AUSTRALASIAN ASSOCIATION OF DISTANCE EDUCATION SCHOOLS
ANNUAL CONFERENCE 2013 – MELBOURNE SEPTEMBER 11 - 13
Learning
in a ...
THE FUTURE?
•  Remember the Jetsons?
•  Robots cleaning house
•  Machines in the kitchen
that cook food instantly
•  Video...
THE FUTURE OF SCHOOL
•  What’s different?
•  Focus of attention on the
front of the room
•  Desks in rows
•  Text books re...
WHAT’S CHANGED?
•  Focus of attention on front
of room
•  Desks in rows
•  Teacher the primary
focus of instruction
•  Tec...
“Flipped	
  	
  
classroom”	
  
Virtual	
  	
  
schools	
  
THE EMERGING PARADIGM…
F2F	
  
Classrooms	
  
Distance	
  	
  ...
WHAT ARE THE GAME CHANGERS?
AGENCY
•  “The power to act”
•  “Sense of ownership”
•  “Executing and controlling
one’s own actions”
•  “Self-efficacy”
•...
STUDENT EXPECTATIONS
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know
about me and my interes...
WE LIVE IN A PERSONALISED WORLD
•  My watchlist (on Trademe)
•  My personal banking
•  My travel planner
•  MySky
•  My po...
EXAMPLE ONE: KHAN ACADEMY
•  It’s all about me!
•  Onine support
•  Badges
•  Ideas for classroom
use
EXAMPLE TWO: NIKE TRAINING CLUB
•  Tailored to me!!
•  Use own playlist to work
out
•  During the workout it’s
easy to und...
THE RHIZOMATIC (FREE AGENT) LEARNER
•  Self directed learning
•  Un-tethered to traditional
school/institution
•  Expert a...
CHALLENGES
•  Do our learners have to adapt to
our way of doing things, or do
we adapt to theirs?
•  Are we focused on del...
MOBILE TRENDS
•  mLearning – in the
classroom and workplace
•  BYOD – Bring your own
device
•  “snack” learning
•  Locatio...
THREE WORLDS CONVERGING
Internet capable, mobile
devices
Wireless connectivity
Cloud services
CHALLENGE
Have we grasped how significantly
student access to technology has
changed their expectations as
learners?
In a ...
OPEN-NESS
CHALLENGES
•  Is the content you develop
available under a CC license?
•  How open are you prepared to
make your programme...
•  “Having a sense of being a part of
something that is bigger than ones
self”
•  It’s not about the technology, but it’s
...
>1 Billion
(100 billion connections)
>500 Million
>150 Million
>14 million articles
>6 Billion images
Sources from service...
RHIZOMATIC LEARNING
Knowledge
constructed by self-
aware communities
adapting to
environmental
conditions
MAKING CONNECTIONS
•  In Connectivism, learning
involves creating
connections and
developing a network. It is
a theory for...
•  Open
•  Distributed
•  Scalable
•  Social
generative
•  Networked
•  Self-organised
•  Adaptive
•  Global
An education ...
NETWORK LITERACIES
“Understanding how
networks work is one
of the most important
literacies of the 21st
century” (2010)
Ho...
CLUSTER SCHOOLS
School A
School A
School A
Services	

Internet	

School	

School	

School	

Public Library	

University	

...
THE VLNC
The Virtual Learning Network
Community (VLNC) is a network of
school clusters and educational
institutions who co...
SUPERLOOP FORUM
www.superloop.org.nz
NETWORKS
•  redefine communities,
friends, citizenship,
identity, presence,
privacy, publics,
geography.
•  enable learnin...
NETWORK LITERACIES
“Understanding how
networks work is one
of the most important
literacies of the 21st
century” (2010)
Ho...
www.superloop.org.nz
How will your institution
negotiate the new ecology of
learning?
What will a distance education
institution look like in t...
THE FUTURE OF LEARNING
School A
Schools
NETWORKED LEARNING
Network PLN
Collection of entities
Informal
Semi-structured
Complex
Group knowledge
Fe...
EVOLUTION OF PROGRAMME DESIGN
Product	
  	
  
Orienta9on	
  
Student	
  need	
  
orienta9on	
  
Standardiza9on	
  
Customi...
What might that reconciliation
look like in your institution?
Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>
Learning in a networked world
Learning in a networked world
Upcoming SlideShare
Loading in...5
×

Learning in a networked world

4,251

Published on

My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.

Published in: Education, Technology

Learning in a networked world

  1. 1. AUSTRALASIAN ASSOCIATION OF DISTANCE EDUCATION SCHOOLS ANNUAL CONFERENCE 2013 – MELBOURNE SEPTEMBER 11 - 13 Learning in a networked world
  2. 2. THE FUTURE? •  Remember the Jetsons? •  Robots cleaning house •  Machines in the kitchen that cook food instantly •  Video phones •  Doors that open automatically •  What was their vision for schooling?
  3. 3. THE FUTURE OF SCHOOL •  What’s different? •  Focus of attention on the front of the room •  Desks in rows •  Text books replaced by technology •  Robots teaching the class
  4. 4. WHAT’S CHANGED? •  Focus of attention on front of room •  Desks in rows •  Teacher the primary focus of instruction •  Technology adopted to support traditional practices “Most of today’s classrooms are designed with the teacher at the centre. But if the classroom is focused on the learner instead, the learning becomes paramount!” Rick Dewar
  5. 5. “Flipped     classroom”   Virtual     schools   THE EMERGING PARADIGM… F2F   Classrooms   Distance     Educa9on   Teaching  &   Instruc9on   F2F  using     WWW   DE  using    LMS   Knowledge           Networkss   Online/ eLearning   Blended   learning   Networked   Learning   First Then Now Next
  6. 6. WHAT ARE THE GAME CHANGERS?
  7. 7. AGENCY •  “The power to act” •  “Sense of ownership” •  “Executing and controlling one’s own actions” •  “Self-efficacy” •  “Personalisation”
  8. 8. STUDENT EXPECTATIONS Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
  9. 9. WE LIVE IN A PERSONALISED WORLD •  My watchlist (on Trademe) •  My personal banking •  My travel planner •  MySky •  My portfolio •  MyYoutube channels •  My… •  AGENCY is key!
  10. 10. EXAMPLE ONE: KHAN ACADEMY •  It’s all about me! •  Onine support •  Badges •  Ideas for classroom use
  11. 11. EXAMPLE TWO: NIKE TRAINING CLUB •  Tailored to me!! •  Use own playlist to work out •  During the workout it’s easy to understand what is gong in – with voice commands that give pointers and countdown like a trainer does •  And a nice summary at the end
  12. 12. THE RHIZOMATIC (FREE AGENT) LEARNER •  Self directed learning •  Un-tethered to traditional school/institution •  Expert at personal data aggregation •  Power of connections •  Creating new communities •  Not tethered to physical networks •  Experiential learning •  Content developer •  Process as important as knowledge gained
  13. 13. CHALLENGES •  Do our learners have to adapt to our way of doing things, or do we adapt to theirs? •  Are we focused on delivery – or learning experience?
  14. 14. MOBILE TRENDS •  mLearning – in the classroom and workplace •  BYOD – Bring your own device •  “snack” learning •  Location-based integration and workplace training •  Cloud computing •  Rewind learning http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/
  15. 15. THREE WORLDS CONVERGING Internet capable, mobile devices Wireless connectivity Cloud services
  16. 16. CHALLENGE Have we grasped how significantly student access to technology has changed their expectations as learners? In a world where information is always accessible, how will teaching and learning change?
  17. 17. OPEN-NESS
  18. 18. CHALLENGES •  Is the content you develop available under a CC license? •  How open are you prepared to make your programmes?
  19. 19. •  “Having a sense of being a part of something that is bigger than ones self” •  It’s not about the technology, but it’s all about being connected. •  This is having an impact on all areas of human activity CONNECTEDNESS
  20. 20. >1 Billion (100 billion connections) >500 Million >150 Million >14 million articles >6 Billion images Sources from service providers and also http://econsultancy.com 3.5 Billion views/day 70 hours/minute >400 Million >170 Million(55 million posts per day) SOCIAL MEDIA USE IN 2013
  21. 21. RHIZOMATIC LEARNING Knowledge constructed by self- aware communities adapting to environmental conditions
  22. 22. MAKING CONNECTIONS •  In Connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning. •  (It’s not what you know, but who you know)
  23. 23. •  Open •  Distributed •  Scalable •  Social generative •  Networked •  Self-organised •  Adaptive •  Global An education system that fails to emulate the characteristics of information in an era of knowledge is doomed to fail. Information today is… George Siemens: Connectivism – a theory of learning for the networked age http://www.connectivism.ca/
  24. 24. NETWORK LITERACIES “Understanding how networks work is one of the most important literacies of the 21st century” (2010) Howard Reingold
  25. 25. CLUSTER SCHOOLS School A School A School A Services Internet School School School Public Library University N4L Aggregation Point
  26. 26. THE VLNC The Virtual Learning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide  access to a broad range of curriculum and learning opportunities for students through online learning. “Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7” http://www.vln.school.nz
  27. 27. SUPERLOOP FORUM www.superloop.org.nz
  28. 28. NETWORKS •  redefine communities, friends, citizenship, identity, presence, privacy, publics, geography. •  enable learning, communication, sharing, collaboration, community. •  networks form around shared interests & objects
  29. 29. NETWORK LITERACIES “Understanding how networks work is one of the most important literacies of the 21st century” (2010) Howard Reingold
  30. 30. www.superloop.org.nz
  31. 31. How will your institution negotiate the new ecology of learning? What will a distance education institution look like in the future?
  32. 32. THE FUTURE OF LEARNING
  33. 33. School A Schools NETWORKED LEARNING Network PLN Collection of entities Informal Semi-structured Complex Group knowledge Federally organised Formal groupings Elemental Defined by mass/ structure Knowledge transfer Externally organised Association of entities Informal Unstructured Complex Personal knowledge Personally organised The way networks learn is the way individuals learn
  34. 34. EVOLUTION OF PROGRAMME DESIGN Product     Orienta9on   Student  need   orienta9on   Standardiza9on   Customiza9on   Reconcilia9on??   www.myins9tu9on.com   www.mylearning.com  
  35. 35. What might that reconciliation look like in your institution?
  36. 36. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×