Open Access Week: Athabasca University


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Presentation to Athabasca University: Open Access Week, 2011

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Open Access Week: Athabasca University

  1. 1. Making sense of complexity inopen information environments George Siemens October 26, 2011
  2. 2. Openness is a control tradeoffAnd it means we have to do different things
  3. 3. Where are our control points?
  4. 4. Our curriculum?
  5. 5. Our teaching?
  6. 6. Fragmentation is a new reality. Our learning models experience Fragmentary need to embrace (reflect) it.• Conversations, content, context not (only) shaped by the school/educator• Learners are in control
  7. 7. Coherence is an orientation about the meaningand value of information elements based onhow they are connected, structured, and related Antonovsky 1993
  8. 8. Existing coherence forming systemsBooksNewspapersTV news programsMagazines(anything that is structured and that the enduser can’t speak into and alter)
  9. 9. Openness messes up coherence (and control)
  10. 10. Fragmentation of information requiresthat we weave together elements into some type of coherent frameworkYoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworks
  11. 11. Networked informationdoesn’t have a centre
  12. 12. Informationfragmentation…loss ofnarratives of coherence
  13. 13. “the rise of millions of fragmented discussionsacross the world tend instead to lead tofragmentation of audiences into isolatedpublics” Habermas 2006
  14. 14. Argument:we socialize to make sense of information … i.e. it is our ability to work with information (abstraction, representation, “point to”) that defines humanity
  15. 15. As information quantity and complexity increase…We adopt two approaches:1. Better technical systems2. Better connected social systems
  16. 16. Social forms collectivenet set group Jon Dron & Terry Anderson
  17. 17. ‘‘. . . information foraging refers to activitiesassociated with assessing, seeking, and handlinginformation sources” Piroli and Card, 1995
  18. 18. What is sensemaking?
  19. 19. “Sensemaking is about labelling and categorizingto stabilize the streaming of experience” Weick et al. 2005
  20. 20. “a motivated, continuous effort to understandconnections . . . in order to anticipate theirtrajectories and act effectively” Klein et al. 2006
  21. 21. CynefinFrameworkDave Snowden
  22. 22. Domains of Sensemaking
  23. 23. Complicated is not complex.
  24. 24. When an answer and path isknown, but requires time and effort, it is complicated.
  25. 25. When an answer is not known,or when agents interact in unpredictable ways, it is complex.
  26. 26. Lessons #1 in Paths to Failure:Education system is treating a complex problem as a complicated one.
  27. 27. Complex unknown problems require: 1. Mind of a scientist 2. Mind of an artist
  28. 28. What is wayfinding?
  29. 29. “the process that takes place when peopleorient themselves and navigate through space” Raubal and Winter 2002
  30. 30. “is the cognitive element of navigation … it doesnot involve movement of any kind but only thetactical and strategic parts that guidemovement.” Darken and Peterson 2002
  31. 31. The Landing
  32. 32. Finding complex informationenvironments: research spaces
  33. 33. The data setConnectivism and Connective Knowledge 2008 (CCK08)
  34. 34. Tools used by learnersRoughlyanything. Fini, 2009
  35. 35. The methods1. Social network and participation analysis2. Corbin & Strauss’ (1990) version of groundedtheory
  36. 36. SNA & Participation Habits
  37. 37. CCK08 Weekly Forum Posts
  38. 38. CCK08: Introduction forumLimitedinteraction.Most areisolated
  39. 39. Introduction forum posts: CCK08 Dialogue limited: Group too large?
  40. 40. Week 12 forum posts: CCK08 More equitable distribution? Due to smaller #’s of participants?
  41. 41. Open codingusing Cohere
  42. 42. Axial Coding
  43. 43. Self-organization and sub-networksSensegiving through artefact creation and sharing Sensemaking/giving through language games Knowledge domain expansion Wayfinding cues, symbols Social organization through creating sharing
  44. 44. Coherence expression (sensegiving)ArtifactsNarratives
  45. 45. 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
  46. 46. Artefacts re-centre the learning conversation
  47. 47. Artifacts ofsensemaking
  48. 48. Organizingcoursecontent Dolors Capdet
  49. 49. Image of course structure created by course participant
  50. 50. Language/externalization reduces the“occult character” of mental images. WittgensteinLanguage gives birth to thought Vygotsky
  51. 51. Language games Storytelling Debate, dialogue DescriptionsNarratives of Clarificationsensemaking Metaphors Analogies Examples Resonance
  52. 52. Twitter: gsiemens Analytics & Knowledge 2012: Vancouver
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