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Learning Design – bridging the gap Martin Weller & James Dalziel

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Why are we excited? <ul><li>Enthusiasm </li></ul><ul><li>Stickability </li></ul><ul><li>Ease of use </li></ul><ul><li>Communities that actually work </li></ul>

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Web 2.0 characteristics Technology User generated content Informal learning <ul><li>Democracy </li></ul><ul><li>Bottom-up </li></ul><ul><li>Socially oriented </li></ul><ul><li>Web as platform </li></ul><ul><li>Harness collective intelligence </li></ul><ul><li>Perpetual beta </li></ul>

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Higher education characteristics <ul><li>Controlled technology </li></ul><ul><li>Us generated content </li></ul><ul><li>Accredited learning </li></ul><ul><li>We know best </li></ul><ul><li>Top down </li></ul><ul><li>Individual achievement </li></ul><ul><li>Review before release </li></ul><ul><li>Filtered intelligence </li></ul><ul><li>Aim for perfection </li></ul>

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Implications <ul><li>Technology – loosely coupled vs centralised VLE </li></ul><ul><li>User generated content – vs academic produced </li></ul><ul><li>Pedagogy – informal/community vs structured/didactic </li></ul><ul><li>Content and resources – new metrics, 3 rd party, new formats vs lectures, articles </li></ul><ul><li>Philosophy </li></ul>

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The granularity of learning <ul><li>We think the course is the granularity for learning, but that may be a result of the economics of HE – place, accreditation, teaching </li></ul><ul><li>What if the natural granularity is much smaller – akin to a blog post or a twitter post? </li></ul><ul><li>Or at least varies for user/topic/need </li></ul>&quot;For decades we've been buying albums. We thought it was for artistic reasons, but it was really because the economics of the physical world required it: Bundling songs into long-playing albums lowered the production, marketing, and distribution costs ... As soon as music went digital, we learned that the natural unit of music is the track.&quot; (Weinberger)

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The topography of formality <ul><li>At the moment one or two big peaks then flat plains </li></ul><ul><li>Perhaps flatter </li></ul><ul><li>Lots of informal learning through social networking, </li></ul><ul><li>Then come together for formal learning chunks </li></ul><ul><li>What we do as educators </li></ul>

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<Gavinsblog http://www.flickr.com/photos/gavinsblog/91871302/>

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<Stefe http://www.flickr.com/photos/stefe/236802005/>

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Threat to HE <ul><li>Content industries </li></ul><ul><li>i) Find ways of maintaining the publisher model, by managing the rights and use of content through a combination of technological and legal controls. </li></ul><ul><li>ii) Find new business models that give away content but build and sell services around it. </li></ul>

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,Manic street preacher - http://www.flickr.com/photos/manicstreetpreacher/323054510/>

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<quinn.anya http://www.flickr.com/photos/quinnanya/1911486462/>

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<joebeone http://www.flickr.com/photos/joebeone/1611341874/>

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plus … <ul><li>Social </li></ul><ul><li>Convenience </li></ul><ul><li>Guidance </li></ul><ul><li>Accreditation </li></ul>

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What’s LD got to do with it? <ul><li>Meno’s paradox – still offers structure and guidance </li></ul><ul><li>Granularity of learning – range of user generated sequences, e.g. blogs </li></ul><ul><li>Topography of formality – long tail </li></ul><ul><li>Cultural clash – allows both guidance and user input </li></ul><ul><li>Web 2.0 quality – focus is on quality of learning experience, but different metrics will be required </li></ul><ul><li>Personalisation - not only the subject you want but the way of learning it. </li></ul>

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We need.. <ul><li>Tools to generate and share LDs </li></ul><ul><li>Motivation to share </li></ul><ul><li>Alternative accreditation methods </li></ul><ul><li>Critical mass </li></ul><ul><li>A flickr for learning design </li></ul>

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Or.. <ul><li>Is education/learning intrinsically different? </li></ul><ul><li>Should it hold out against 2.0/user generated content </li></ul>“ A few endorse Wikipedia heartily. This mystifies me. Education is not a matter of popularity or of convenience—it is a matter of learning, of knowledge gained the hard way, and of respect for the human record. A professor who encourages the use of Wikipedia is the intellectual equivalent of a dietician who recommends a steady diet of Big Macs with everything.” Michael Gorman