I have been told that for now, I stand in a unique position as an open educator having previously been a learner in open and connected networks #Picbod and #Phonar. These experiences gave me a perspective on what it is like to learn publicly. I owe a lot to open education: it enabled me to make meaningful intercultural connections that provided me with the opportunity to exhibit my work internationally (I was planning on becoming a photographer). Learning publicly and engaging with a community of intrinsically motivated people was extremely empowering: my class became a platform and many of my peers used it to talk about issues that had been life changing: eating disorders, rape, incest, brutal and desperate subjects. For some the open platform enabled them to turn something that had held them back into something empowering. The same class was also exposing me to an audience much greater than the people in the room and so I had to think carefully about what stories I wanted to tell. My class was taking place in a digital world. It was a class where “data is being stored forever” (Schneier, 2015) in a world without a delete key.
As aforementioned, I consider myself to be an open educator: an open educator that although celebrates the digital in the name of access, inclusion and participation, also has deep concerns with the digital economy’s inherent closedness. This talk will uncover the design of an Open, Connected and Underground class, taking into consideration both the content and the infrastructure to orchestrate an embodied learning experience (Dillenbourg, 2013). #PrivacyUG was designed, adopting the Connecting Classes (#CClasses) design principles, to engage across media platforms as a means to co-create (through Twitter) a global and conversational notebook (through Storify) from provocative stimulus (YouTube).
However, going beyond the #CClasses principles, #PrivacyUG provides learners with an environment that demands an alternative, and more privacy-enabling, use of their digital hardware. This talk will outline: the novel application of technology to provide a holistic approach to teaching both with, and of the digital; the reception of this approach from the participants; and, how we might continue to orchestrate holistic post-digital learning environments.
Dillenbourg, P. (2013). Design for classroom orchestration. Computers & Education, 69, pp.485-492.
Johnston, M. (2016). PICBOD. [online] Picbod.co.uk. Available at: http://picbod.co.uk [Accessed 14 Nov. 2016]
Schneier, B. (2015). Data and Goliath: the hidden battles to collect your data and control your world. New York, NY: W.W. Norton & Company.
Worth, J. (2014). Connecting Classes. [online] Connecting Classes. Available at: https://jonathanworth.org/connecting_classes/ [Accessed 14 Nov. 2016]
Worth, J. (2014). PHONAR. [online] Phonar.org. Available at: https://phonar.org [Accessed 14 Nov. 2016].