Living, Learning, Communicating in an Immediate World

Slide 1: Living, Learning, Communicating in an Immediate World ADETA, October 2007 George Siemens Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 2: For the most part, educational futurism is a mixture of trendiness, bad psychology, and technological impressionability Carl Bereiter Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 3: Mixed messages 1. Networks and tools 2. Access and impact 3. Granovetter meets Gibson 4. Students and employees 5. Their World 6. Our need 7. Our response? Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 4: 1. Networks & Tools Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 5: • Neural network • Conceptual network • Physical network – People – Content Learning

Slide 6: What do networks do? Understanding yields understanding Nodes increase opportunities for more connections (history, multi-faceted understanding of disciplines) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 7: ...the tools we use, when learning, shape and very largely determine what and how we can learn Kieran Egan Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 8: Immediately? • Access: OER, • Find: • Connect: • Communicate: Mobile Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 9: Immediately? • Locate: • Collaborate: wikis • Create: • Share: Presently Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 10: Immediately? • Plan: • Publish: blogs • Interact: two-way dialogue & • Tie it together: Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 11: We shape our tools and then our tools shape us McLuhan Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 12: What have tools done? Opened access Distributed control Raised noise Immediacy Symmetry of effect everything gets impacted (information) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 13: Rhetoric of the electrical sublime long-standing, naive, and utopian expectations Learning Technologies Centre Carey & Quirk www.umanitoba.ca/learning_technologies

Slide 14: 2. Access and Impact Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 15: China: HE enrolment doubled, 2000 – 2003 16 million. Exceeds US Education’s future will be shaped in developing countries India: by 2010, 40% of all HE education will be distance Carnegie Foundation (2006) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 16: Access • 70+% level in many countries (Net) • Mobile/PDA (21%) web access – doubled in 2003-2005-2007 • 88% have mobile • Steep decline after age 55 Oxford Internet Institute Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 17: IT Ownership 73% own laptops 91% have high speed 86% mobile phone Net Generation age group is more highly engaged than older students in technologies that enable socializing ECAR Study (2007) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 18: We live in a society in which the “channels for distribution of change” are carried with us as part of daily life. Sharples, Taylor, Vavoula Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 19: Mobile computing, portable devices, and ubiquitous broadband mean that we have access to people, information, and data wherever we may be Horizon Report (2007) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 20: What is the impact of immediate? Control shift Weakened filter Can you spare $4 billion? Real is fake Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 21: 3. Granovetter meets Gibson Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 22: Weak ties Empirical evidence that the stronger the tie connecting two individuals, the more similar they are, in various ways Mark Granovetter (1973) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 23: Weak ties provide people with access to information and resources beyond those available in their own social circle; but strong ties have greater motivation to be of assistance and are typically more easily available. Mark Granovetter (1983) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 24: Weak ties weak ties of communication weak ties of information (content is not understanding) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 25: Gibson’s Affordances Action potential • Preconditions for activity • Agent, object, interaction • Affordance is a property of this • interaction Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 26: Nature of ties is an affordance of the medium object, actor, activity Parent/child (twitter, IM) – – Friends Colleague – Some one you’ve never met f2f – Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 27: A new medium does not add something; it changes everything. Neil Postman Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 28: 4. Students and employees Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 29: This isn't the MTV generation we're talking about this is the everything, all- the-time generation Tim Blackmore Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 30: Millennials Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 31: Coddled, narcissistic praise junkies US Navy Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 32: Engagement Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 33: Participative web: user-created content OECD Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 34: Capturing Capturing what used to be transitory – Mobile phones – Justin.TV Their lives are being captured and shared Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 35: Their view of IT in courses 60% - improved my learning • 40% - more engaged when IT is used • 73% - more prompt feedback • 58% - helps me better communicate with • classmates • 59% - better control of course activities ECAR Study (2007) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 36: 5. Their World Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 37: What type of world will our • Complex students • Information saturated inherit? • Conflict-riddled • Self-destructing Hopeful • Democratic • Innovation • Equality • Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 38: Need for advanced learning 2 of every 3 new/replacement jobs require PSE Canadian Council of Learning (2006) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 39: 6. Our Need Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 40: Understanding requires time, depth, sustained attention Takes 10 years to become a master Howard Gardner Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 41: Complex tasks require greater engagement and focus than weak attention ties permit Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 42: Ubiquitous computing and wireless connectivity, embedded in physical environments, will turn physical places into aware contexts – environments that recognize people, information, and activities, and respond appropriately. Map of Future Forces Affecting Education (2006) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 43: Digital literacy Information literacy 21st century skills Harvard curriculum Play, performance, networking, distributed cognition (Jenkins)

Slide 44: Depth... Slow Learning Geetha Narayanan Deep smarts Deep understanding Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 45: Reflection Disciplines of Understanding Review Connections Socialization Explication Slow, deep, immersive Multi-faceted

Slide 46: 7. Our response? Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 47: How have these changes impacted education? Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 48: Stages Adopt tools and methods Adapt practices Adjust policies Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 49: Exist in the spaces they exist, understand their culture Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 50: What shall we change? Libraries • Classrooms • Policies • Schools • Change toward understanding. Accreditation • Experts • NOT Curriculum • Educator peer-pressure Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 51: www.elearnspace.org www.connectivism.ca www.knowingknowledge.com http://ltc.umanitoba.ca/wordpress Learning Technologies Centre www.umanitoba.ca/learning_technologies