Pamela's blog

Learner's diary 6 - collaborative learning

Two events this week have influenced my thinking about about emerging educational systems, also some discussions with Paul Horan of COTW and a post by Mike Gurstein. As I reflected on them I realised that, in my own current experience, it's not so much about "self-direct learning any more" it's more about collaborative learning - how, within a group, we can help each other to learn what it is that we "as a group" need to know.

Learner's diary part 5 - collaboration, co-operation, commons, connected communities

Collaboration, co-operation, commons, and connected communities seem to be the main, intermeshed themes of what I have reading and thinking.

This is partly because I've been preparing my notes fo the connected communities symposium,

It is  also because of discussions about: 

Research Development Workshop - Design and Communities: Research Challenges, Opportunities and Innovation

"As a part of the cross-Council Connected Communities Programme, the AHRC, working with RCUK partners (EPSRC, ESRC, NERC and MRC) and the Design Council, is organising a workshop to explore potential research agendas on Design, Cultures and Communities. "

Which will be attended by

Learner's diary part 4 - economics and education.

On Monday I was back at LSE for "The Flaw". I'm glad that I'm not limited by the straight jacket of accreditation, so I can let my studies take me in what ever direction seems appropriate.

I'm interested in 21st century systems

  • Many systems are interwoven
  • Many systems are in transition
  • Economic systems are in transition

It's not surprising that ecomomics keeps cropping up in events that interest me and blogs that I read

Education

Education is my main study area (see earlier diary Dadamacadamy learner's diary–Pamela: May 2011) and it is featuring again this week, in various links I have posted to dadamac's posterous and the comments I have made.

My Dadamacadamy learner's diary–Part 2

Story so far

May 22nd-28th 2011

My main area of study is “educational systems in the post-web world” - and it is natural to also study other aspects of the "post-web world". Some key themes on my mind at present are:

Dadamacadamy and etherpads - getting comfortable in our online spaces

I've been reflecting on the reality of the Dadamacadamy - and progress weve made recently using  etherpads. We've been using them for various topics but I want to reflect more on the process of using them (and other onine spaces) rather than the content of our meetings.

Etherpads

I have only recently come across etherpads - thanks to my involvement with Coalition of the Willing.

Turbulent times and a beautiful Spring day

I'm writing this out in the open on an idyllic English Spring day (warm, sunny, gentle breeze fragrant with lilac blossom, birdsong). By contrast, in my head and on my laptop, information is jostling about turbulent times for our friends in NIgeria.

Post election violence and a peace initiative

In Kafanchan post-election violence is causing death and destruction. Fires are burning. People have lost their homes and businesses. Some have fled into the bush,. Many have sought refuge with Fantsuam Foundation. The banks and local hospital closed.

The fragile local economy is collapsing. The market has been burned to the ground. Food and essential supplies are scarce. The shopkeepers and petty traders have lost their livelihoods.The farmes are not tending their crops.

Fantsuam Foundation itself is struggling. Staff need to be paid, but loans are not being repaid. People are arriving who need to be fed and clothed and sheltered. The recently opened clinic has used up its resources. The compound is becoming a fortress. See Community Cohesion and Conflict Resolution for background and updates.

Dadamacadamy–dream or reality–an action research project

My dream for the Dadamacadamy  is that it will become a centre for research and learning. This is already starting to happen in a small way.

The Dadamacadamy will not provide taught courses. It will do three interrelated things:

  1. Provide an environment for practice-based learning and reflection.
  2. Create a repository of knowledge.
  3. Make available its knowledge and networks through collaborative research and consultancy.

Provide an environment for practice based learning and reflection.

People who have shared concerns will cluster together in the Dadamacadamy to consider what they're doing, and to share what they are learning. The Dadamacadamy will enable peer-based learning of the highest order - driven, not by a desire for accreditation, but by passionate concerns and the need to know.

Create a repository of knowledge.

The knowledge that people bring, and the new knowledge that they create together,  will be collected together at Dadamacadamy and made freely available.

Collaborators Connect on ICT4Ed in Kibera

An email sent by Ken Owino on 17 April 2011 really lifted my spirits. He plans an ICT4Ed initiative that is rooted firmly in reality, and will link teachers in Kibera in Kenya with teachers in Denmark.

Ken belongs in both communities. He knows Kibera slum well and cares about the children there. He is the leader of a troup of acrobats. As an acrobat he led work with schools in Kibera, with the acrobats acting as "visiting  physical education instructors", training the children in the skills of acrobatics. You can see Ken (with other acrobats and the children) in action in this video taken back in 2008 during the post election violence - he's the one waving the peace banner.

Ken is currently living in Denmark, Hence this plan to connect teachers in Denmark with teachers in Kibera. He is part of Collaborators Connect so we will  be working on his ideas there.

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