The 'shape' of online learning resources

I have been thinking a bit lately about how online learning resources are changing - in terms of what and how these are provided. Some time ago, I explored 'distributed creativity' , that is, websites that are increasingly blurring boundaries between teaching and learning, and quite often shift easily backwards and forwards across virtual and material spaces (see sidebar for a list - other suggestions always welcome).

Now, I keep finding examples which are offering more specialist learning resources, centred around not just materials but also tools, networking and other services. The Urban Design London Learning Space , for example, offers "a basic introduction to the theories, tricks and tools you can use to help create well-designed places.

• We'll explain the words we can use to define the qualities of well-designed places
• We'll describe processes and tools you can use to achieve good design
• We'll talk about the theories and policies you can use to deliver good design
• We'll help you learn by using pictures, stories, examples and activities"

which you can also develop through face-to-face courses. I have also been asked to be participate in a series of parallel workshops across over 70 universities globally, organised by Madrid Design Net. This is part of plans to develop new ideas for the urban development of Madrid, by both importing and exporting suggestions from other cities. It is based on a set of themes, a designed 'kit' and a structured workshop programme, supported by a website for sharing possibilities worldwide.

These kinds of resources suggest an increasing maturity in well-thought out and managed materials and activities online. Both are much more than either putting lecture notes on the web, or just 'sharing' through a blog/social network. They are serious and well-designed resources. Interestingly, in both cases the developments don't come from a university setting alone, but from a partnership with (and sponsorship from) other private and public organisations.

What really matters, though, is to see if they can get over the problem - particularly in post-compulsory education - of take-up; that is, will such resources and tools actually get used by a big enough constituency to make the amount of development work worth while?

When augmenting reality becomes a cinch

With the potential of the latest iPhone to use applications which can tell you where you are and where others (or other things) are through GPS and a built in digital compass; and which can also be manipulated through touch on and movement of the device itself, we suddenly have a interactive, personal instrument which is both sensuously tactile and spatially oriented.

Already designers are exploring applications (apps) which exploit these qualities. Meanwhile, over in the US at the MIT MediaLab, there have been people working on augmented reality projects for years. As they say, "The Fluid Interfaces research group is radically rethinking the ways we interact with digital information and services. We design interfaces that are more intuitive and intelligent, and better integrated in our daily physical lives. We investigate ways to augment the everyday objects and spaces around us, making them responsive to our attention and actions. The resulting augmented environments offer opportunities for learning and interaction and ultimately for enriching our lives." And then, of course, there are those very smart people at the University of East London, SMARTlab.

I am a bit embarrassed at how excited this makes me - and all my friends know I am a gizmo addict - but this is a big one. Finally technology has a material feel and spatial/sensuous capabilities. The possibilities for art and design education are there just waiting to be explored...

A nice little gizmo

Sometimes it is really nice to come across interactive web resources that really 'get' the distinctiveness of art and design. So I recommend that you try out Sketchbook developed by Julia Gaimster at the University of the Arts.

A space for crossing boundaries

Recently visited Whitespace at the University of Abertay, Dundee. This converted building was opened in 2007, and is intended as a hub for activities bringing together Computer Arts students, PhD students, lecturers, business clients, broadcasters and artists. As well as educational sessions, the space contains in-house graphics and digital media teams providing professional services,  new business start-up units and state-of-the-art digital media suites - all of which offer the  potential to bring students, academics, practitioners and businesses together in many innovative, flexible and creative ways.  The space is zoned into different but overlapping and (mainly) open areas, each with their own spatial and aesthetic characteristics. 

Of course, this only works because the underlying roles, relationships and working practices of the various participants have also been re-orchestrated..... with very interesting implications for curriculum design and working/learning patterns. For me it really expressed what can happen when positive intersections between the campus and its community and business contexts - what the virtual world calls distributed creativity - are embedded into physical space.  

Sites of exchange

Updating links to the blog today, I can see myself constantly drawn to sites which seem to be really exploiting web 2.0 not just for social networking-as-gossip but for active social exchange and engagement. These are based on newer understandings, building on the wisdom of crowds concept central to Web 2.0. Interestingly the SITES OF EXCHANGE websites now listed on the sidebar use phrases like civic media (MIT Media Lab), distributed creativity (Re-public) and public authoring (proboscis).

These sites enable individuals and groups to work together, to provide peer support (Horsesmouth) and to undertake creative exchange through real world and virtual interactions (SFZero and Institute of Infinitely Small Things). In short, they are creative spaces, where ideas are shared, explored, transformed and re-made as processes and/or products.

Just as importantly, there is a move to more equal and reciprocal relationships between participants - rather than, say as often assumed between tutor and learner . This suggests some potential not just for virtual learning spaces but also for how to re-think face-to-face learning and teaching. It conceptualises a space where people learn from each other, based on a rcognition and sharing of expertise; and where not just information is exchanged, but also creative actions.

Click here for more on the wisdom of crowds (but note Wikipedia warning)
Image from Inspired Learning Spaces blog (see sidebar) July 21 2008