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Open Access Week: Athabasca University
 

Open Access Week: Athabasca University

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Presentation to Athabasca University: Open Access Week, 2011

Presentation to Athabasca University: Open Access Week, 2011

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    Open Access Week: Athabasca University Open Access Week: Athabasca University Presentation Transcript

    • Making sense of complexity inopen information environments George Siemens October 26, 2011
    • Openness is a control tradeoffAnd it means we have to do different things
    • Where are our control points?
    • Our curriculum?
    • Our teaching?
    • 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
    • Coherence is an orientation about the meaningand value of information elements based onhow they are connected, structured, and related Antonovsky 1993
    • Existing coherence forming systemsBooksNewspapersTV news programsMagazines(anything that is structured and that the enduser can’t speak into and alter)
    • Openness messes up coherence (and control)
    • Fragmentation of information requiresthat we weave together elements into some type of coherent frameworkYoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworks
    • Networked informationdoesn’t have a centre
    • Informationfragmentation…loss ofnarratives of coherence
    • “the rise of millions of fragmented discussionsacross the world tend instead to lead tofragmentation of audiences into isolatedpublics” Habermas 2006
    • 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
    • As information quantity and complexity increase…We adopt two approaches:1. Better technical systems2. Better connected social systems
    • Social forms collectivenet set group Jon Dron & Terry Anderson
    • ‘‘. . . information foraging refers to activitiesassociated with assessing, seeking, and handlinginformation sources” Piroli and Card, 1995
    • What is sensemaking?
    • “Sensemaking is about labelling and categorizingto stabilize the streaming of experience” Weick et al. 2005
    • “a motivated, continuous effort to understandconnections . . . in order to anticipate theirtrajectories and act effectively” Klein et al. 2006
    • CynefinFrameworkDave Snowden
    • Domains of Sensemaking
    • Complicated is not complex.
    • When an answer and path isknown, but requires time and effort, it is complicated.
    • When an answer is not known,or when agents interact in unpredictable ways, it is complex.
    • Lessons #1 in Paths to Failure:Education system is treating a complex problem as a complicated one.
    • Complex unknown problems require: 1. Mind of a scientist 2. Mind of an artist
    • What is wayfinding?
    • “the process that takes place when peopleorient themselves and navigate through space” Raubal and Winter 2002
    • “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
    • The Landing
    • Finding complex informationenvironments: research spaces
    • The data setConnectivism and Connective Knowledge 2008 (CCK08)
    • Tools used by learnersRoughlyanything. http://www.irrodl.org/index.php/irrodl/article/view/643/1402 Fini, 2009
    • The methods1. Social network and participation analysis2. Corbin & Strauss’ (1990) version of groundedtheory
    • SNA & Participation Habits
    • CCK08 Weekly Forum Posts
    • CCK08: Introduction forumLimitedinteraction.Most areisolated
    • Introduction forum posts: CCK08 Dialogue limited: Group too large?
    • Week 12 forum posts: CCK08 More equitable distribution? Due to smaller #’s of participants?
    • Open codingusing Coherehttp://cohere.open.ac.uk
    • Axial Coding
    • 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
    • Coherence expression (sensegiving)ArtifactsNarratives
    • 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
    • Artefacts re-centre the learning conversation
    • Artifacts ofsensemaking
    • Organizingcoursecontent Dolors Capdet
    • Image of course structure created by course participant http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
    • Language/externalization reduces the“occult character” of mental images. WittgensteinLanguage gives birth to thought Vygotsky
    • Language games Storytelling Debate, dialogue DescriptionsNarratives of Clarificationsensemaking Metaphors Analogies Examples Resonance
    • change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog http://www.solaresearch.org/Learning Analytics & Knowledge 2012: Vancouver http://lak12.sites.olt.ubc.ca/