Visitors and Residents approaches – crossing boundaries, bridging the gap

3209856136_111f60b925_mMapping Visitors and Residents approaches to the web as different ways of engaging online today was up for consideration in my last blogpost. I’m quite intrigued by the at once simplicity and complexity of the Visitors and Residents framework as it puts forward a possibility to explore and explain not only what we are doing on the web but also how and why and with whom we are engaging. At the same time this mapping gives possibilities for teaching digital and learning literacies that nurture and provide students with Residents approaches towards studies and learning in higher education. This ambition links the Visitors and Residents framework to the shift in learning modes from Learning 2.0 to Learning 3.0: these are digital and learning literacies that come from immersion into a present context and into a present culture.

The development of the Visitors and Residents framework is connected with the work of David White and Alison Le Cornu, but to be more precise the background for the extended framework, I mentioned in my last blogpost, is a research project, The Visitors and Residents project, presented in the Jisc Guide “Evaluating digital services: a visitors and residents approach” (2014) by David White, Lynn Silipigni Connaway, Donna Lanclos, Erin M. Hood and Carrie Vass.

The Visitors and Residents project investigated:

  • if individual approaches shift according to learners’ educational stage starting with students in their last year of high school/secondary school and first year undergraduate college/university students and following three later educational stages through to an experienced academic stage
  • what motivates different types of engagement with the digital environment for learning
  • which sources learners turn to when they search for information and which sources learners choose to interact with online and offline as part of their learning process
  • the learners’ modes of engagement in both personal and institutional contexts
  • potential cultural differences between two countries, as learners from both the UK and the US participated in the project.
  • (Project background In: White et al (2014))

Open practices

From an educational point of view the project has assessed to what degree students and scholars are prepared for the open, networked and participatory practices the Resident web build on:  the practices of web 2.0 and social media and the possibilities of Learning 3.0. The research results show that in early educational stages students are not terribly well-prepared for participating in Residents modes in professional and institutional contexts. The concerns and the possibilities in relation to open practices in higher education are introduced by David White in this video drawing on the results from The Visitors and Residents project:

So to foster experiences with open practices, educators can choose to engage students online in communities of practice, while facilitating Resident modes of interaction within these online spaces/places. The benefits of this are according to The Visitors and Residents project that:

In this way both the teaching and the learning process become Resident in nature and students are challenged to develop their thinking and express their thoughts as part of an open discourse… (Stakeholder snapshots – resident mode In: White et al (2014))

It is also relevant to any discipline at the point where individuals feel it is important for their point of view to become part of the discourse around a given subject. In this way Resident practices can be an important part of students developing their ‘voice’ within their chosen field. (Stakeholder snapshots – resident mode In: White et al (2014))

Credibility

As David White stresses, the Resident web is a space/place where we can be co-present, but it involves identity, reputation and credibility. So it also challenges what counts for valid knowledge when education engages students and educators in the Resident web and open practices. This issue of credibility is at stake in the results from the research project, too: it is not just a question of discourse but also a question of what knowledge is and how it can be acquired. In a manner of speaking students’ everyday practices, based on ‘we search and connect’, meet and clash with the traditional scholarly practices of how knowledge is acquired, tested, validated and shared in our culture. David White comments and reflects on these matters in the following video:

The informal learning of students’ everyday open practices on social media and the web seems to be difficult to transfer to the contexts of the mainly closed world of formal learning in higher education, as David White sums it up in the video. So the discussion on how to integrate students’ informal learning into formal learning in meaningful ways has moved from being an important issue at primary and secondary educational levels to be a relevant issue for higher education, too. Here the Visitors and Residents framework comes in as a way of mapping and reflecting on students’ informal and formal learning spaces/places and practices and as a starting point for meeting the open, networked and participatory practices of the Resident web in an institutional context. And so, a concluding comment from David White on the research project could be this:

Taking a more Resident approach to education is more than just a question of technology. It confronts under-lying conceptions of what it means to learn and what it means to know. (Visitors and Residents Part 2: Credibility (2014))

A double agenda

The research project on Visitors and Residents approaches has a double agenda, although the development of students’ digital and learning literacies appears to be the heart of the matter. Because the challenges and possibilities of a more Resident approach to education also meet the educators. So, while aiming at turning students into contributors, collaborators and co-creators within connected learning communities of practice, educational institutions should also encourage and embrace the increasing value of online currency that goes along with educators’ presence online. Educators’ open, networked, and participatory practices are a precondition for teaching and designing learning activities that foster digital and learning literacies by using open practices. Donna Lanclos and David White elaborate on this aspect of The Visitors and Residents project in their article “The Resident Web and Its Impact on the Academy” (2015). Here they challenge the understanding of what scholarship is:

In the industrialized, commodified model of intellectual labor that has come to dominate late 20th and early 21st century academia, the focus has historically been on producing units (articles, books, grants awarded, etc.) to be consumed rather than on forming the relationships and networks from which work can emerge. This now needs to be reconsidered as the Web influences the academy to re-position itself within a larger knowledge landscape in a more connected manner. The academy can no longer simply serve its own communities in the context of the networked Web, and it is under increasing cultural pressure to reach out and appear relevant. The web breaks us out of a product-centered publishing cycle and allows us to become part of an ongoing flow, in which knowledge is perpetually negotiated within networks. (Lanclos and White (2015))

Lanclos and White reflect on and work up their understanding of the Resident web in accordance with the concept of ‘Networked Participatory Scholarship’ defined by George Veletsianos and Royce Kimmons:

Networked Participatory Scholarship is the emergent practice of scholars’ use of participatory technologies and online social networks to share, reflect upon, critique, im-prove, validate and further their scholarship.(Veletsianos and Kimmons (2012:768))

And as students might resist the open practices of the Resident web in an institutional context, educators in higher education might resist institutional expectations of true openness and networked participatory scholarship, as I have touched on in a previous blogpost. So in many ways the double agenda in The Visitors and Residents project leaves students and educators alike to cross the borders and align with networked participatory scholarly practices and epistemological issues.

Crossing boundaries, bridging the gab

In my last blogpost I came up with a small list on what students need to know about open practices and how to participate on the Resident web. Some of my suggestions overlap the initiatives the research project recommends explicitly and implicitly. So to give a further idea of how to understand and anticipate the digital gap and the clash between informal learning and formal learning, students experience in higher education according to the research project, I would like to turn to Catherine Cronin. She addresses the challenges of being open in higher education in her keynote speech “Navigating the Marvellous: Openness in education” (2014) in the video below.  For a very short moment during the speech, the sound is not the best, but I think it is worthwhile to listen through the minute it takes, if you are interested in the process of opening up education.

Further reading:

Lanclos, Donna and David White (2015): The Resident Web and Its Impact on the Academy, Hybrid Pedagogy, October 8

Veletsianos, George and Royce Kimmons (2012): Networked Participatory Scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks In: Computers & Education 58 p. 766-774

White, David, Lynn Silipigni Connaway, Donna Lanclos, Erin M. Hood and Carrie Vass: (2014): Evaluating digital services: a visitors and residents approach, Jisc

Photo: AttributionNoncommercial Some rights reserved by tanakawho on Flickr

Elna Mortensen

 

 

 

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Visitors and Residents approaches – crossing boundaries, bridging the gap

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