Designing for Open/Networked Learning

Uploaded on

Slides for my keynote presentation at The Higher Education Technology Agenda (THETA) 2013 in Hobart, Tasmania on April 9, 2013.

Slides for my keynote presentation at The Higher Education Technology Agenda (THETA) 2013 in Hobart, Tasmania on April 9, 2013.

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Designing for Open/Networked LearningDr. Alec CourosTHETA 2013Hobart, AustraliaApril 9, 2013
  • 2. #theta13
  • 3. me
  • 4. DO N EDAB AN
  • 5. The Blur
  • 6. Personal Openness
  • 7. Open Scholarship
  • 8. Open Teaching
  • 9. why open?
  • 10. “Web 2.0 tools exist that might allow academics to reflectand reimagine what they do as scholars. Such tools might positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose tobuild serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students.” (Greenhow, Robelia, & Hughes, 2009)
  • 11. changes
  • 12. current context - new affordances tools, content, networks, relationships
  • 13. tools
  • 14. MobileEarly Days of PCs in Schools Today’s Social/Mobile Reality
  • 15. Convergence
  • 16. significant shifts in media atoms <---> bits scarcity <---> abundance consuming <---> creatingstandardization <---> personalization individuals <---> networks
  • 17. shifts in edtech Group growth Individual growthObjectivism Cognitivism Constructivism(Leinonen) + (Schwier) Social Learning
  • 18. content
  • 19. mSh ake#H arle
  • 20. Informal Learning • “Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning.” •George Siemens
  • 21. How long did it take to film and edit? I started in November, but then I had to start from scratch a couple months afterwards, so I spent months and months on it. What’s yourbackground in video editing?I just do it for fun. I’m self-taught. slide by @gcouros
  • 22. “Today knowledge is free. It’s like air, it’s like water... There’s no competitive advantage in knowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you can do with what you know.” (2012)@drtonywagner
  • 23. networks
  • 24. HAT’SNO T W AN T P O RT IM
  • 25. Six Degrees of Separation“the idea that everyone is on average sixsteps away, by way of introduction, from another person in the world.”
  • 26. Strength of Weak Ties “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas andinformation.” (paraphrased from Gladwell, 2010)
  • 27. Where Good Ideas Come From “The trick to having good ideas is not to sitaround in glorious isolation and try to think bigthoughts. The trick is to get more parts on the table.” (Steven Johnson, 2010)
  • 28. networks provide ...1. affordances: enable communication, collaboration & cooperation in ways that were once impossible with people who were once unreachable. 2. inspiration: connect us to new ideas & expand our thinking & potential for innovation. * ‘us’ meaning those who have access.
  • 29. relationships
  • 30. 130,729 people like this
  • 31. "To immortalize thismoment ... the girl seems toforget the original pleasure."
  • 32. networked learning
  • 33. MYOB Learning
  • 34. 21st Century Learning Networks
  • 35. 21st Century Learning Networks
  • 36. “To answer your question, I did use Youtube to learn how to dance. I consider it my ‘main’ teacher.” “10 years ago, street dance was very exclusive, especially rare dances like popping (the one I teach and do). You either had to learn it from a friend that knew it or get VHS tapes which were hard to get. Now with Youtube, anyone, anywhere in the world can learn previously ‘exclusive’ dance styles.”
  • 37. How are you makingyour learning visible?
  • 38. How are you contributingto the learning of others?
  • 39. cMOOCs
  • 40. #eci831 (open-boundary)
  • 41. course trailer
  • 42. network mentors
  • 43. student-controlled spaces @jonmott
  • 44. power of the hashtag
  • 45. What We Learned• Open teaching can be low-cost, high impact.• ‘Courses’ as shared, global, learning events.• Openness as a way of connecting students to a greater, authentic learning community.• Pedagogical serendipity in open spaces vs. walled gardens.• Importance of student-controlled learning spaces.• Connectivist pedagogy first focus on connecting & interactions; content important, but secondary.• Development of sustainable, long-term, learning connections.
  • 46. #etmooc
  • 47. origins
  • 48. ~2000 participants from ~70 countries
  • 49. spaces
  • 50. /hub
  • 51. /tweets
  • 52. random artefacts
  • 53. introductions
  • 54. digital stories
  • 55. workflows
  • 56. summaries
  • 57. visualizations
  • 58. vulnerability + support
  • 59. collaboration
  • 60. #lipdub
  • 61. concluding thoughts
  • 62. “Some of the comments on Youtube make you weep for the future of humanity, just for the spelling alone, never mind the obscenity and naked hatred.”@leverus (Lev Grossman)
  • 63. humanize
  • 64. (Joichi Ito)
  • 65. Private PublicClosed Open
  • 66. “Don’t limit a child to yourown learning, for he was born in another time.” ~Tagore @courosa