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Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
Sensemaking and Wayfinding
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Sensemaking and Wayfinding

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Presented to UNISA, Preto

Presented to UNISA, Preto

Published in: Education, Technology
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  • Do you know of High Schools that are utilizing the MOOC format?
    Bill Vining Jr.
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  • Hi George, I notice that you refer to the Cynefin model in your presentation. I'm busy putting together a draft proposal for a PhD study in education in South Africa and intended using the Cynefin model and the concepts of objectivism and constructivism to give some mental model to instructional designers when deciding when to provide what sort of learning experiences for whom. As I learn more about connectivism and networking, open learing environments, etc. I realise that instructional designers may need to learn how to create the space in which learning can occur and then take on the role of learning experts (not content experts) - i.e. give direction in terms of how to solve something rather than provide the answers. Sounds obvious but a big change needs to occur in organsiations today to allow and encourage this to happen.
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  • Slideshare now often garbles the text to the point of making it really dificult to read. Better if we upload a PDF instead.

    Thank you for sharing great resources.
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  • 1. Narratives of coherence: sensemaking and wayfinding in complex information ecologies<br />George Siemens<br />September 6, 2011<br />Pretoria, South Africa<br />
  • 2. Fragmentation of information<br />Coherence formation challenged by:<br />limits of human cognition<br />growth of information quantity<br />
  • 3. Existing coherence forming systems<br />Books<br />Newspapers<br />TV news programs<br />Magazines<br />(anything that is structured and that the end user can’t speak into and alter)<br />
  • 4. Information grounds <br />“focuses on people’s information behavior in informal social settings”<br />Counts and Fisher, 2010<br />
  • 5. Fragmentation of information requires that we weave together elements into some type of coherent framework<br />Youtube<br />Blogs<br />Twitter<br />Facebook<br />TEDtalks<br />Kahn Academy<br />Online news/information sites<br />Traditional coherence frameworks<br />
  • 6. “the rise of millions of fragmented discussions across the world tend instead to lead to fragmentation of audiences into isolated publics”<br />Habermas 2006<br />
  • 7. Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related<br />Antonovsky 1993<br />
  • 8. Coherence expression(sensegiving)<br />Artifacts<br />Narratives<br />
  • 9. Artifacts of sensemaking<br />
  • 10. Organizing course <br />content<br />DolorsCapdet<br />
  • 11. Image of course structure created by course participant<br />http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/<br />
  • 12. Language games<br />Storytelling<br />Debate, dialogue<br />Descriptions<br />Clarification<br />Metaphors<br />Analogies<br />Examples<br />Resonance<br />Narratives of sensemaking<br />
  • 13. Language/externalization reduces the “occult character” of mental images. <br />Wittgenstein<br />Language gives birth to thought<br />Vygotsky<br />
  • 14. What is sensemaking?<br />
  • 15. An effort “to create order and make retrospective sense of what occurs” <br />Weick1993<br />
  • 16. “a motivated, continuous effort to understand connections . . . in order to anticipate their trajectories and act effectively” <br />Klein et al. 2006<br />
  • 17. “Sensemaking is about labelling and categorizing to stabilize the streaming of experience” <br />Weicket al. 2005<br />
  • 18. Cynefin<br />Framework<br />Dave Snowden<br />
  • 19. Domains of Sensemaking<br />
  • 20. Participatory sensemaking:<br />“the coordination of intentional activity in interaction, whereby individual sense-making processes are affected and new domains of social sense-making can be generated that were not available to each individual on her own” <br />De Jaegher and Di Paolo 2007<br />
  • 21.
  • 22. What is wayfinding?<br />
  • 23. “the process that takes place when people orient themselves and navigate through space”<br />Raubaland Winter 2002<br />
  • 24. “is the cognitive element of navigation … it does not involve movement of any kind but only the tactical and strategic parts that guide movement.” <br />Darken and Peterson 2002<br />
  • 25. Adapted from:Darken and Peterson (2001).<br />
  • 26.
  • 27. Sensemaking Wayfinding Information Model<br />
  • 28.
  • 29. change.mooc.ca(Starts September 12, 2011)<br />Twitter: gsiemens <br />www.elearnspace.org/blog<br />Learning Analytics & Knowledge 2012: <br />Vancouver<br />http://lak12.sites.olt.ubc.ca/<br />

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