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George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
George Siemens
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George Siemens

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  • http://vimeo.com/34182381
  • http://www.youtube.com/watch?feature=player_embedded&v=bWxHC_8yBrc
  • Barry Wellman: Pp. 10-25 in Digital Cities II: Computational and Sociological Approaches, edited by Makoto Tanabe, Peter van den Besselaar and Toru Ishida. Berlin: Springer, 2002.
  • http://www.si.umich.edu/~rfrost/courses/SI110/readings/In_Out_and_Beyond/Granovetter.pdf
  • http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/
  • Transcript

    • 1. Setting the context: why we need new learning models George Siemens, PhD October 16, 2012
    • 2. Complex problems
    • 3. Knowledge problems
    • 4. Social problems
    • 5. “…the fundamental task of education is to enculturate youth into this knowledge- creating civilization and to help them find a place in it…traditional educational practices – with its emphasis on knowledge transmission – as well as newer constructivist methods both appear to be limited in scope if not entirely missing the point” Scardamalia and Bereiter (2006, Cambridge Handbook of Learning Sciences)
    • 6. The growing influence of networks as a model for understanding the world…
    • 7. Political blogosphere, 2004 Blue Brain 3D File ManagerHierarchy Edge Bundles http://www.visualcomplexity.com/vc/
    • 8. Recognition of complexity andnetworks as underpinning attributes of social, science, education
    • 9. http://drunks-and-lampposts.com/2012/06/13/graphing-the-history-of-philosophy/
    • 10. http://drunks-and-lampposts.com/2012/06/13/graphing-the-history-of-philosophy/
    • 11. http://www.plosone.org/article/info:doi/10.1371/journal.pone.0004803
    • 12. Making the world’s knowledge relatable
    • 13. http://linkeddata.org/
    • 14. Wellman (2002)
    • 15. http://research.uow.edu.au/learningnetworks/seeing/snapp/index.html
    • 16. Weak tiesEmpirical evidence that the stronger the tieconnecting two individuals, the more similar theyare, in various ways Mark Granovetter (1973)
    • 17. Our education system faces information that is:OpenAccessibleDistributedScalableSocialNetworkedSelf-organizedAdaptiveGlobalMultimedia-based
    • 18. “The world is one big data problem” Gilad Elbaz
    • 19. “Social data is set to be surpassed in the dataeconomy, though, by data published byphysical, real-world objects like sensors, smartgrids and connected devices.”http://www.readwriteweb.com/archives/china_moves_to_dominate_the_next_stage_of_the_we b_internet_of_things.php
    • 20. Externalization of thought and concepts
    • 21. …so that it can beanalyzed, interpreted, tested, evaluate d
    • 22. MOOCsMassive (maybe)Open (sort of)Online (yep)Course (sort of)
    • 23. A bit of (recent) history:2007:- David Wiley: open wiki-based course- Alec Couros: Social media and Open Education2008:- CCK08- Slew of other open courses2011:- Stanford AI births Coursera and Udacity
    • 24. Phil Hill, 2012
    • 25. gsiemens @ gmail Twitter Skype FB Whereverwww.elearnspace.orgwww.connectivism.cawww.learninganalytics.net

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