Open & Networked Teaching: A Transformative Journey
by Alec Couros on May 22, 2009
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This slides were developed for a keynote presentation for Webheads in Action Online unConvergence (WIAOC09) online conference, presented May 23, 2009. ...
This slides were developed for a keynote presentation for Webheads in Action Online unConvergence (WIAOC09) online conference, presented May 23, 2009.
Please contact the author (couros@gmail.com) if you'd like the original Keynote.app (iWork 09).
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dario22
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Photo Credit - http://www.flickr.com/photos/ashclements/259612757/sizes/o/
Digital identity, and how the network defines us, is an important, emerging trend.
I define myself as a family man, a life-long learner, a teacher, and a risk-taker. I’ve worked in all educational sectors in my province, K12, technical, university, and correctional. In occasionally podcast with the Edtech Posse with some friends and colleagues in Saskatchewan. And I’ve been an advocate for openness for quite a few years now.
When I talk about open courses, I am meaning open access and open teaching. When I first tried this back in January 2008, I had 20 registered students, but we ended up opening up the course to whoever else wanted to participate. Soon, we ended up with at least 200 others that became part of the course in casual ways. The experience really opened up my eyes to the possibilities of bridging formal and informal learning, and the power of personal learning networks.
Photo credit - http://www.flickr.com/photos/300tdorg/2088814922/sizes/l/
If you go back to through the history of technology, you will know that we come a long way. And you can probably remember early instructional games on platforms like the Apple IIe, things like Math Muncher or Oregon Trail. And of course, there were many instructional machines created specifically for education well before this time.
“Student pushes one of four buttons to give answers and his score appears on paper slip at upper right. Teaching machines, expected to boom in the next decade, usually operate on the principal of repetition until the pupil understands. They aim to speed up the learning process and relieve teacher of much paper work in the classroom.”
http://www.flickr.com/photos/bostworld/2152048926/sizes/o/
- Percy Schmeiser
- Jamie Thomas - sued for $220,000 (single mother of two)
http://musically.com/blog/2009/05/14/retrial-likely-in-riaa-vs-jammie-thomas-case/
- John Locke - “When a person works, that labor enters into the object. Thus, the object becomes the property of that person.”
- Vandana Shiva, physicist & seed activist, who wrote the book “stolen harvest” and spoke of the effects of patenting genetic blueprints.
- Gregg Gillis (girl talk) - he produces mashup-style remixes in which he uses a dozen or more unauthorized samples to create new songs.
- How is k acquired, and how do we know what we know? What is our relationship with knowledge (professors, teachers, researchers, students) Again, incredibly important questions for education especially when much of our edu-gibberish focuses on the “most effective pedagogies”. Direct instruction, inquiry-based learning, modeling, constructivism, learning, skills - all common lingo to educators.
- Why do we know what we know? Continues up on the last two questions, but moves to the more political realm re: knowledge and control.
- What do humans know? And how do we test for that?
- Who controls k, how is k controlled? See next slide.
Key question: How much control do students have of their own learning destiny?
http://www.flickr.com/photos/pierre-o/144576338/sizes/o/
There are many forms of openness. While some are much easier than others, I will talk mostly about open access and open teaching today.
@all 1.Age of schooling ending. 2.Social networks bring new possibilities re: informal group learning 3. Technologies/media influence & empower.
Thing started to fall into place. Knowledge shifting. Information no longer scarce. Tools free & easy to use.
Photo credit - http://www.flickr.com/photos/cwhatuc/42137209/sizes/l/
We years of hoarding content in our classrooms should be over ... and I welcome an era of good, open, transparent content.
Recent reports of the DOAJ where there are now almost 4000 open-access journals available, almost 800 new journals in 2008.
http://poeticeconomics.blogspot.com/2009/03/directory-of-open-access-journals.html
Photo credit - http://www.flickr.com/photos/cwhatuc/42137209/sizes/l/
It is often a bit surreal to speak to professionals down the hall, or across the world, while managing chats with high school friends, family, current and former students. It really challenges you in some ways to create a much more wholly consistent self.
What are the limitations of each? What are the social affordances?
This is my dad, peer 21, in 1956. This is one of the very few photographs I have of my dad before the age of 40. I have thousands of photos of my kids, before they have each turned 1 year old.
I’ve often looked at this photo and thought, what if this photo had been taken in the Facebook era? This singular, isolated photo would come alive in a sense, becoming a link to many other rich experiences, lives of individuals, lifestreams. The affordances of social networks give us a sense of richness and detail where we have only previously assumed so or imagined.
Question: Which is a more social form of media - the lightbulb, or the iPhone?
http://www.youtube.com/watch?v=vVbO2q0ZSok
Advantages or disadvantages of designing for each?
- educators as continuous learners
- minutia and presence as social bonds
But the metaphor is not really import. The search is. We have to continue to rethink, through analogy, metaphor, and practice, the emerging shape of teaching and learning.
Over 30 classrooms to choose from.
And of course, students also worked closely in their own communities.
Photo Credit - http://www.flickr.com/photos/seekoh/2523030553/sizes/l/