Design 2.0: Emergence, Learning and the Creation of Organizational Knowledge Colleen Carmean Proposal Conference Call November 28, 2007
Overview (Colleen -~10 mins) <ul><li>State of Learning & Design that led me to research topic </li></ul><ul><li>Key literature within this investigation </li></ul><ul><li>Purpose of the investigation </li></ul><ul><li>Problem to be investigated </li></ul><ul><li>Research questions </li></ul><ul><li>Research design </li></ul>
State of field that led me to this research <ul><li>Digital Age: asynchronous, aspatial, immediate, learner-centered discovery </li></ul><ul><li>Diversity of new design models/theories that focus on aspects of non-linear, exploratory and collaborative learning </li></ul><ul><li>Defining design within the next generation knowledge environments </li></ul>
Key literature <ul><li>Emergence and learning: Kays (2004) and Downes (2005) </li></ul><ul><li>Connective learning: Siemens (2005) and Brown (1999) </li></ul><ul><li>Complex knowing: Snowden (2003) and Kurtz & Snowden (2003) </li></ul><ul><li>Experiencing Knowledge: Norris, Mason and Lefrere (2004) </li></ul>
Purpose of the investigation <ul><li>“This research study seeks to determine effective e-learning design practices that best support emergent e-learning and the creation of organizational knowledge” </li></ul>
Problem to be investigated <ul><li>Design for emergent learning: </li></ul><ul><li>Supporting the needs of the just-in-time, independent learner while at the same time ensuring the learner’s contribution to the connective knowledge within the network. </li></ul>
Question: What is the nature of learning design in an emergent e-learning environment? <ul><li>What are the inherent characteristics (tools, processes, practices, systems, support structures) of emergent e-learning environments? </li></ul><ul><li>How might design foster collaboration and networking in emergent e-learners? </li></ul><ul><li>In what ways does emergent e-learning suggest new roles for design, instruction, or performance improvement in the practice of organizational knowledge management? </li></ul>
Research Design <ul><li>Gather experiences of identified organizational knowledge experts in the Blogger community and provide a framework that allows these experts to collectively summarize effective design and support practices </li></ul><ul><li>By </li></ul><ul><li>Phase 1: Social Network Analysis of the Blogosphere </li></ul><ul><li>Phase 2: Questionnaire to strongest nodes (10) </li></ul><ul><li>Phase 3: Collective wiki that expands, clarifies, refines the initial findings. </li></ul>
References <ul><li>Brown, J. S. (1999). Learning, working & playing in the digital age -- creating learning ecologies. Retrieved 8/1/2005, 2005, from http: //serendip . brynmawr . edu/sci_edu/seelybrown/ </li></ul><ul><li>Downes, S. (2005). Emergent learning: Social networks and learning networks. Retrieved April 27, 2007, from http://www. downes . ca/files/osn .html </li></ul><ul><li>Kays, E., & Francis, J. (2004). Emergence and E-learning design: From artificial to natural selection. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Washington, DC. 1286-1289. </li></ul><ul><li>Kurtz, C. F., & Snowden, D. J. (2003). The new dynamics of strategy: Sense-making in a complex and complicated world. IBM Systems Journal, 42(3), 462-483. </li></ul><ul><li>Norris, D., Mason, J., & Lefrere, P. (2004). Experiencing knowledge. Innovate, 1 (1) Retrieved November 17, 2005 from http://www. innovateonline .info/index. php ?view=article&id=5 </li></ul><ul><li>Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp8. </li></ul><ul><li>Snowden, D. (2003). Complex acts of knowing: Paradox and descriptive self-awareness. Bulletin of the American Society for Information Science and Technology, 29(4), 23-28. </li></ul>
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