ZML Didaktik / Innovative Learning Scenarios

Posts Tagged ‘footprint of emergence

I really enjoyed this conference. There was so much food for thought! The discussions around metaphors (for more detail see the blogpost of Jenny Mackness) added to my interest into more creative learning spaces.

Many years ago I started to develop more open learning spaces based on a gender mainstreaming approach. I reflected about the use of language (and metaphors of course) and aimed to use open wording/phrasing in tasks and online communication. From my students I learned to like smileys and in the creativity MOOC of Tina Seelig 2013 I got further ideas about creating and using artefacts in learning.

Before the #nlc2016 conference I stumbled upon Nick Sousanis ideas about unflattening the world and looking for more perspectives. So I responded to his exercise to draw comics about the shape of a day. I’m not brave at drawing but I liked to create a picture about my day as for example about Monday at the Networked Learning Conference.

nlc2016

I believe that we need as many approaches as possible to deal with the complexity of today’s learning challenges. Maybe drawing comics could be one. I plan to include the option for drawing a comic into the next task for my students which I’m meeting at London at the moment. And of course I will discuss aspects of networked learning with them.

The footprints of emergence framework is another possibility of dealing with complex learning scenarios. In my blog I collected information about the footprints and different options of drawing them.

The footprint of my experience at this week’s networked learning conference in Lancaster is rather balanced one.

footprint-jp-nlc2016

My footprint is mostly in the zone of sweet emergent learning. Attending the conference was a pleasant learning experience for me. And I was challenged by all the networking experiences and by meeting so many other “minds”.

I’m looking forward to reading some of the #nlc2016 papers and surfing some slides. And it would be a real pleasure to attend #nlc2018 in Zagreb.

 

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After my sabbatical of six months and the possibility to enhance the ‚life‘ factor of my work-life balance by traveling, improving a foreign language, enjoying very impressive wonders of nature I’m back at work.

And : the most import topic in these first weeks of work are MOOCs.

In the first week of the NRC01PL MOOC I dealt with opposite terms:

  • design versus environment – slides 16 – 20 of Downes presentation ‚beyond instructional design
  • instruction versus learning –  Aras Bozkurt very useful blogpost 
  • personalized versus personal – in the openedx platform there was an intense discussion about these two aspects in a learning environment

I recognized how much I prefer the environment metaphor, learning instead of instruction and personal decisions instead of a personalized framework. At the moment I enjoy the freedom in this MOOC and that ideas and thoughts can emerge without constraints. I love it to scan the #NRC01PL tweets and to react.

And I believe that it is easier to learn in this MOOC if you are ‘elderly‘, with high IT skills and good understanding of English (Personal Learning MOOC Survey 1). I realize that my students with a different background (and age) (but better English) have many good reasons to struggle with open learning scenarios based on connectivism and emergent learning.

blog-foto1

Bahia Lapataia – Tierra del fuego

Unser 13. E-Learning Tag am 17. September 2014 hinterlässt mich ganz erfüllt von vielfältigen Eindrücken und mit neuen Ideen. Ich habe die Keynote von Jenny Mackness und Roy Williams sehr geschätzt – zwar waren mir die Inhalte doch recht vertraut, von meiner eigenen Beschäftigung mit den Footprints of Emergence, von vielen Diskussion mit Jenny, manchmal auch mit Roy, vom Lesen des Beitrags zum Tagungsband – doch die vielen Bilder haben mich immer wieder verlockt weiter zu denken.

Jenny und Roy haben ein tiefes Verständnis von offenen Lernszenarien. Ich muss oft lachen, wenn Jennys Haare zu Berge stehen, weil von ihr als Lernerin in einem Online-Lernszenario erwartet wird in einer bestimmten Quantität beizutragen. Wie sehr ich meine Studies zwinge in Twitter aktiv zu sein, habe ich mich noch getraut ihr zu gestehen …

Eine offene Herangehensweise habe ich besonders bei zwei weiteren Beiträgen am E-Learning Tag wahrgenommen:

Denny und Rainer ließen uns an ihrer Reise nach Stockholm teilnehmen und diskutierten das Spannungsfeld „Offenheit / Struktur“ aus einer ganz anderen Perspektive. Wie viel Planung braucht Reisen / Lernen, was versäumt man durch Über-Planung oder gar keine Planung? Möchte ich alleine reisen / lernen oder mit anderen? Diese Fragen beschäftigen mich noch!

Und Kurt, der seine Präsentation mutig mit einem Stück auf der Mundharmonika begann, lud seine Studierenden ein, sich außerhalb der Lehrveranstaltung und freiwillig auf ein mehrwöchiges Lernexperiment einzulassen. Er fand Studierende, die sich trauten, Mundharmonika spielen zu lernen und ihre Lernprozesse zu reflektieren, was mich beeindruckte.

In dem Footprint-Workshop, das Jenny und ich anboten, reflektierten einige TeilnehmerInnen den E-Learning Tag mit einem Footprint. Da bin ich natürlich dazu verführt ihre Reflexion in Bezug zu meinem Design-Footprint (siehe meinen vorbereitenden Post) zu setzen.

footprints-elt14

Der blaue Footprint links oben ist mein Design-Footprint, die grauen Footprints visualisieren die Reflexionen der TeilnehmerInnen. Wieder einmal belegen die grauen Footprints wie unterschiedlich LernerInnen „gestrickt“ sind.

Im Cluster „Ageny“ / „Persönliche Weiterentwicklung“ sind die Faktoren Autonomie (A) und Selbstorganisation (SO) im Design (blauer Footprint) nahe der vorgeschriebenen Zone. Ich dachte, durch das Programm und die face-to-face Veranstaltung haben die TeilnehmerInnen nicht besonders viel Autonomie. Der Footprint oben, Mitte zeigt eine ähnliche Einschätzung, während die Footprints rechs außen und links unten größere Freiheiten /Herausforderungen abbilden.

Insgesamt freue ich mich, dass sich viele Faktoren im Bereich der sweet emergence (weißer Bereich) finden und niemand ins Chaos gestürzt ist 🙂

Auch im kommenden Jahr werden die Footprints meine Arbeit als Lehrende, Trainerin und Lernende begleiten. Zudem freue ich mich, dass ich einige Menschen, die die Footprints neugierig gemacht haben, bei ihrer Anwendung der Footprints begleiten darf.

 

The preparation of cope14 is done – we will start after Easter on April 22. The only thing left to do is to reflect the design of cope14  – and to enjoy the Easter Weekend.

I evaluated the design of cope14 and our intentions using the method of the footprints of emergence of Jenny Mackness and Roy Williams.

footprint-design-cope14

The footprints help to investigate how open the learning design is and if the learners run the risk to drown in chaos. I’m doing footprints for more than 1,5 years now and I like them a lot. The 25 factors give me the possibility to reflect my design in detail and at the end to discover something unexpected.

At the centre of the blue circle and around it there is the zone of prescribed learning. As we respect the principles of connectivism autonomy, diversity, interactivity and openness for cope14, there are no factors in the prescribed zone.

When I’m looking at my footprint I observe that the design is an open one and that I suppose the learners to have a lot of freedom for personal growth (cluster „Agency“). I believe that this freedom for development could also be exhausting for them, as my values for the factors multi modal (XM), open affordances, self organisation, autonomy, negotiated outcomes and identy are rather high –  the outer circle of the white points defines the beginning of the edge of chaos.

One factor is already in the edge of chaos, it’s Mp (cluster „Open / Structure“) – multi path – I perceive that there are many different possibilities to learn in cope14 (the website with its links and videos, the learners‘ blogs, the fb or g+ communities, twitter, …) so I see the danger for the learners to get lost. On the other hand if they succeed in overcoming this phase they already have learned a lot and probably acquired competences for organizing themselves online.

Now I’m free to start the Easter Weekend and to relax before engaging in cope14.

A lot ist happening around the footprints 🙂

  • Our online course about the footprints of emergence gave me interesting insights into the use of footprints by different learners. And new ideas how to use the footprints emerged!
  • In January we develop a proposal for the Sparkling Science call where students of schools should work as scientists. Our idea in the project is that the students themselves should „translate“ the template of the footprints into their world. It will be a very emergent process when 12 or 16 year old students work with the complex footprint template! Now let’s cross our finders that our submission will be successful.
  • I finally finished the call for papers for our 13. E-Learning Day around evaluation of open learning scenarios and I’m very happy that the „parents“ of the footprints Jenny Mackness and Roy Williams will give the keynote 🙂 (the conference is in German but there will be English presentations as well).
  • I have got a lot of footprints from online-courses, workshops, classes to look at and analyze in detail – and I’m looking forward to find time to immerse myself into it!
  • And … in an interesting online meeting with Jenny and Roy we discussed where the footprints came from. I’m very curios to read more about the background of the footprints because until today I’m struggling with the understanding of some of the factors. I did a first mindmap and will add further information to it while our discussion goes on.

mindmap-background-footprint-factors