#PLEconf Collaborative (un)Keynote

The PLE Conference, now in it’s 4th year and running simultaneously between Europe and Australia, is one of the most innovative conferences out there. I can’t think of any other conference that pushes the boundaries quite so much when it come to the keynotes – or in #PLEconf terms – UNkeynotes.

UNkeynotes are about interaction and audience participation, moving away from the idea of the ‘sage on the stage’ towards a model which is collaborative and energising, drawing on the knowledge of the room, not just the ‘main speaker’.

When I was invited to UNKeynote this year’s PLE, I was genuinely delighted – and also intrigued by the overall theme: Personal Learning Environments in the Cities of the Future, or ‘smart cities’ as they’re often termed. Having been working with colleagues across the globe for several years now on mobile filmmaking projects, I thought it would be pretty cool to do a collaborative keynote. After all, if we’re connecting learners across the globe, co-creating through mobiles and Google everything, what better way to demonstrate our global PLN/PLE than using a Google Hangout? What can possibly go wrong? Hehe…

So we did it. I’m still breathing. Just*

We started by exploring the range of smart city initiatives from the top-down, centralised initiatives led by the big beasts of IT through to bottom-up citizen-led, grassroots initiatives. Drawing on Dan Hill’s Manifesto for Smart Citizens (a city can only be as smart as it’s citizens, right?), we discussed the complexities and tensions between these ‘extremes’. Most importantly, we asked “what will the PLE of the future, in smart/future cities, look like? What about the idea of the whole city as a PLE?”

My co-presenters were Max Schleser and Dan Wagner, two awesomely creative people with whom I’ve been working for the past 3 years on a range of mobile/PLE-driven projects, bringing together students across the world to make short films on topics including global sustainability. Dan and Max are both based in New Zealand, although Max is from Germany originally and Dan is from LA. They are amazing to work with and they were amazing in the unkeynote – both joined via Google hangout and spoke about global collaborations such as 24 Frames 24 Hours (a constantly evolving film ethnography where participants across the globe contribute 2 minute mobile films representing their life/day/city), and ELVSS (which I wrote about here last year – and there’s more to come as this year’s project pushed the boundaries even more… yes, we ‘gone done’ a visual opera backdrop with over 100 students from New Zealand, France, Colombia and the UK), sharing their thoughts on mobile PLEs and the potential for connecting people across the world through co-creation.

We then invited the audience to contribute 15 second clips on THEIR ideas in relation to future PLEs using instagram along with the conference hashtag #PLEconf13films. Yes, we actually tried to make a film DURING a keynote (I’m still in the no man’s land between ‘never again’ and ‘I can’t wait to do that again’ i.e. slightly shellshocked). If you go to this URL http://web.stagram.com/tag/pleconf13film/?vm=grid you should be able to view the short videos as they come in. This is a living, connected, mobile film project. We have just over 24 hours to produce a short film composed of multiple clips from people across the globe – so we’re really hoping that our friends at the Australian #PLEconf will also contribute! We’re looking for either a) abstract shots relating to PLEs/future cities, or b) 15 second (max) talking head videos responding to the following question:

What do you think our learning environments will look like in the cities of the future? What will we use them for?

We also have a Google doc set up here http://bit.ly/11B92HM for crowdsourcing general thoughts and ideas, so if anybody would rather contribute to that (or even, as well as a video clip) then please do so! We’d love to end the conference with a manifesto of sorts – alongside a really cool short film starring YOU!

So thanks again #PLEconf for giving us the opportunity to experiment with a connected, collaborative, (un)keynote idea that was technically challenging, chaotic, and slightly scary at times – it was rather ambitious, but I’m hoping that tomorrow we’ll (and when I say WE, I mean ALL OF US!) look at the outputs and think ‘damn, we managed to produce something pretty special’. Judging by the contributions so far, I think we stand a good chance…

#PLEconf? We’re ALL the PLE Conference! Let’s make it happen 🙂

 

*a few unanticipated technical glitches 😉

Advertisements

How to (IT) support a Pedagogy of Chaos?

Into the Wild: Embracing the Anarchy

View more presentations from Helen Keegan

I’m delighted to be here to present today’s closing plenary at the UCISA Support Services Conference ‘Great Expectations’, which this year is held at the stunning Crewe Hall. In all honesty I was surprised (and very honoured) to be invited, as I’m basically an IT Support person’s worst nightmare (well at least, that’s what I’ve been told 😉 ). However, it’s been great to meet people who are doing brilliant things and working tirelessly to support students and staff in the use of technologies – even if some of the terminology (e.g. delivering services to customers) sends a shiver down my spine. I’m pretty sure some of the stuff I’ll be talking about will make people feel equally uncomfortable.

Preparing for this, and learning about the views of the IT support community, have made me realise that I’m gradually developing a pedagogy of chaos. It’s gone from learning through paranoia, through to learning through frustration… and now this. Having spent time away from my like-minded PLN I’m reflecting on my practice from an IT support POV and realising that in many ways it’s completely unmanaged and unmanageable. We often don’t know what’s happening from one week to the next, what devices/platforms we’ll use – they’re often learner-driven and/or negotiated… along with the curriculum and the assessment. Students are pretty much free to use whatever they want, as long as they take responsibility for that particular tool/platform/programming language.

As an example, in a recent project we had students from the UK, ES, NZ and DE working across levels, disciplines and timezones to produce transmedia reports for one another. Not only was it just-in-time learning, it was just-in-time curriculum planning with the respective tutors meeting up via Google hangouts the night before classes to plan activities which would work for everybody. Each country/group of learners used different sets of tools, and none of us knew every tool. I probably only mastered around 6 or 7 – they used approx. 40 in total. Students found tools they thought looked interesting and learnt about them and presented them to one another. This meant that there was always a resident expert in whatever tool. Nobody complained because the tutors didn’t know all the tools. They produced creative reports which spanned multiple platforms, and we all learnt from one another in a global Community of Practice.

As lecturers, we have the luxury of being able to engage in daily/weekly dialogue with our learners. We can talk honestly and openly, levelling out the power relationship, becoming co-learners alongside our students, the result being that when we don’t know how to use a certain tool they’re pretty cool about it. We’re working from the ground up.

For IT services staff, it’s largely driven from the top-down, with increasing pressure to ‘deliver enhanced services’. However, IT support staff can’t be expected to learn/support every tool/platform/app that appears – most of them don’t stay around for more than a couple of years before they either a) collapse, or b) something better comes along. We can’t expect IT services staff to support everything – but what I HAVE found is that learners love to share their expertise with one another, and there’s generally at least 1 ‘expert’ user of any tool in an institution.

At the risk of sound all ‘Big Society’ (shoot me now…), I do think there’s a place for resident student IT/app experts – in whatever platform comes along this week/month (and dies as quickly) – alongside centralised IT support for the ‘big stuff’. Some kind of accreditation would be great for students, along the lines of Mozilla Badges perhaps? Anything which shows that they’ve shared their knowledge with the wider community.

So that’s it really. I’ll be interested to hear from the UCISA crowd, see what they think about this. It’s something I’d definitely like to see happening at Salford – random, ad hoc, user support groups as devices and platforms emerge. It often happens informally already through Twitter, Facebook etc. – but by recognising/rewarding, there would be less pressure on IT services, more kudos to learners and their interests/skills.

Bringing the Social into the Sciences

Here are my Pecha Kucha slides from the Education in a Changing Environment Conference 2011. It’s a whistle-stop tour of the ways we are using social technologies in a traditional science faculty to develop a culture of learning through conversation and co-creation.

Media and Learning

I’ve spent the past few days at the superb Media and Learning Conference in Brussels, now at the airport feeling completely fired up after hearing about all sorts of exciting projects across Europe. Stand-out projects include Paul Bottleberghs Ambrosia’s Table and Jonathan Sanderson’s Planet SciCast (yay for short form!)… impressed by Jim Devine who’s really got a handle on the whole digital literacy/media literacy/competency/whatever debate, and also Nathalie Labourdette from the European Broadcasting Union who presented a pan European perspective on major broadcaster’s strategies in terms of audience participation through social media (and used a John Maeda quote, which made me very happy). Continue reading

The PLE Conference

The PLE Conference (Barcelona, July 8+9 2010) is intended to produce a space for researchers and practitioners to exchange ideas, experience and research around the development and implementation of PLEs including the design of environments, sociological and educational issues and their effectiveness and desirability as (informal) learning spaces. Continue reading