Design Paradigm

1
Learning Landscapes Learning from each other
Design Paradigm Trends in the corporate
sector 24/7 - flexible working informal -
virtual just-in-time - post-fordism distributed
café lobbies city-as-office - life-work-
balance - technology as futurology (DEGW plc,
2006)
2
Learning Landscapes Learning from each other

• Design Paradigm
• Trends in the HE sector
• commercialised - knowledge communities
  learning organisations blended lifelong
  learning active problem enquiry - portfolio
  game e-learning i-learning technology
  enhancement
• (DEGW plc, 2006)

3
Learning Landscapes Learning from each other
Education Paradigm Noyes, Learning Landscapes,
2004 the three key features of the learning
landscape process are innovation, diversity and
collaborationin a social, cultural and political
context
4
Learning Landscapes Learning from each other

• Education Paradigm
• Quinn (2004) Geographies of the possible for
  contemporary academics
• the sensesimagination memory fantasy
• transgressing boundaries between disciplines,
  academics and students
• in a policy context within which state
  institutions increasingly police the borders of
  academic practice

5
Learning Landscapes Learning from each other

• Readings (1999) The University in Ruins
• the wider social role of the university is up
  for grabs. It is no longer clear what the place
  of the university is within societythe changing
  institutional form of the university is something
  that intellectuals cannot afford to ignore

6
Learning Landscapes Learning from each other

• Graham (2002) Universities The Recovery of an
  Idea
• British universities have been guilty of a
  failure to redefine their identity in a new
  diverse world of higher educationThe most
  essential task is to recreate a sense of our own
  work by refashioning our understanding of our
  identity our understanding of what the word
  university means

7
Learning Landscapes Learning from each other

• Critical Utopianism
• Pedagogical Space fear of freedom
• We cannot hope for a student to develop a
  sustained will to learn and to achieve
  authenticity unless she is given space, but with
  space comes risk
• In the curriculum
• Surrender control
• No defined end point
• Student may fail to thrive
• In encouraging students to take advantage of
  the spaces extended to them, we are encouraging
  them to become themselves (Barnett, A Will to
  Learn, 2007)

8
Learning Landscapes Learning from each
other Where is the place that you move into
the landscape and can see yourself. (Steedman,
Landscape for a Good Woman, 1986)
9
Learning Landscapes Learning from each
other Landscape for a good university Universit
y as general intellect ( Marx, Grundrisse) Not
mass education but mass intellectuality Not
simply workers for the knowledge economy but
knowledge at the level of society