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
“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)
Personalization and adaptive learning at a large scale
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Complexity(dynamicconnectedness)of knowledgeand knowledgespaces Barry Kade, 2009
Education systems track thearchitecture of information of an era
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
Our education system faces information and conversations that are:OpenAccessibleDistributedScalableSocialNetworkedSelf-organizingDerivative and iterative improvementsAdaptiveGlobalMultimedia-based
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Information fragmentationproduces loss of coherence
Existing coherence forming systemsBooksNewspapersTV news programsMagazinesCoursesPrograms(anything that is structured and that the end usercan’t speak into and alter)
Structures formed in advance versus structures that emerge and are created by individuals
Fragmentation of information requires that we weave together elements into some type of coherent frameworkYoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworksBlogsTraining and developmentClient feedback
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Networked informationdoesn’t have a centre
So we (socially) create temporary centres:
Temporary Centres
Artifacts re-center the learning conversation
Sharingpersonalsensemakingartifacts
Image of course structure created by course participant http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Wellman (2002)
Social and academic connection to theuniversity Boyer (1987), Tinto (1993)Psychological sense of community:“Acknowledged interdependence” Sarason (1974)
Place without space Negroponte (1995)
Current generation of learning toolsmirror a priori content and planned conversations
Next generation tools will mirror the information, power relationships, and fluid social structure of networks
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
What are the principles that influence education in open settings and social networks?Learner autonomySelf-organizationTransparent learning=teachingParticipatory pedagogySensemaking artifactsShareable learning paths
Giving individuals control of information filters and structurei.e. if structure doesn’t exist a priori, learners need tools to create and share structure
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