What Constitutes Student Success?

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What Constitutes Student Success?

  1. 1. What ConstitutesStudent Success?Stephen DownesOnline Teaching Conference 2013Long Beach, California20 June 2013
  2. 2. The question I’d like to put today: what happens tocourses when there are no more tests?
  3. 3. The course as a support system for a testTwo criteria for success:•The student finishes thecourse, and•A passing grade on theevaluation or test
  4. 4. The passion for finishing…• “Finish your supper, there are starving children in…”• “It ain’t over ‘till it’s over…”• “Giving up” on a book, “walking out” of a movie or a play
  5. 5. The passion for testing• Outcomes based… - “The proof is in the pudding”• The need for a resolution of competition – the “best”• Getting the right answer – the whodunit, the victor
  6. 6. An alternative reality…• To taste instead of simply consuming• The idea of experiencing rather than merely attending• Browsing rather than absorbing everything
  7. 7. The complexity of it all…We could not eat all thefood in the world – and wehave multiple criteria forsuccess in eating (taste,nourishment, safety…)
  8. 8. We cannot watcheverything in a sport – noteven in a single game – andeven a win can be a ‘badgame’
  9. 9. We don’t have time to readall the books in a library, or allthe articles in the NY Times –criteria for success includesalience, interest andavocations, prurience…http://www.slate.com/articles/technology/technology/2013/06/how_people_read_online_why_you_won_t_finish_this_article.s
  10. 10. The challenge…-How do we learn in this alternative reality?-How do we know this learning has been a success?
  11. 11. The First MOOC – CCK08
  12. 12. What are MOOCs•Massive – by design•Open – gratis and libre•Online – vs. blended and wrapped•Courses – vs. communities, websites, videocollections, etc
  13. 13. cMOOCs vs xMOOCs•xMOOCs – the Big Elite Universities Way•Collections of centralized resources•Mass events (like videos, live events)•Automated grading etc.•cMOOCs – the Connectivist Way•Based on community, conversation, culture•Most importantly, are distributed
  14. 14. The Connected Applicationhttp://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
  15. 15. Design principles of the MOOC – autonomy, diversity, openness,interactivity
  16. 16. Pedagogy of the MOOC – aggregate, remix, repurpose, feed forwardhttp://cogdogblog.com/2009/06/29/arrff/
  17. 17. What do we think of when we think of life-long learning? Classrooms?Image: Judy Loftin http://mylifeismylab.wordpress.com/2008/05/01/may-is-social-networking-month-at-the-lifelong-learning-lab/
  18. 18. We think of life-long learning as an ongoingprocess, not a static event.Image, adapted from Garrison, Barbara Stäuble http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2005/refereed/stauble.html
  19. 19. We think of learning as an active processwhere we try things out and make sense ofthe experienceImage: http://annekcam.blogspot.ca/2011/09/reflecting-on-e-learning-theories-and.html
  20. 20. To teach is to model and demonstrate, tolearn is to practice and reflectImage, adapted from Garrison, Barbara Stäuble http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2005/refereed/stauble.html
  21. 21. There are two sides to the learningequation; this presentation is focused onlearningImage, adapted from Garrison, Barbara Stäuble http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2005/refereed/stauble.htmlOpenCoursesPersonalLearningModel anddemonstratePracticeand reflectMOOC(gRSShopper)PLE(Plearn)
  22. 22. In this presentation, I invite you to thinkabout how you learnImage: http://sarahgraphic.wordpress.com/2008/03/
  23. 23. What is knowledge?
  24. 24. the knowledge is in the networkthe knowledge is the networkOld: universals– rules– categoriesNew: patterns– similarities– coherencesWhat ‘Knowing’ Is…The Machine is Us/ing Us - http://www.youtube.com/watch?v=NLlGopyXT_g&noredirect=1
  25. 25. Emergence• How we perceive patterns of connectivity• Take the actual connections, and interpret them as a distinctwhole• Take the distinct whole, and interpret as a set of connections• As Hume would say, our perception of a causal relationshipbetween two events is more a matter of custom and habitthan it is of observation.
  26. 26. stands for?Or is caused by?Distributed Representation= a pattern of connectivityHopfield
  27. 27. Meaning• Traditionalist theories – ‘meaning’ is the state of affairs representedor described• But what about ‘redness’, or ‘17’, or ‘power law?’ (Or ‘one’ as in ‘onetree’, ‘one puppy’, ‘one couch’?)• These are complex phenomena we can’t simply grasp• They are composed of the organization of low-level non-meaningful entities• We need to experience multiple phenomena multiple times
  28. 28. Organization• Personal knowledge: The organization of neurons• Public Knowledge: The organization of artifacts• A common underlying logic: graph theory, connectionism, socialnetwork theory, etc.• If a human mind can come to know, and if a human mind is,essentially, a network, then any network can come to know,and for that matter, so can a society.
  29. 29. What is learning?
  30. 30. Network Learning…• Hebbian associationism• based on concurrency• Back propagation• based on desired outcome• Boltzman• based on ‘settling’, annealingLearning Theories
  31. 31. ‘Downes Theory’ of Pedagogy
  32. 32. Personal LearningWe are using one of theseTo create one of these
  33. 33. Developing personalknowledge is more likeexercising than likeinputting, absorbing orremembering
  34. 34. Keep in mind how we learn: repeatedexposure, formation of habitsImage, http://www.skillsconverged.com/TrainingTutorials/TraintheTrainer/WhatisTryPracticeDemonstrate.aspx
  35. 35. What is it to ‘finish’ exercising?
  36. 36. Network-Based AssessmentWe recognize thisBy perfomance in this
  37. 37. Personal Learning EnvironmentA PLE is a tool intendedto immerse yourselfinto the workings of acommunity
  38. 38. gRSShopper• A tool for managing connections• Used in Connectivism course
  39. 39. What constitutes success in a network?• “I was astonished at the level of activity.• “Study groups were forming based on language andgeography. There were Spanish and Portuguese groups,study units forming in Bulgaria and Russia, Boston andIndia.”Michael S. Roth - http://chronicle.com/article/My-Modern-MOOC-Experience/138781/
  40. 40. 1. Actually being in a networkCompare with ‘old media’,which tries to swallowvisitors whole (when allthey want is theirhoroscope)Jeff Jarvis - http://buzzmachine.com/2007/11/12/glam-the-success-of-the-network/
  41. 41. 2. Network MetricsFor example:•Generating awareness•Increasing sales•Driving loyaltyLegacy Learning drives sales online using the GDN, byincreasing the volume of clicks and conversions while maintaina steady CPA.Google:http://www.google.com/ads/displaynetwork/success-stories.html
  42. 42. 3. Support• Not just likes or clicks• ‘Support’ is tangible –but not measurable• Be able to ‘cull links’ toincrease supporthttp://andrea-zak.com/2010/12/08/network-of-peeps/ Photo: http://www.flickr.com/photos/64419960@N00/3436188161
  43. 43. 4. Network Perspective• Complexity of inputparameters• Complexity of projectoutcomesWu and Tang - http://www.pacis-net.org/file/2007/1189.pdf
  44. 44. 5. Innovation• That ‘something new’feeling• The concept of “radicalopenness”• Eg. AT&T “Foundry”http://www.att.com/gen/press-room?pid=2949http://networkingexchangeblog.att.com/enterprise-business/5-keys-to-innovation-your-business-needs-to-succeed/
  45. 45. Stephen Downeshttp://www.downes.ca

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