Presentation to the ALT MOOCsig (special interest group) at UCL 26 June 2014. This discusses whether xMOOCS address equity & inclusion in light of what we have learnt from 20 years of developing e-learning systems & resources.

1. Equity & Inclusion; #MOOCs
@fredgarnett @altmoocsig

2. Before & After #MOOCs Equity & Inclusion
Happy in Romania 
It might seem
CRAZY!
What I’m bout to say
(CHANGE THE WORLD)

3. Before & After #MOOCs Equity & Inclusion
ALTMOOCSIC – UCL, London
ISSUES
1. 3 Criteria for evaluating MOOCs
2. Some educational History
3. Technology Enhanced-learning
4. Equity & Inclusion

4. 3 Criteria
@fredgarnett Equity & Inclusion

5. Before & After #MOOCs Equity & Inclusion
ALTMOOCSIC – UCL, London
3 Criteria – 2 developed when
working at Becta;
1. e-enabling or transforming?
2. Is e-learning/TEL a subset or a
superset of education? (distance
learning vs learner-centred)
3. Learning doesn’t scale; learning
is “owned” by the learner (LGC)

6. Before & After #MOOCs Equity & Inclusion
• Some History
• 1984 Year of IT – Information Technology
• George Osborne inspired by the BBC Micro
• Basic Programming & Turtle Mindstorms
• I was Inspired by BBC “Will Tomorrow Work?”
• 5 programmes on the impact of computers on
work at a time when we called the Knowledge
Economy the “Information Society”

7. Before & After #MOOCs Equity & Inclusion
• 3 Inspirations for Social Impact of IT 1984
• Kondratieff who talked about meta-technology
• Hazel Henderson, an “anti-economist” who said
that “technology is the essence of politics”
• Jonathan Gershuny (SPRU) who said “we need a
two-way, broadband, interactive, multi-media,
optical-fibre network connecting every home”
• (what we would now call a platform)

8. Before & After #MOOCs Equity & Inclusion
Kondratieff “meta-technology” driven long-wave (50 yrs) socio-economic change

9. Before & After #MOOCs Equity & Inclusion
• Kondratieff who talked about meta-technology
• And argued that social change was greatest as
key “meta-technologies” created economic
change over “long-wave” periods of 50 years
• This holds true in the UK roughly since 1771
• The current meta-technology, the micro-chip
was invented in Mountain View in 1971
• What might this mean for Education in 2021?
Homi & The NeXT One – NSU Model of Change

10. Before & After #MOOCs Equity & Inclusion
• Education History
• Change comes from the margins
• Self-organised Communities of Scholars hired
tutors; from which Medieval Unis emerged with
books & a lectern (Oxford 30 books)
• Mechanics Institutes began in 1821 (50 years)
London Mechanics Institute now Birkbeck
• “revolutionised access to education in science &
technology for ordinary people”
Mechanics Institutes

11. Before & After #MOOCs Equity & Inclusion
• Universities emerged as people in cities
wanted access to revolutionary technology,
books in Latin; as monotheistic religion ruled
• Technical Education emerged as people wanted
access to the underpinning scientific & technical
knowledge of the socially transformative
industrial revolution; as machines ruled
• Society being transformed digitally requires
access to NEW forms of organising learning
The City in History – Lewis Mumford

12. Discussed in full
@fredgarnett Before & After #MOOCs

13. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
•What is TEL / e-learning?
•Diana “e-learning is the use of any
tech in the service of learning”
•In 2002 I was asked to develop a
Digital Divide Content Strategy
•I argued for a research-based
process;
•Metadata for Community Content

14. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
We found;
1. NO Content solves the Digital Divide
2. Interest-driven learning/Andragogy
3. Self-supported learning communities
4. Community-responsive curricula
*Context is Queen*
We needed;
1. Content–creation toolkits (aclearn.net)
2. Timely Interventions by trusted intermediaries…

15. Before & After #MOOCs Equity & Inclusion
Community Development Model of Learning
Cybrarian project 2002 also developed a
prototype Facebook for social & digitally
inclusive learning
Rejected because;
a) Need new metaphor; social networks
b) Government doesn’t want inclusion
c) Formal education disables you from
seeing new ideas

16. In 2002 the Web went participative
What is Web 2.0?; http://oreilly.com/web2/archive/what-is-web-20.html

17. Learner-Generated Contexts Group
Learner-Generated Contexts Shock of the Old 2008
LGC; a group looking at what learning
would look like post-web 2.0!
Participatory, learner-generated, web
as a platform for social learning etc…
“A coincidence of motivations
leading to agile configurations”
or Trust the learner and organise
around what emerges…

18. Learner-Generated Contexts Group
Smart Mobs – Howard Rheingold
Everything is Miscellaneous – Dave Weinberger
Here Comes Everybody – Clay Shirky
OR Smart Mobs +
Everything is
Miscellaneous
Means
Here Comes Everybody

19. In 2007 OU launched Open Learn
Open Learn; http://www.open.edu/openlearn/
Open Context Model of Learning
The Open University opened first Open Education
Resource based project at a British University, based on its
historic distance learning model (1964)
Open-Context Model of Learning
An Open multi-context post-Web 2.0
“Pedagogy” based on Pedagogy
Andragogy Heutagogy Continuum…
“The most exciting thing happening in England” – John Seeley Brown

20. P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult

21. Pedagogy Andragogy Heutagogy
From Andragogy to Heutagogy
PAH Continuum
Pedagogy the institutionalisation of learning
around facts, resource scarcity, subject disciplines;
education as a delivery system (cognition)
Andragogy negotiated, collaborative, interest-
driven learning brokered into ‘open’ spaces. At best
the community is the curriculum (meta-cognition)
Heutagogy self-determined learning where learner
creativity enables innovation (epistemic cognition)

22. Pedagogies are not enough
Learning is Emergent; http://heutagogicarchive.wordpress.com/
Emergent Learning Model http://www.slideshare.net/fredgarnett/fg-ouemergenttable
Learning is Emergent not institutionalised! We need to
design for emergence and create tools to support that in a
wiki-based collaborative world;
“Fit for Context” Learning;
Emergent Learning Model rethinks learning as
i. Social Processes not classrooms
ii. Content Creation or Curation not textbooks
iii. Quality Assurance not high-stakes assessment
We needed to build new learning exemplars of ‘non-
linear dynamic systems’

23. Ambient Learning City
Ambient Learning City; http://www.slideshare.net/fredgarnett/ambientlearningcity
Aggregate then Curate http://mosialong.wordpress.com/2011/08/08/aggregate-then-curate/
Being Insanely Ambitious we decided to test emergent
learning by turning Manchester into an Ambient Learning City
Cities have many more learning contexts than a single
classroom, so we decided to design for them;
BUT We needed new Learning Metaphors
Aggregate then Curate our new
#socialmedia participation model
Creating structured ways for people to inter-act with their city;
even during riots (A History of Manchester in 100 objects)

24. Aggregate then Curate; Emergence
Aggregate then Curate (Research in learning technologies)

25. Equity & Inclusion;
@fredgarnett Before & After #MOOCs

26. Before & After #MOOCs Equity & Inclusion
We have discovered that;
1. People want to learn
2. Learning is social and informal
3. Collaboration and discussion enable learning
4. New Digital tools enable Search & evaluation,
Collaboration & discussion AND curation & creation (or
andragogy & heutagogy) in learning
We need;
New teaching skills participatory learning processes
New metaphors / social platforms / learning literacies
Else we are just e-enabling traditional
education not transforming learning!

27. Before & After #MOOCs Equity & Inclusion
Building Democractic Learning
1. xMOOCs are pedagogically-driven course-based
educational content-delivery systems.
2. Instructivist MOOCs reflect NOTHING that we
have learnt about LEARNING based on the
digital disruption of the last 20 years
3. xMOOCs Not even a “sage on the stage” but
hierarchically-based; reflecting 1000 years of
“Education under the Lecturn”
4. xMOOCs are about 19th Century institutions co-
opting 21st C Technology-enhanced learning
5. xMOOCs are unheated digital libraries in the sky

28. Before & After #MOOCs Equity & Inclusion
17th Century Republic of Letters
18th Century Encyclopédie
cMOOCs & xMOOCs are like
c) the 17th Century Republic of Letters
x) the 18th Century Encyclopédie
• Early attempts to codify communications &
create a new Culture knowledge
• TEL has not yet reached its Wikipedia moment;
• The co-creation of relevant culture of knowledge
for the socio-technical era in which we live
• Universities are not capable of creating that change

29. Before & After #MOOCs Equity & Inclusion
17th Century Republic of Letters
18th Century Encyclopédie
Medieval Universities became standardised
when cities realised that students were
money & paid tutors in order to attract the
wealth of the young nobility to the city.
xMOOCs are the nation-states (USA) disruptive
attempt to standardise digital education in order
to attract the intellectual wealth of emerging
nations & maintain an edge in the emerging
knowledge economy.

30. Equity & Inclusion
@fredgarnett

31. Before & After #MOOCs Equity & Inclusion
•Equity & Inclusion
Learning doesn’t scale;
Learners own their learning
Universities are hierarchy & elitism
O’Reilly’s Web 2.0 pointed the way to
the new demand for access to social
change; architectures of participation
But as CAL11 researchers said “if you
pay us we will research social justice”

32. Before & After #MOOCs Equity & Inclusion
•Equity & Inclusion
•From Access to Content to Context
•Are learning technologists designing
Institution-centric, Student-centred or
Learner-centric education systems?
New educational systems have to be
designed for a networked world not our
one of hierarchies (Ben Hammersley -
Internet of People).
Towards an Internet of People – Ben Hammersley

33. SURPRISE!

34. Before & After #MOOCs Equity & Inclusion
The University Project; http://univproject.pbworks.com/
WikiQuals workshop; http://www.slideshare.net/fredgarnett/wikiquals
2011 The University Project
was convened by Dougald Hine+ at Hub
Westminster, over a long weekend in October 2011,
to look at various alt.Uni projects.
Community of Scholars was the common theme.
The action point was “solve the problem…
that annoys you most” (Philippa Young)
Accreditation of learning annoyed us most
WikiQuals was born

35. Accrediting Emergent Learning
Co-creating Open Scholarship
WikiQuals Project
In WikiQuals we are looking at how you “accredit” the
heutagogy of self-determined learning
Trust the Sqolar
Co-creating Open Scholarship
Develop Personal Learning Networks
Act in the real world (and document it)
Participatory Democracy needs participatory learning
We need to rethink the society we want and how we
use learning networks and democracy to get there

36. For us participatory education means
Participatory institutions

37. The 3 Levels of the Participatory Institution
Level Responsibility Aim
Strategic
Planning
Senior
Managers
Technical
Infrastructure
Enabling
Platform
Learning
Management
Course Team Learning
Resources
Learning
Ecology
Learner
Behaviours
Students Union New
Technologies
Resource
Discovery
An Institutional Development Framework
Needing 3 Levels of Technology Stewards

38. MOOCs – Which way now?
Making Learning – Fit for Context

39. Digital Learning for a Network Society
Digital Practitioner;
But education is about designing the society that we
want to live in. It has to be “Fit for Context”
I want;
• Interest-driven learning
• Trust in learners
• Social Justice not Social Capital
• Open Scholarship
• Co-creating network Society
• Participatory Democracy
We need to co-create;
“artfully-crafted, student-centred learning
experiences” (Digital Practitioner report 2011)

40. Some Quotes
The Internet is your learning environment South Bristol
Learning Network 1994
“Solve the problem that annoys you most” Philippa Young
MOOCs are a meme that might raise the level of debate
about next-generation agile learning David Jennings
Learning itself does not scale, because learners own their
own learning Fred Garnett
Social media in education is characterised by a) a set of
social practices b) a learning environment c) digital tools
Violeta Maria Serbu (CROS Bucharest)
School pokes your eyes out, University teaches you Braille,
Postgraduate Education teaches you speed-reading in Braille
Fred Emery 1965

41. Digital Learning Resources Links
ALTMOOCSIC – UCL, London 26 June 2014
Community Development Model of Learning
Learner_Generated Contexts
Open Context Model of Learning blog
Craft of Teaching / PAH Continuum
Emergent Learning Model
Ambient Learning City
Aggregate then Curate
Digital Practitioner
Open Learning and Network Democracy
CROS Alternative University
Contact @fredgarnett https://twitter.com/fredgarnett