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Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
Croatia: CARNET
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Croatia: CARNET

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Presented in Rijeka, Croatia

Presented in Rijeka, Croatia

Published in: Education, Technology
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  • flickr
  • http://www.mckinsey.com/mgi/publications/great_transformer/index.asp
  • flickr
  • Flickr
  • Adapted from: http://en.wikipedia.org/wiki/Cloud_computing
  • Transcript

    • 1. Learning in complex knowledge spaces George Siemens November 15, 2011 Rijeka, Croatia CARNET
    • 2. Our education system must map to the reality of society today, namely:
    • 3. Abundance of Information
    • 4. Complexity(dynamicconnectedness)of knowledgeand knowledgespaces Barry Kade, 2009
    • 5. Complex systems:“a set of diverse actors who dynamically interactwith one another awash in a sea of feedbacks.” Miller and Page, 2007
    • 6. Re-balancing of powerFrom organization to individualFrom individual to “the machine”
    • 7. Abundance has always been with us, but now it’s, um, more abundant
    • 8. More is different
    • 9. Complexity is different
    • 10. “The internet has enabled fundamental businesstransformations that span the entire value chainin virtually all sectors”
    • 11. McKinsey, 2011
    • 12. McKinsey, 2011
    • 13. But the internet is still in its infancy
    • 14. Especially in education
    • 15. Our education system today must reconcile itself with information and conversations that are:OpenAccessibleDistributedScalableSocialNetworkedSelf-organizingCreativity-drivenDerivative and iterative improvementsConnected to amplify effectsAdaptiveGlobalMultimedia-based
    • 16. If “it” changes how we interact with information
    • 17. Or how we interact with each other…
    • 18. Then it will impact teaching, learning, education
    • 19. Or, put another way: Education systems track the architecture of information of an era
    • 20. And, wow, we’re messing with the architecture of information
    • 21. (think of these examples not as specific tools,but as new affordances; new action potential)
    • 22. Layering info onto physical space
    • 23. Injecting new information into current context
    • 24. Jail break the Matri(patri)archy
    • 25. Finding patterns in historical information
    • 26. Letters of Locke and Voltaire: “incredible disconnect” https://republicofletters.stanford.edu/
    • 27. Working different…
    • 28. Evaluate/assess different(ly)
    • 29. Design DifferentConole, G. (forthcoming), Designing for learning in an open world, New York: Springer
    • 30. Instead of pre-fabricated curriculum…
    • 31. Learning Paths… StooMathiesen, 2011
    • 32. Honest signalsUnderstanding patterns (and meaning) in our signaling http://web.media.mit.edu/~sandy/
    • 33. Long form content, summarized
    • 34. Learner SalespersonCollector ConvenerCurator CoordinatorSalesperson DesignerAlchemist CoachProgrammer AgitatorLecturer CriticTheorizer Connector etc…
    • 35. Mobiles blurphysical/virtual worlds Jasleen Kaur, 2010
    • 36. SaaS PaaS IaaSCloud Computing
    • 37. Tools that enable us to think together
    • 38. Tools that enable us to create together
    • 39. Tools that enable us to debate together
    • 40. The education system has aresponsibility to prepare learners for this world
    • 41. Apps as channels Rafael Kage, 2011
    • 42. Learner self-organization hannah sheffield, 2007
    • 43. Online Self-Organizing Social Systems (OSOSS)“structure allows large numbers of individuals toself-organize in a highly decentralized mannerin order to solve problems and accomplish othergoals.” Wiley & Edwards 2003
    • 44. Participatory sensemaking:“the coordination of intentional activity ininteraction, whereby individual sense-makingprocesses are affected and new domains ofsocial sense-making can be generated that werenot available to each individual on her own” De Jaegher and Di Paolo 2007
    • 45. Open online course: Learning Analytics January 23 - March 17, 2012 http://www.solaresearch.org/
    • 46. change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog http://www.solaresearch.org/Learning Analytics & Knowledge 2012: Vancouver http://lak12.sites.olt.ubc.ca/

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