Live notes from the session (italics my thoughts, rest my notes): 

The danger of so much jargon in the world. I end up in 2 minds about this – sometimes it’s a shorthand that works for the community, but sometimes it excludes people.

Simon Cowell – how do we define his success – the amount of money he makes or the number of people he helps? In terms of education – how do we describe ‘success’ or learning.

University design – design for the person who will find it most difficult to use – in doing so – make it better for all.

Come up with an agreed definition of learning, so that we can all work towards making the experience great for all.

If struggling, it’s much nicer to struggle with someone else … the challenge of collaboration. But in HE still v much ineffective, and not real collaboration.

The danger of long-term plans. Incredibly hard for professionals to do, how can educationalists necessarily do this.

Look at what we want to say, to whom, and what do we want back from that person/what will that look like?

Team, do things together, networked gaming… people like to do things together. Facebook constructing knowledge with each other. People like them so engage, so they work…

Terry McAndrew: Academic collaboration with digital solutions in ‘spaces’ and networks can be recognised as good examples of scholarship with up-to-date educational practice under the new UKPSF http://www.heacademy.ac.uk/ukpsf. This is open to being informed by the informal networks and ‘grey literature’ as well as published resources. IMHO It just needs to be made explicit to help institutions develop Open Educational Practice recognition.

Twitter a mix between a collaborative space, but also a publishing space – bridges  the gap…

With 4000 creative ideas put forward – 1% succeed, and the ones that succeed have to fail a lot oftimes to reach that point…

Rather than being problem solvers, look at being the problem finders.

Less than 1% of the population take a PhD. Most people have 17 years of formal education before being asked to solve problems – those who have greatest ‘success’ tend to be those who can do this.

Parents, teacher and students have all been taught that way – so not exposed to problems.

When go into the ‘real world’ – spend a lot of time ‘un-educating’ youth from prestigious schools so as to become more creative.

Feedback – tends to vary by educators. Many times the educator is doing all the learning – and that has to stop. How do we remove barriers and hand over the process of learning to the students.

We imagined something different and we made it happen.

Combination of techniques allows people to be able to express what wanted to say.

Trust the children to go in the right direction, and give them a little guidance.  Far less structure than we get now. Definitely think we over-structure – leads to spoonfeeding & lack of responsibility.

Can HE institutions ever give up control of learning and will they survive if so…

When, as educators, do we know when it’s time to lead, and when it’s timet o get out of the way …

Educators – be prepared to ‘meddle’ in education. Does that sound too idealist? Should not say ‘pah, idealist’ – we need to try…

Take evidence from their situation and shape it… and that’s hard work.

The feedback from events – say that when you let go of learning – the proof is in the pudding … Let the students take control.

Terry McAndrew: I’m begining to feel that the elephant in the room is management expectations of ‘good teaching’. If those in charge of our metrics can be given means to quickly  capture these innovative successes then we may have better allies.

Sally Graham #2: @Mark R ‘The difficulty lies not in the new ideas, but in escaping from the old ones’ John Maynard Keynes

What personally are you going to do after this week full of information.  We want to be dreamers…

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