Article published on: Oct 21st, 2015
Updated on: Apr 18th, 2020
Estimated Reading Time: < 1 minute
There’s a tension between personalised learning networks and institutional systems around the support of programmed learning. This will no doubt continue into the future, specifically as institutional systems are often seen as controlled by the institute and can thus foster a barrier to engagement for learners. A controlled institutional system inherently supports and reinforces a top down hierarchy of learning, however design and experience led learning should actively promote the idea of a ‘Community of Practice’.
Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger-Trayner, E. and Wenger-Trayner, B. 2015)
Studio based teaching and learning fosters cross collaboration and iteration and has an inherent need for a reduction or flat hierarchy. In doing so you promote innovation, enable fear free collaboration and support new learning, whether that be undergraduate, teaching fellow, professor or other.
Within a University environment we are all learning. Whether we be staff or student. Learning is not a one way flow but a co-determining situation between tutors and students. Learning should be an environment, an ecology in which not only cognitive but also affective events happen.
If an institution system is designed to support this core principle, support this as its manifesto, it would also need to be hierarchy free. With this in mind I have been thinking about decentralised systems (Pereira, J. 2015), specifically around the generation and dissemination of learning materials.
- otlw.co. Pereira, J. (2015) A New Educational System, otlw.co. Available at: http://otlw.co/ (Accessed: 30 September 2015). 2015
- Wenger-Trayner, E. and Wenger-Trayner, B. (2015) Communities of practice a brief introduction, pp. 1–8.