital
technologies replace earlier analogue tech, and
enable technological convergence. Convergence
is far more socially transformational as it can
disrupt existing economic patterns built around
old technologies & replace those technologies

• What is Education 2.0?
• I was a lecturer at Lewisham College teaching
business computing. I knew nothing about
computers but I “knew how to teach”
• I developed a style of teaching I called
“brokering” or Andragogy. I let the subject
deliver itself. I focussed on learners motivations
and interests and supported their interests
• This was conversational model of learning

• Plato’s Academy, from which ‘Academic’ derives
• This had a 3-part estate
• 1. Academy – talk to wise men like Socrates
• 2. Orchard – walk around holding peer-
conversations (“what the hell?”)
• 3. Gymnasium - Exercise and relax
• This too was a conversational model of learning
– see Diana Laurillard &Sugata Mitra

• Steve Spaz Williams the craft of CGI – Willow,
Terminator 2, Jurassic Park
• I had 2 paths improving my teaching
• 1. working closer with student motivations
• 2. Developing an interest in technology change
& its social consequences
• Eventually they came together

In 1992 the Internet Society
Internet Society; http://en.wikipedia.org/wiki/Internet_Society
World Wide Web; http://en.wikipedia.org/wiki/World_Wide_Web
The Internet Society wrote its mission
“We envision a future in which people in all parts of
the world can use the Internet to improve their quality
of life, because standards, technologies, business
practices, and government policies sustain an open
and universally accessible platform for
innovation, creativity, and economic opportunity”
As Ted Nelson had predicted with Xanadu (1960) Tim
Berners-Lee finally invented the World Wide Web
&digital convergence became possible online.

• Internet Society 1992 (V-Cerf) Web 1994
• But we were teaching technology as products
not technology as processes…
• As an exemplar I did a riff on the history of
Encyclopedias, Diderot, Encyclopaedia
Britannica, Encarta (then came Wikipedia)
• We now know that Diderot was inspired by the
‘Republic of Letters’ project in the 17th C

• Business Uses of the Internet 1995 – DLR
website was a student project
• Information Systems IN Society 1997
• As Blended Learning I realised the learning
process would have to change
• Learning Skills Portfolio 1) Search and Evaluate
- Yale Medical School 2) Contact & Discuss 3)
Collaborate 4) Support 5) Moderate - netiquette

• Not a hacker – but I hacked an intranet 1997
• Was on the only Curriculum Committee
supporting the roll-out of the NGfL (Lewisham)
• Formed TaLENT – Teaching and Learning w/
Educational Networks
• Built a Community Grid for Learning based on a
Community of Practice model structured
around content BUT users went to the ‘coffee
area’ and just discussed practice

• Head of Community Programmes – working on
£250m Community Access to Lifelong Learning
• Informal e-learning in Community Centres &
libraries – the Peoples Network
• Asked to develop a “digital divide content
strategy”
• Commissioned the Metadata for Community
Content programme.

• Researched informal e-learning (2002)
• Learning was interest-driven, supported by
trusted intermediaries, community-responsive
curricula, centres have “lifecycles” & there is NO
Content that solves the digital divide in itself
• We built content-creation toolkits that could be
contextualised by centres / users
• We identified e-learning as based in Andragogy

• CREATIVITY & learning…
• In presenting these ideas we held a research
workshop with ALT (Association of Learning
Technologists) now celebrating 20 years
• I mentioned that I noticed that people good at
e-learning were “failed musicians” First 4
presenters admitted to this playfulness.
• So in making sense of new tech it helps to be
creative & curious (I’m more of a playwright)

• Cybrarian - a government website that will
“solve the digital divide”
• A key member of our team GH said we need a
high concept to sell it “Amazon for e-learning”
• Actually it was social network in which users
owned their data & a prototype was working in
2002. What we had missed is the need for NEW
METAPHORS

• One of the activities I started getting involved in
then was creating new organisational forms
• lastfridaymob
• Public Technology pressure group
• How do we move from hierarchical society to
• An Internet of People (Ben Hammersley)
• Creative / Interactive / Participative

• I had been an advisor to NOF & Museums e-
learning, but NOF was replaced by
• Big Lottery Fund (2006)
• What had NOF learnt about e-learning?
• We had learnt the necessity of moving
• From Access to Content to Context
• ( provide access, adapt content, make context
appropriate)

• Learner-generated Contexts Research Group
• Social networks exist, web 2.0 is participative,
we have UGC (User Generated Content)
• A Coincidence of Motivations leading to Agile
Configurations
• How do we change our learning contexts?
• (R. Luckin – Redesigning Learning Contexts)
• Ecology of Resources Model…

Post-scarcity Ecology of Resources model
Making Curricula, Organisation, Administration Adaptive

• Learner-generated Contexts Research Group
• Open Learning – OU Open Learn 2007
• BUT open learning needs a pedagogy
• An Open Context Model of Learning…
• PAH Continuum – teaching to stimulate curiosity
• Pedagogy - Subjects
• Andragogy - Collaboration
• Heutagogy - Creativity

P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult

• London Knowledge Lab – TEL Projects
• We build next generation, or Education 2.0
technology
• HAPtel, Synergy Net, nQuire, TARDIS, etc
• Development Frameworks not benchmarking
• Digital Literacies DF >Critical Thinking, Media
Literacy, Participatory Culture, Digital
Citizenship, Digital Inclusion

In 2002 the Web went participative
What is Web 2.0?; http://oreilly.com/web2/archive/what-is-web-20.html

• What is Education 2.0?
• Education & Universities represent
• “temporarily useful eccentricities”
• Web 2.0 has features letting us rethink education
(for a post-scarcity world)
• Web as a platform, perpetual beta, own your
own data, services, remix (curate)
• (organisational) Architectures of Participation

Education 2.0 roles change – teachers need to
search, provide and evaluate
Level Responsibility Aim
Strategic Senior
Managers
Technical
Infrastructure
Enabling
Platform
Staff Course Team Learning
Resources
Learning
Ecology
Students Students Union New
Technologies
Resource
Discovery
as Technology Stewards in Digital Habitats
A Development Framework

• What is Education 2.0? Post Bologna (EU)
• IST-7 ‘Future of Learning’ strand
• “In the classroom of the future”
• i2020 is looking at the links between formal, non-
formal and informal learning in institutions
• BUT Web 2.0 has created social, informal and
participatory models of learning
• Learning is Emergent

• Emergent Model of Learning focusses on “where
the students are” (JP Barlow)
• We argue that learning;
• a) starts with social processes
• b) uses, curates, or creates resources as needed
• c) produces outputs relevant to their learning
• Learning does not begin in institutions…
• Emergent Learning Model

• Education 2.0 >> Learners generating Contexts
• Ambient Learning City Manchester (MOSIALONG)
• Digital Cabinets of Curiosity (Metaphors)
• Aggregate then Curate (Processes)
• WikiQuals – from the University Project
• Self-managed learning with affinity partners
• Personal Learning Networks
• QR Codes as real-time wearable accreditation

The Digital Practitioner LSIS (BIS) research

Are we moving into a connectedworld?

Or one of digital utilities? #FB

Are you Curious about the future?

learners need to play, discover &share

So, how can we encourage curiosity?

in intentional Communities of
Practice

39
We surveyed
1000
practicingColle
ge teachers

40
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

41
Turns out they were curious digital
so what did their curiosity reveal?

Curiosity leads to flexible &adaptive thinking
Jonathan Mugan – The Curiosity Cycle

Starting with
their personal
experiences of
using technology
not professional
development

They enhanced their professional
practice with confidence

They were student-centred, reflective
practitioners

Developing new teaching and Learningstrategies

In their lives, Moodle is a given

Ideas emerge from exploring technology personally

Transformation comes from;
Designing “artfully-constructed,
student-centred learning experiences”

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

The personal is professional
The confident digital practitioner will help create
the e-mature institution

• Education 2.0 >> Learners generating Contexts
• Meta-technologies create new services for users
• Web 2.0 is a participative platform
• Learning is a social process based on trust
• Education must offer new learning experiences
• Learner curiosity needs andragogic support &
heutagogic challenges
• WikiQuals – Open Learning Labs

WikiQuals #Open #Learning Lab
http://bit.ly/WQAbout

I am Curious; #Digital – Education 2.0
“This time learning is personal”
Own your own learning
Collaborate
Generate your own contexts for learning
Play with technology
Play with form
Use your curiosity to inform your learning
Say “I am Curious; #Digital”

How will you develop your curiosity?
• Digital Practitioner
• (http://www.slideshare.net/fredgarnett/digital-practitioner-2011
• Craft of Teaching
• http://www.slideshare.net/fredgarnett/the-craft-of-teaching-2011
• Technology Stewards
• http://www.slideshare.net/fredgarnett/heutagogy-technology-stewardship
• Co-creating Open Scholarship
• http://www.slideshare.net/fredgarnett/cocreating-open-scholarship
• mlearning
• http://prezi.com/kr94rajmvk9u/mlearning/
• Networked Learning
• http://www.scoop.it/t/networked-learning-learning-networks

I Am Curious; #Digital - Resources

Further Resources
• Web 2.0 tech for Learning; Charles Crook et al
• What is Web 2.0? O’Reilly
• Digital Habitats; Etienne Wenger
• Intentional Communities of Practice; Thomas Cochrane
• Social Networks of Learning; Caroline Haythornthwaite
• Open Context Model of Learning & the Craft of Teaching
• Aggregate then Curate with xtlearn.net
• Architecture of Participation
• The Heutagogic Archive
• CROS Alternative University
• Self-managed Learning – Stewart Hase & Chris Kenyon – Bloomsbury
• Images Fred Garnett, Naomi Grew, Geoff Rebbeck as well as creative
commons via Google Images, let us know any errors - thanks

I am Curious;
#Digital
Thank You 
Campus Party Education 2.0
@fredgarnettSeptember 2013

Education2.0 or Economy 3.0

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