The whole book can be downloaded in preprint format. Please find below the abstracts and links to download both my chapter and the whole book.
Book chapter abstract and download
Most works on instructional technology focus on the potential – and sometimes weaknesses – of technologies to do certain things. This chapter will take the opposite approach: we will be looking at 10 different “institutions” in education (the school, the classroom, the textbook, the library, the syllabus, the schedule, the teacher, evaluation, certification and the curriculum) and see how, on the one hand, digital technologies are challenging the foundations of such institutions and, on the other hand, how they can strengthen their role in education by unfolding their reach and scope. Ours is, thus, an approach that focuses on transformation of institutions by pushing them outside of their formal education framework and into lifelong learning by being part of learners’ informal educational networks.
The European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education? How far are we from fully seizing the opportunities that an online transition could offer? This insightful book offers a broad perspective on existing academic practices, and discusses how and where the move online has been successful, and the lessons that can be learned.
Higher Education in the Digital Age offers readers a comprehensive overview of the ways in which a move into online academia can be made. Analysing successful case studies, the original contributions to this timely book address the core activities of an academic institution – education, research, and research communication – instead of focusing only on online learning or digital strategies relevant for individual academics. Chapters cover online and networked learning, as well as the myriad ways in which the digital age can improve research and knowledge exchange with experts and society more widely.
Academics, managers and policy makers in higher education institutions will greatly benefit from the up-to-date case studies and advice outlined in this book. Academic administrators and academic project leaders will also find this a useful tool for improving the accessibility of their work.
Is there any empirical research on substitution patterns?
My own experience / applied research — which depicts (in Spanish) these processes in my own teaching in a graduate programme on e-Government — can be accessed here:
Peña-López, I. & Cerrillo i Martínez, A. (2012). “Microblogging en el aula. De la información a la participación”. In Cerrillo i Martínez, A. & Delgado García, A.M. (Coords.), La innovación en la docencia del Derecho a través del uso de las TIC, 143-157. Actas de la III Jornada sobre Docencia del Derecho y Tecnologías de la Información y la Comunicación, 8 de junio de 2012. Barcelona: Huygens.
Peña-López, I. & Cerrillo i Martínez, A. (2011). “Herramientas 2.0 para el desarrollo de competencias profesionalizadoras”. In Cerrillo i Martínez, A. & Delgado García, A.M. (Coords.), Las TIC al servicio de la docencia del Derecho en el marco del EEES, 89-102. Actas de la II Jornada sobre Docencia del Derecho y Tecnologías de la Información y la Comunicación, 6 de junio de 2011. Barcelona: Huygens.
On the other hand, an (almost) complete list of works around the area (most of them with a theoretical approach) can be found at The Personal Research Portal: related works, a collection of works related with personal research portals and e-research (as enhanced research).
In a more informal way, I’d say there are lots of examples out there:
There are many examples were usual textbooks are being substituted by open educational resources. I’d dig in OER repositories for experience of reuse.
There are also examples of university-enterprise partnerships that can be understood as shifting some formal teaching towards informal training/learning.
And, last, but not least, cMOOCs are definitely a transition towards total hybridization.
Definitions of heavy-switching and substitution pattern
Heavy switching is a way of denying multitasking in pedagogical terms — it already has in psychological terms by evidence. And of proposing tearing down the walls of compartmented learning.
I would define heavy switching as the constant interaction between learning actors — resources, environments and institutions — that takes place once planned and unplanned learning, and structured and non-structured teaching take place simultaneously and seamlessly, thus blurring the boundaries of time, space and formality that usually artificially compartmentalize learning.
A substitution pattern is the path that one goes through to replace a methodology, tool or technology in actual use by a new one. A substitution pattern will very likely have four stages:
The appropriation of the new methodology/tool/technology.
The adaptation of the novelty to the traditional use.
A phase of improvement of the tasks performed.
A transformation in the very essence of the tasks being performed.
How does the heavy-switching/translearning model can impact second language (L2) learners?
This book is a tremendous (and, in my acknowledgedly biased opinion, succeeded) effort to produce a definition, a compilation of research approaches (pedagogical, technological, sociological…), framework of application and applied examples of what we understand by personal learning environments or PLEs.
The editors of the book asked me to contribute with a chapter — The research-teaching PLE: learning as teaching — which aimed at reflecting the use of the PLE in the intersection of research and teaching. In other words, how most scholars and teachers of all kinds could understand the PLE (a) beyond a tool for their students (i.e. for themselves), and (b) beyond the classroom. If I was to summarize my chapter in just one short sentence I’d say that the PLE becomes meaningful for the teacher when we understand the teacher as a learner too.
Part of the content of my chapter overlaps with what I dealt with in Heavy switchers in translearning: From formal teaching to ubiquitous learning. But, as I have pointed at, the book chapter (which was written first) has a more practical, hands-on, do-it-yourself approach, while the article definitely has a more academic flavour. And, of course, the former is in Spanish and the later in English.
My gratitude to Linda and Jordi goes “beyond usual” as they really encouraged me in putting together all my stuff on this topic, which ended up in the chapter and the aforementioned article. Many thanks for that!
After a long collaborative process of several months, the book Ciudadania y ONG (Citizenry and Nonprofits) has just seen the light. This has been a very interesting exercise of co-coordination along with Imanol Zubero, Carlos Giménez and Enrique Arnanz.
A delimited survey open to everyone, to copse the main topics around the three axes that we had predefined:
intergenerational relationships, transforming participation, and digital citizenry.
An open forum, where the main conclusions of the survey were discussed and complemented with many insights.
In each step documents were produced to provide the appropriate context for the coming reflection.
Besides being part of the whole process, I concentrated in the third axis, that is, digital citizenry, and what did it mean for participation, volunteering and nonprofits in general entering the new era of the Information Society.
I am deeply grateful to the promoters of the book, Fundación Esplai, and, of course, to the rest of the coordinators. Scholars have fewer occasions to collaborate with people outside the Academia and higher pressure not to: being part of the book was keeping a wire attached to the power that boosts citizen movements. Besides the later, some of the many people that helped in making the book a reality are Carles Barba, María Jesús, José Maria Pérez, Maria Jesús Manovel, Elvira Aliaga, Virginia Pareja, Cesk Gasulla, Josechu Ferreras, Jorge Hermida, Carles Campuzano, Luis M. López Aranguren, Consuelo Crespo and Rafael Rodríguez.
The book has been published in Spanish and translated into Catalan.
The nonwords I use in the title, more than gratuitous, really want to point at some crucial points I address in the paper:
Heavy switching is opposed to multitasking, in the sense that not only people do not actually multitask (increasing scientific evidence on that matter) but actually switch tasks very quickly and, more important, switch environments: their (formal) learning environment, their job environment, their family environment… When your environment is where your laptop is, people really can and actually do switch tasks quite heavily.
Translearning is about learning through (instead of at) several places, learning as one goes along different environments and, above all, learning resources, especially those that are found outside of educational institutions.
Thus, heavy switching and translearning are used in the sense that ICTs do transform the context and the environment where learning usually took place. And that is why Vygotsky’s Zone of Proximal Development is revisited, this time to redefine the more knowledgeable other in the framework of Personal Learning Environments.
an interesting approach in blending Vygotsky’s zone of proximal development (ZPD) (see esp. Vygotsky 1978) with personal learning environments (PLEs), afforded through ICTs, that enable translearning and heavy switching that is difficult to manage in formal learning environments. In other words, PLE-based learning strategies could be employed to manage an individual’s engagement within their own ZPD. Such an approach, [the author] argues, blurs the distinctions between teachers and learners, in addition to questioning the roles of formal institutions of learning.
The paper is still in its preprint version, so it may still go under some minor edits.
Purpose – We explore the role of Personal Learning Environments in an already ICT-dense context and in combination with some educational approaches in the field of technology enhanced education. We analyze how Personal Learning Environments are not a device but a learning strategy that threatens the way educational institutions and their functions are understood, by contributing to enable a borderless learning society.
Design/methodology/approach – We will begin revisiting Vygotsky’s concept of the Zone of Proximal Development and assess the role of educators and educational institutions as the actual more knowledgeable others in scaffolding learners’ learning paths. This role will be put in relationship with different learning scenarios (formal, non-formal, informal and autodidactic) according to their inner structure (or lack of) and degree (or absence) of planning. Last, we put PLEs in relationship with other “physical” spaces (VLEs and LMSs), the digitization of content (open educational resources), records and assessments (e-Portfolios) and the possibility to flip some traditional tasks or processes that enabled regaining the social component in the classroom (Education 2.0).
Findings – We suggest that PLEs have come to close the circle of ICTs in Education with a highly transformative power: the power to blur the boundaries between formal teaching and informal learning. Indeed, the traditionally difficult transition from one learning scenario to a different one has been made smoother by the appearance of OER and, especially, social media constructs that can be used for learning purposes, especially within a PLE-based strategy.
Originality/value – It is stated that institutions should embrace and even foster the possibility that learners could easily and intensively switch educational resources, just like they could shift among different registers and learning scenarios, as a newly enabled way to tear down the artificial divisions that formal learning edified.
Peña-López, I. (2009). “The personal research portal”. In Hatzipanagos, S. & Warburton, S. (Eds.), Handbook of Research on Social Software and Developing Community Ontologies, Chapter XXVI, 400-414. Hershey: IGI Global.