{"id":1175,"date":"2012-03-16T14:41:50","date_gmt":"2012-03-16T14:41:50","guid":{"rendered":"https:\/\/tallblog.conted.ox.ac.uk\/?p=1175"},"modified":"2012-03-16T14:41:50","modified_gmt":"2012-03-16T14:41:50","slug":"new-places-to-learn","status":"publish","type":"post","link":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/03\/16\/new-places-to-learn\/","title":{"rendered":"New Places to Learn"},"content":{"rendered":"

Yesterday I tweeted: <\/p>\n

“Annoyed by the ‘Digital Natives’ idea? Explore alternatives: ‘New Places to Learn’ Oxford Apr19 http:\/\/goo.gl\/Sdf3w<\/a>“<\/p><\/blockquote>\n

The (free) event I\u2019m referring to is being run by the HEA<\/a> and is using the Visitors and Residents metaphor<\/a>\u00a0 as a broad framework to explore the implications of the web as a \u2018place\u2019 for the education sector. The intention is to break away from outmoded age or tech skill related correlations to discuss new modes of engagement which are emerging based on co-presence online. To put it in \u2018Visitors and Residents\u2019 terms: exploring pragmatic approaches to operating at the Resident end of the continuum.<\/p>\n

\"Visitor<\/a>

CC: A-NC-SA Flickr: 'Celita'<\/p><\/div>\n

The danger when learning is moved online is that the focus tends to be on curriculum and content rather than the less instrumental aspects of what makes a course work such as social cohesion and a sense of belonging. The traditional lecture in a physical space may not be pedagogically ideal but it has inherent co-presence, giving students the sense that they belong to a particular cohort and that they are legitimate members of their institution. These \u2018side effects\u2019 of traditional modes of engagement are easy to take for granted and often forgotten in the move online.<\/p>\n

This move is a response to increasing student numbers, the need to deliver learning with greater flexibility, the availability of online resources (some of which are in \u2018beyond text\u2019 formats) and the desire to attract oversees students. The underlying drivers here are efficiency, flexibility and scalability. As we discovered in our HEFCE Study of Online Learning<\/a> one of the key pedagogical design approaches that can address these drives is that of peer learning.\u00a0 This is a form of inter-student support and collaboration that is well supported by the physical institution. The library, the coffee shop, the pub etc have all evolved to create \u2018places\u2019 for, amongst other things, peer-learning. As a sector we haven\u2019t been very successful to-date in creating or using similar places (or places which facilitate similar forms of interaction) online and we often underestimate the importance of co-presence when trying to encourage peer-learning on the web.<\/p>\n

It is\u00a0 generally accepted that it’s\u00a0 easier to discuss learning with a fellow student you \u2018know\u2019 than with a stranger so if that learning is taking place predominantly online it’s crucial that your fellow students have an online social presence. If the majority of a cohort have a social presence online\u00a0 it is more likely that individuals will feel that all important sense of belonging and accountability which will support them though the challenging aspects of their study (especially when the course is large scale and tutoring staff don’t have the time to keep a close pastoral overview).<\/p>\n

Understanding the role and value of Resident\/presence based modes of engagement should be a high priority for a sector that is moving online. It should no longer be the exotic preserve of the \u2018high tech\u2019 or the \u2018innovator\u2019 and needs to be taken up by the ingenious pragmatists amongst us. I am very happy to say that the \u2018New Places to Learn\u2019 event has secured the services of a number of these ingenious characters who will discuss the challenges of working at scale online from different perspectives:<\/p>\n