Transforming education: openness and learning analytics George Siemens October 15, 2010 Presented to: Universidad del Sagr...
The inadequacy of traditional knowledge processes (institutions?) <ul><li>Rapid processes of iteration, invention </li></u...
“more is different”
What would a university look like if created today?
Periods of innovation demand different tactics than those needed in periods of stability
Need idea collision <ul><li>Openness </li></ul><ul><li>Diversity </li></ul><ul><li>Spaces for collision to occur </li></ul>
Late February, 2003
Global, networked research, sensemaking, & knowledge growth
April 16, 2003
 
First concept:
Innovation requires openness
But what does openness mean?
Product?
 
Process?
Open scholarship
Open teaching & learning 2008, 2009,  (soon) 2011
Second concept:
Openness produces more of itself
Criticality of Creation
MOOC <ul><li>Spaces of multi-voiced/perspective interaction </li></ul><ul><li>Coherence of knowledge formed (connected?) t...
 
Third concept:
Openness & innovation require creation and participation
Information fragmentation
Knowledge coherence
Need time <ul><li>Incubation </li></ul><ul><li>Idea collision </li></ul><ul><li>Randomness </li></ul>
Sensemaking <ul><li>Through </li></ul><ul><li>1. Social and  </li></ul><ul><li>2. Technological  </li></ul><ul><li>systems...
Fourth concept:
Personal knowledge must be shared and interacted with (Error detection & correction…i.e. peer review)
i.e. explicitation
and…
Once it’s data, it’s analyzable
Fifth Lesson:
Computers should do what they do best. So should people.
Structure & innovation <ul><li>Hard & soft technologies and methods </li></ul>
The need to know ourselves <ul><li>We aren't well acquainted with our thoughts (or ourselves) </li></ul>
What does this produce? <ul><li>Failed innovations, overlooked connections  </li></ul>
States of connectedness produce different levels of understanding  <ul><li>What and how something is connected determines ...
Sixth concept:
Data trails reveal ourselves (intentions)
The adjacent possible
Analytics and revelation of serendipitous connections
Living the connected life <ul><li>Blending digital world with physical </li></ul><ul><li>Connection serendipity provided t...
 
 
 
 
Seventh concept:
Learning analytics transform teacher and  learner roles (and education)
<ul><li>Twitter/Facebook: gsiemens </li></ul><ul><li>Newsletter:  www.elearnspace.org   </li></ul><ul><li>Learning Analyti...
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PuertoRico

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Presented to Universidad del Sagrado Corazon, Oct 15, 2010

Published in: Education, Business

PuertoRico

  1. 1. Transforming education: openness and learning analytics George Siemens October 15, 2010 Presented to: Universidad del Sagrado Corazón
  2. 2. The inadequacy of traditional knowledge processes (institutions?) <ul><li>Rapid processes of iteration, invention </li></ul><ul><li>Complexity & connectivity (Morin) </li></ul>
  3. 3. “more is different”
  4. 4. What would a university look like if created today?
  5. 5. Periods of innovation demand different tactics than those needed in periods of stability
  6. 6. Need idea collision <ul><li>Openness </li></ul><ul><li>Diversity </li></ul><ul><li>Spaces for collision to occur </li></ul>
  7. 7. Late February, 2003
  8. 8. Global, networked research, sensemaking, & knowledge growth
  9. 9. April 16, 2003
  10. 11. First concept:
  11. 12. Innovation requires openness
  12. 13. But what does openness mean?
  13. 14. Product?
  14. 16. Process?
  15. 17. Open scholarship
  16. 18. Open teaching & learning 2008, 2009, (soon) 2011
  17. 19. Second concept:
  18. 20. Openness produces more of itself
  19. 21. Criticality of Creation
  20. 22. MOOC <ul><li>Spaces of multi-voiced/perspective interaction </li></ul><ul><li>Coherence of knowledge formed (connected?) through participation </li></ul>
  21. 24. Third concept:
  22. 25. Openness & innovation require creation and participation
  23. 26. Information fragmentation
  24. 27. Knowledge coherence
  25. 28. Need time <ul><li>Incubation </li></ul><ul><li>Idea collision </li></ul><ul><li>Randomness </li></ul>
  26. 29. Sensemaking <ul><li>Through </li></ul><ul><li>1. Social and </li></ul><ul><li>2. Technological </li></ul><ul><li>systems </li></ul>
  27. 30. Fourth concept:
  28. 31. Personal knowledge must be shared and interacted with (Error detection & correction…i.e. peer review)
  29. 32. i.e. explicitation
  30. 33. and…
  31. 34. Once it’s data, it’s analyzable
  32. 35. Fifth Lesson:
  33. 36. Computers should do what they do best. So should people.
  34. 37. Structure & innovation <ul><li>Hard & soft technologies and methods </li></ul>
  35. 38. The need to know ourselves <ul><li>We aren't well acquainted with our thoughts (or ourselves) </li></ul>
  36. 39. What does this produce? <ul><li>Failed innovations, overlooked connections </li></ul>
  37. 40. States of connectedness produce different levels of understanding <ul><li>What and how something is connected determines what is possible </li></ul><ul><li>i.e. What is understood </li></ul><ul><li>Capacity, potential </li></ul>
  38. 41. Sixth concept:
  39. 42. Data trails reveal ourselves (intentions)
  40. 43. The adjacent possible
  41. 44. Analytics and revelation of serendipitous connections
  42. 45. Living the connected life <ul><li>Blending digital world with physical </li></ul><ul><li>Connection serendipity provided through social and technological systems </li></ul><ul><li>e.g. Feltron, Google analytics, social media monitoring </li></ul>
  43. 50. Seventh concept:
  44. 51. Learning analytics transform teacher and learner roles (and education)
  45. 52. <ul><li>Twitter/Facebook: gsiemens </li></ul><ul><li>Newsletter: www.elearnspace.org </li></ul><ul><li>Learning Analytics & Knowledge Conference: https://tekri.athabascau.ca/analytics/ </li></ul>
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