Design 2.0: Emergence, Learning and the Creation of Organizational Knowledge Colleen Carmean Proposal Conference Call November 28, 2007

Overview (Colleen -~10 mins) State of Learning & Design that led me to research topic Key literature within this investigation Purpose of the investigation Problem to be investigated Research questions Research design

State of Learning & Design that led me to research topic

Key literature within this investigation

Purpose of the investigation

Problem to be investigated

Research questions

Research design

State of field that led me to this research Digital Age: asynchronous, aspatial, immediate, learner-centered discovery Diversity of new design models/theories that focus on aspects of non-linear, exploratory and collaborative learning Defining design within the next generation knowledge environments

Digital Age: asynchronous, aspatial, immediate, learner-centered discovery

Diversity of new design models/theories that focus on aspects of non-linear, exploratory and collaborative learning

Defining design within the next generation knowledge environments

Key literature Emergence and learning: Kays (2004) and Downes (2005) Connective learning: Siemens (2005) and Brown (1999) Complex knowing: Snowden (2003) and Kurtz & Snowden (2003) Experiencing Knowledge: Norris, Mason and Lefrere (2004)

Emergence and learning: Kays (2004) and Downes (2005)

Connective learning: Siemens (2005) and Brown (1999)

Complex knowing: Snowden (2003) and Kurtz & Snowden (2003)

Experiencing Knowledge: Norris, Mason and Lefrere (2004)

Purpose of the investigation “This research study seeks to determine effective e-learning design practices that best support emergent e-learning and the creation of organizational knowledge”

“This research study seeks to determine effective e-learning design practices that best support emergent e-learning and the creation of organizational knowledge”

Problem to be investigated Design for emergent learning: 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.

Design for emergent learning:

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.

Question: What is the nature of learning design in an emergent e-learning environment? What are the inherent characteristics (tools, processes, practices, systems, support structures) of emergent e-learning environments? How might design foster collaboration and networking in emergent e-learners? In what ways does emergent e-learning suggest new roles for design, instruction, or performance improvement in the practice of organizational knowledge management?

What are the inherent characteristics (tools, processes, practices, systems, support structures) of emergent e-learning environments?

How might design foster collaboration and networking in emergent e-learners?

In what ways does emergent e-learning suggest new roles for design, instruction, or performance improvement in the practice of organizational knowledge management?

Research Design 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 By Phase 1: Social Network Analysis of the Blogosphere Phase 2: Questionnaire to strongest nodes (10) Phase 3: Collective wiki that expands, clarifies, refines the initial findings.

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

By

Phase 1: Social Network Analysis of the Blogosphere

Phase 2: Questionnaire to strongest nodes (10)

Phase 3: Collective wiki that expands, clarifies, refines the initial findings.

References 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/ Downes, S. (2005). Emergent learning: Social networks and learning networks. Retrieved April 27, 2007, from http://www. downes . ca/files/osn .html 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. 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. 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 Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp8. 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.

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/

Downes, S. (2005). Emergent learning: Social networks and learning networks. Retrieved April 27, 2007, from http://www. downes . ca/files/osn .html

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.

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.

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

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp8.

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.