It is not a simple thing really; making education in a post-digital world. How do we design for learning in this environment? Do we assume that nothing has changed, and the computers, devices and Pokémon Go are a distraction from the august and Socratic process of education? Do we seek to embed in concrete the processes and practices of higher education and see them as immutable laws that will never change? Or do we think critically about how all of this is not the same as it was before, mixed up, shaken out, broken down and reinvented. The purpose of my presentation at this year’s ALT-C was to look at how learning has changed and how we need to change the way we design learning in the modern university.
At the heart of this design process was the challenge for learning technologists, educational developers and teachers to stop arguing about the efficacy or relevance of old and new technology. It is an argument with no winners. It sets up the easy farce of techno-solutionism vs defending the norm. It creates entrenched positions of defence and attack, where one ‘side’ is seen as wanting to tear the other down. But perhaps worse, talking about the technology is stopping us talking about what is more important, which is the difference between old and new learning, because it is this that is already transforming disciplines five and six times whilst we argue about our VLE.
So how do we change this? How do we move it on? If you have read this blog before you might have seen the posts around learning experiences from earlier this year. Learning experiences are what Knowles describes as the connective tissue and sinew of education (with knowledge, skills, teaching and learning as the rest of the body). We learn through experience; the abstract can only take us so far. Whether it is environmental, tactile, mental, affective, emotional or physical, learning experiences are the context in which learning and knowledge come together. Learning experiences are the art and design component of curriculum development. They are intrinsic and personal. But here is the best bit, we all know how to have them. We all know the experience of making something. We know what we have learnt from making, and we know where to find the knowledge and skills required in order to make. We have made something with our dad or mum, we have made stuff with our own kids. All we need to know first is WHAT to make. Technology has changed the process, the practices and the accessibility of making. I can make music with an app (not an accordion), I can make my own media with a device (not a studio) and I can share that making with the world, for critique, for love, for fame or simply to release myself in order to make the next. This is how we contextualize learning experiences in a post-digital world.
An aside: What do I mean by a ‘post-digital world’? This is a contrary term, perhaps used a bit too often to mean something it isn’t, or as a convenient mark to signal the end of an arbitrary era. For me, post-digital means the point where we stop talking about potential and starting dealing with the fact that it has happened. Technology has normalized, how it is used has normalized and the things that happen in our lives happen not because of the technology, they happen because of people.
So, the short version of the presentation is that as learning technologists, teachers, learners and practitioners we have won. We run the largest learning space in the university, we own systems that have transformed the learning experience and there is no going back, the genie is out the bottle. We have made a difference. But what next? We have these monolithic infrastructure beasts that in the main are not being used to their full potential (the VLE distributing slides, handouts and making announcements?). What do we offer to the institution to help shape the experiences of our learners? The workshop asked participants to take existing learning technology tools (the VLE, Lecture Capture, PRS, plagiarism detection, a classroom etc) and break them. Bend them out of shape, hack them, crack them, remix and rebuild them to be the building blocks of creating and making learning experiences. How do we use the VLE to create a learning experience of play? Or community? How do you remodel a classroom to be a site of discovery or a space of discontinuity? This is a three-part process.
What knowledge and skills are being constructed
What learning and teaching technologies and methods are you using
And finally, what experience will the learners have in order to bring these two things together
So have a go yourself. Take advantage of your greatest success; what we do now and then smash it up!
2 thoughts on “A design for learning: My ALT-C presentation in a nutshell”
A thought provoking article Peter. You mentioned Gutierrez (2014) on Slide 4 and James McQuivey on Slide 23, please could you provide details on the source you are referencing. Apologies if I’ve missed it. Thanks.