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|From E-Learning V|
Fig.1. Web 1.0, Web 2.0, Web 3.0. The way it was, the way it is, the way it will be. J F Vernon (2013)
MOOCs (Massive Open Online Courses) are new and FutureLearn, a wholly owned subsidiary of The OU is itself adapting as traditional institutions embrace e-learning, respond to feedback and to results and improve.
MOOCs will be new for a decade.
E-learning like this is not a lecture series online, TV online, a book or book list online, quiz or a tutorial online. Whilst this is invariably the starting place for ‘ground based’ educators, the academics working with instructional designers, not in isolation, need increasingly to begin with a blank sheet rather than looking at the physical assets of academics, books, lectures and papers around them.
What we are witnessing today is that transition from the Wright Brothers to World War One fighter planes: we are seeing hints of the jets to come: we are a long way from drones. I use the analogy having just completed a wonderful three-week FutureLearn MOOC ‘World War 1: Aviation Comes of Age‘. Innovation takes time, though not necessarily violent conflict.
Innovations go through recognisable phases.
E-learning in the forms of MOOCs is still at the stage of ‘early adoption’ – rest-assured they will become commonplace, though surely with a different name? MOOCs can be a hybrid during a transitional phase so long as this is seen as the first step in many away from traditional approaches, embracing what works online.
Academics need to resist hiding away in their silos and welcome into their midst those of us seeking to understand and to integrate the processes involved – that combination of learning and e-learning: how and why we learn (neuroscience and physcology) and how then scale (massiveness), interactivity (digital) and connectivity (openness) changes things. In time, when the academics themselves have reached their accredited status of ‘doctor’ and ‘professor’ through e-learning and when we can call them all ‘digital scholars’ – then we’ll be able to look down from the clouds and smile at how much things have changed.
Think evolution not revolution
Think how long it will take to see out the current generation of academics – thirty to fifty years? Whilst many embrace change, most do not. They chose academia as a lifestyle and fear closer, open scrutiny and engagement. Learning is now experiencing what retail has gone through over the last decade. They are exhilarating as well as scary times.
Ultimately MOOCs are about a combination of sequential activities and ‘interactivities’, collaboration and connection.
Gilly Salmon coined the term ‘e-tivities’: sadly not in common usage, it nonetheless captures beautifully what is required for students to learn online – doing stuff on your own, with other fellow students and with the academics. Academics who like to observe from their ivory towers are failing in a duty as educators, and are missing the opportunity to have their own thinking challenged and refreshed.
Collaboration is a long held view of a kind of learning in ‘communities of practice’ most associated with the academics Lave and Wenger: how working together is a more effective for of constructed learning.
Connectedness as a way of learning is dependent on a few things: the affordances of the platform to permit this with ease: if you have the opportunity compare current student messaging and blogging platforms at your institution with those at FutureLearn which has stripped back the unnecessary and concentrated on this ‘connectivity’; the number and mix of participants: massive helps as a small percentage of a group will be the front runners and conversationalists with others benefiting from listening in, out of choice not pressure and the ‘quality’ of the participants in that they need to have both basic ‘digital literacy’ skills and reliable access based on their kit and connection. ‘Connectivity’ is often associated with the academic George Siemens and is the new kid on the ‘learning theories’ block.
Embrace the pace of change
A lean and smart organisation will tumble over itself, re-inventing and experimenting with ways things are done until clear methodologies present themselves for specific types of learning experience: ‘head work’ is different to’ handiwork’ – academic study is different from applied practice. Subjects freed from books and formal lectures, like the genii released from the bottle will, in the cloud, form into shapes that are most suited to their learners and what is being taught: blended and ‘traditional’ learning most certainly have their place.
Academic snobbery is a barrier to e-learning.
John Seely Brown, working out of the Palo Alto Research Centre, famous for coming up with the WYSIWYG interface between us and computers and a ‘learning guru’ is passionate about the idea of ‘learning from the periphery’ – this is how and when someone new to a subject, or team, hangs around at the edges, learning and absorbing what is going on at the heart. The wonder of open learning is the participation of equally brilliant and curious minds, some who know a good deal on a subject while others are just starting out, eager to listen, willing to ask questions that may be naïve but are usually insightful; in the two-way exchange both the die-hard academic and the newbie change for the better. Learning feeds of this new fluidity. It is evidence of the ‘democratisation’ of learning.
‘To make a great film you need three things – the script, the script and the script.’ Said Alfred Hitchcock.
If I’ve written below about the demise of the written word, then I take it back.
OK, love letters have had their day. I don’t even suppose that boarding Prep School Boys are writing home religiously every Sunday either; though we did.
My mother’s collection of letters written by my brother and I from aqe eight years make quixotic reading.
Avatar started with a script.
The three CD edition is worth it for the documentary on the creation of the film. It started with an idea expressed as a ‘scriptment’ (sic) i.e. not even a script, but words on sheets of paper nonetheless.
A Learning Designer starts with a script, as does an Account Manager.
A client wants to see it in writing. You can edit words. You can share words. You can hold, copy and digest them in written form.
An idea (or problem), a brief, a synopsis and treatment … that leads to a script. And once this is nailed down the costly business of production begins. Why should e-learning be any different to the production of a mega million Hollywood movie, or the Christmas Pantomime in Ambridge Village Hall.
I get paid to write because I’m able to fill a blank space with bright ideas in a sequence that makes sense (linear) or does not (non-linear).
But ultimately says something.
‘The language has a strange power of alchemy, the capacity to transform whatever it touches.’ Hitchings (2008:4)
Is ‘e-tivity’ – a ‘loan word’ or invention? And what about ‘e-lapsed’ time. The proof of a word brought into the English language could be how it performs as a verb or adjective. Try this then, ‘e-tivitate’ or ‘e-tivical’ or ‘e-type.’ Problematic, or a form of the language that defies what has gone before, yet follows the pattern of invention.
A new word is a solution to a problem.
‘It answers a need – intellectual, experiential. Often the need is obvious, but sometimes it is unseen and badly felt, and then it is only in finding something to plug the gap that we actually realise the gap was there in the first place.’ Hitchings (2008:5)
‘Very few words are fresh coinages.’ Hitchings (2008:5)
‘We relish playing with words: making them up, acquiring them, tending them to new purposes.’ Hitchings (2008:6)
- Shchekotik ‘half-tingle, half-tickle.’
‘One culture chaffing against another.’ Hitchings (2008:7)
“As an ‘analytic’ language – that is, one in which meaning is mainly shaped by word order and the use of particles such as prepositions and conjunctions – it has been able to absorb words without any concern for how to fit them into its grammar.’ Hitchings (2008:9)
‘A newly adopted noun can easily be turned into an adjective.’
And just about anything can be made into a verb
e.g. ‘Let’s sashimi the tuna.’
So e-tivity to e-tivical? E-learning to e-learnable?
‘There’s a way to e-learn everything?’
‘I e-learnt French through Open Learn.’
I feel not.
Wherein lies the unlikely longevity of these ‘e-terms.’
“Words – or lexemes, as linguists call them – are ‘the means by which we make direct reference to extralinguistic reality, converting our basic perception of the world around us into language.’
they ‘serve as labels for segments of … reality which a speech community finds name worthy.’ Katsovsky (2006)
Katsovsky, D (2006) ‘Vocabulary’, in Richard Hogg and David Denison eds) ‘A History of the English Language. Cambridge; Cambridge University Press, 2006, 199.
- new ideas and products are names
- we can talk about something before it exists
- the limits of our language mark the limits of our world (paraphrasing Wittgenstein).