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Net work ed     learn ing: Wh at happens when university learning is connected to the wider world? Nancy White/Full Circle Associates
What is  changing  in  our world? ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/azrainman/2047910540/
http://www.plexusinstitute.org/complexity/index.cfm?id=3
[object Object]
[object Object],[object Object],[object Object]
What do all these things have in common?
Learning   is our  BEST   HOPE
Learning  in  and  BEYOND  the walls of our institutions!!!
What needs to grow  beyond  the boundaries  of formal learning? http://www.flickr.com/photos/dsevilla/189528500/in/set-1368427/
Beyond  our curriculum and courses… http://www.flickr.com/photos/stevewall/206426067 / Beyond   our “classrooms”… Beyond  our institutions…
[object Object],From I-Open Education http://tiny.cc/tApHq
[object Object],[object Object]
The  buzz part 1  social learning  in a  networked world
 
http://www.flickr.com/photos/lynetter/653541864/in/set-72057594139269787/ Photo via Flickr CC  www.flickr.com/photos/azlijamil01/231592469/  
http://www.flickr.com/photos/ecstaticist/2918198742/in/set-72157603453505459/ Go  Solo?
Fly with the flock?
Roam the network?
Many: Networks We:   Communities Me: the Individual Personal  identity, interest & trajectory Bounded  membership; group identity, shared interest Boundaryless; fuzzy, intersecting interests
Many: Networks We:   Communities Me: the Individual Individual learning, personal learning environments … Classes, informal learning cohorts, conferences, clubs… Facebook, Twitter, YouTube, Wikipedia, etc…
Informal learning “What happens  the rest of  the time.”   – Marcia Connor http://agelesslearner.com/intros/informal.html
Connectivism – George Siemens Connectivism : A Learning Theory for the Digital Age   http://www.elearnspace.org/Articles/connectivism.htm
Rhizomatic Learning  Dave Cormier http://innovateonline.info/index.php?view=article&id=550 A rhizomatic plant has  no center and no defined boundary ; rather, it is made up of a number of semi-independent nodes, each of which is capable of growing and spreading on its own, bounded only by the limits of its habitat  (Cormier  2008 ). …. In the rhizomatic view,  knowledge can only be  negotiated ,  and the  contextual,   collaborative  learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises.
[object Object],[object Object]
http://www.flickr.com/photos/aphrodite/66231929/ The  buzz  part 2  “Web 2.0”
 
“… it was designed to allow people to work together by combining their knowledge in a web of hypertext documents.”   (From Tim Berners-Lee’s Bio)
http://www.flickr.com/photos/lynetter/483849193/in/set-72057594139269787/
 
 
Tech + Social: Technology has  fundamentally  changed how we can  be together
Designed for groups, experienced as individuals Does not imply homogeneity Multimembership Attention Scale
How do we enable people to… ,[object Object],[object Object],[object Object],[object Object],[object Object],?   ?   ?
http://www.flickr.com/photos/mjaniceryuvallos/1600857189/ Technology Hooks
…  meetings …  relationships …  community cultivation …  access to expertise …  projects …  context …  individual participation …  content   publishing …  open-ended   conversation Community  activities   oriented to … Base material from:  Digital Habitats: Stewarding technology for communities © 2009 Wenger, White, and Smith
…  meetings/ webmeeting …  relationships Facebook/etc. …  community cultivation/ Facebook …  access to expertise LinkedIn/Skype …  projects/ wiki …  context? Service learning …  individual participation/ blogs …  content   publishing/ blogs, wikis… …  open-ended   conversation/ forums Community  activities   oriented to … Base material from:  Digital Habitats: Stewarding technology for communities © 2009 Wenger, White, and Smith
People Hooks http://www.flickr.com/photos/micheleryan/418311581/ http://www.flickr.com/photos/qwirksilver/133694322 /
Create paths and patterns of connection  DURING  a Course ,[object Object],[object Object],[object Object]
TWITTER
So they can continue  AFTER  a course ,[object Object],[object Object],[object Object]
Identity Hooks?
[object Object],[object Object],[object Object]
Content  Hooks http://www.flickr.com/photos/frankfarm/281433729 /
Multi-format  content creation…
Tagging
http://www.flickr.com/photos/cambodia4kidsorg/2312541719/
http://www.flickr.com/photos/bg/3353075544/sizes/l/ Participation hooks
[object Object],[object Object]
http://www.flickr.com/photos/nicmcphee/418922552/in/set-72157600218310366 / PLAY!
 
Challenges ,[object Object],[object Object],[object Object],[object Object],[object Object]
Tackling the barriers? ,[object Object],[object Object],[object Object]
Epilogue Resources http://onlinefacilitation.wikispaces.com/ http://onlinefacilitation.wikispaces.com/netWorked+Learning Contact Nancy White nancyw at fullcirc dot com http://www.fullcirc.com http://www.flickr.com/photos/poagao/527259905/

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Networked Learningand Wider World Final

Editor's Notes

  1. Networked Learning: What happens when university learning is connected to the wider world?