Social Networked Learning

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Presented to American University, January

Presented to American University, January

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  • this social network information is really interesting
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  • Are there any studies available on Social Learning, yet?
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  • Really like this - 'Networked information doesn't have a centre, so we (socially) create a centre' example #
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  • http://sloanconsortium.org/publications/survey/going_distance_2011
  • http://web.mit.edu/newsoffice/2011/mitx-education-initiative-1219.html
  • Flickr
  • http://www.dni.gov/nic/PDF_GIF_confreports/disruptivetech/appendix_F.pdf
  • flickr
  • Barry Wellman: Pp. 10-25 in Digital Cities II: Computational and Sociological Approaches, edited by Makoto Tanabe, Peter van den Besselaar and Toru Ishida. Berlin: Springer, 2002.
  • Boyer, E. L. (1987). College: the undergraduate experience in America. New York:Harper & Row.Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2ed).: Chicago: University of Chicago Press.Sarason, Seymour B. (1974) Psychological sense of community: Prospects for a community psychology San Francisco: Jossey-Bass.
  • Negroponte, N. (1995). Being digital. New York: Vintage Books

Transcript

  • 1. Social networked learning incomplex information environments George Siemens January 13, 2012 Presented to: American University Washington, D.C.
  • 2. The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
  • 3. Global messageHigher education is brokenIt risks losing relevanceScope of learning in HE is too narrow
  • 4. Universities as reluctant innovatorsFear of losing students to other online providers
  • 5. Allen, Seaman (2011)
  • 6. US taxpayer support of education (2004-2005):K-12: $536 billionHigher Ed: $373 billion http://www2.ed.gov/about/overview/fed/10facts/index.html
  • 7. Ed-tech startupsWith transformations already underway in news,music, videos/movies, startup gold rush nowturning focus to education
  • 8. OpennessOpen education resourcesOpen teachingOpen coursesOpen accreditation
  • 9. Open online courses
  • 10. “MIT will make the MITx open learning softwareavailable free of cost, so that others — whetherother universities or different educationalinstitutions, such as K-12 school systems — canleverage the same software for their onlineeducation offerings.” MIT (2011)
  • 11. Personalization and adaptive learning at a large scale
  • 12. Mobiles blurphysical/virtual worlds Jasleen Kaur, 2010
  • 13. The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
  • 14. Complexity(dynamicconnectedness)of knowledgeand knowledgespaces Barry Kade, 2009
  • 15. Education systems track thearchitecture of information of an era
  • 16. To understand what tomorrow’s education system will look like, wehave to understand the architecture of information today: how is it created how is it shared how is it iterated
  • 17. Our education system faces information and conversations that are:OpenAccessibleDistributedScalableSocialNetworkedSelf-organizingDerivative and iterative improvementsAdaptiveGlobalMultimedia-based
  • 18. The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
  • 19. Information fragmentationproduces loss of coherence
  • 20. Existing coherence forming systemsBooksNewspapersTV news programsMagazinesCoursesPrograms(anything that is structured and that the end usercan’t speak into and alter)
  • 21. Structures formed in advance versus structures that emerge and are created by individuals
  • 22. Fragmentation of information requires that we weave together elements into some type of coherent frameworkYoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworksBlogsTraining and developmentClient feedback
  • 23. The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
  • 24. Networked informationdoesn’t have a centre
  • 25. So we (socially) create temporary centres:
  • 26. Temporary Centres
  • 27. Artifacts re-center the learning conversation
  • 28. Sharingpersonalsensemakingartifacts
  • 29. Image of course structure created by course participant http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
  • 30. The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
  • 31. Wellman (2002)
  • 32. Social and academic connection to theuniversity Boyer (1987), Tinto (1993)Psychological sense of community:“Acknowledged interdependence” Sarason (1974)
  • 33. Place without space Negroponte (1995)
  • 34. Current generation of learning toolsmirror a priori content and planned conversations
  • 35. Next generation tools will mirror the information, power relationships, and fluid social structure of networks
  • 36. Reeds LawUtility of a (social) network scales exponentiallywith the overall size of a networkWhen a network is large enough, sub-groupsand individual-controlled formations emerge
  • 37. What are the principles that influence education in open settings and social networks?Learner autonomySelf-organizationTransparent learning=teachingParticipatory pedagogySensemaking artifactsShareable learning paths
  • 38. Network opportunitiesandfrictionless sharing inhigher education
  • 39. Giving individuals control of information filters and structurei.e. if structure doesn’t exist a priori, learners need tools to create and share structure
  • 40. change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog http://www.solaresearch.org/Learning Analytics & Knowledge 2012: Vancouver http://lak12.sites.olt.ubc.ca/