Your SlideShare is downloading. ×
Open Access Week: Athabasca University
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Open Access Week: Athabasca University


Published on

Presentation to Athabasca University: Open Access Week, 2011

Presentation to Athabasca University: Open Access Week, 2011

Published in: Education, Technology

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


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