Learning in the Open: 10th Sept 2013

This is a workshop that Jenny Mackness and I are running at ALT-C 2013, in Nottingham.
You can see the details, abstract, and have a look at the ppt presentation for the workshop here ...

This is a paper to be presented at the Future of Learning in Education conference
June 7-9
University of Stirling.

Slow Day: 20th March 2012
Slow day anyone?

CIDER Webinar on Emergent Learning

My two colleagues, Jenny and Regina, and I will be holding a webinar on the IRRODL paper on Emergent Learning on Oct 5th, for CIDER (Canadian Institute for Distance Educational Research), see: http://cider.athabascau.ca/CIDERSessions/rwilliams/sessiondetails

CIDER sessions are open to all - just login as a guest.
This is a page to flag up events that might be of interest.

15th February 12h30 - 13h45 (UK time)
ELESIG online workshop on Emergent Learning.
Just sign on to receive more details, and the link to the online workshop. There is no charge for attendance.

This is based on a paper on Emergent Learning and Learning Ecologies in Web2.0 that is coming out in a special edition of the IRRODL online journal, in the next few weeks.
The workshop will explore what emergent learning is, work through some case studies, and draw on participants experience of learning based on emergence / learning affordances, and complexity.

Here is the abstract to the paper
This paper describes emergent learning, and situates it within learning networks and systems, and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning, and the conditions that enable emergent, self-organised learning to occur and to flourish. More specifically, it explores whether emergent learning can be validated and self-correcting, and whether it is possible to link or integrate emergent and ‘prescribed’ learning. It draws on complexity theory, communities of practice and the notion of connectivism, to develop some of the foundations for an analytic framework for enabling and managing emergent learning and networks, in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework.

The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.