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Technology and Tomorrow’s University<br />George Siemens<br />Technology Enhanced Knowledge Research Institute<br />Athaba...
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Social Media<br />Social Networked Learning<br />Internet of things: “central nervous systems for the planet”<br />Analyti...
“What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of ...
Everything is Explicit<br />
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
More is different<br />PW Anderson<br />
The diminishing cost of data<br />
Big data, Analytics, Data visualization<br />
Abundance “will challenge decision-support processes which are based on ‘ordered’ knowledge”<br />DCDC Global Strategic Tr...
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Transition:control and capacity to shape<br />
From.to/<br />
www.you.com<br />
twitter.com/you<br />
facebook.com/you<br />
ustream.tv/user/you<br />
foursquare.com/user/you<br />
www.whatever.com/you<br />
Contrast<br />
moodle.youruniversity.com<br />
with<br />
allovertheweb.com/yourlearner<br />
We have created spaces instead of connections<br />
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Porous learning: not confined to classrooms or life stages<br />
Networked learningdoesn’t have a centre<br />
But…<br />
We need “centering” to understand<br />
We need “centering” to makesense<br />
We need “centering” to see patterns<br />
We need “centering” to share<br />
Social and technological networks for coherence making<br />
Social and technological networks for sensemaking<br />
Social and technological networks for wayfinding<br />
Challenging the “efficient market hypothesis” of learning<br />
Community as curriculum<br />Dave Cormier, 2008<br />
Curriculum as computation<br />
Edfutures/CCK08/09<br />
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Your “findability” factor<br />Gráinne Conole<br />
Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />Universit...
Universities map reality<br />Frank & Gabler (2006)<br />
Online learning is “kind of destabilizing the mechanisms by which we produce the elite in our society”<br />Christopher Ed...
New value points?<br />
Content? No<br />
Research? Yes<br />
	“Scholarship in higher education in this century has to be irrevocably tied to the technology and knowledge media that co...
Teaching? No (unless it’s personal, mentoring)<br />
Credentialing? Yes<br />
Innovation in credentialing is an important value point for universities to explore<br />
Weekly newsletter:  www.elearnspace.org<br />Social Networks & Learning (June 21-25, 2010)<br />https://tekri.athabascau.c...
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UofWindsor

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  • Frank, D., &amp; Gabler, J. (2006). Reconstructing the university: Worldwide shifts in academia in the 20th century. Chicago: Stanford University Press
  • Gourley, B. (2008, September 26). Scholarship in the digital age, Vice-Chancellor&apos;s speech to council. Retrieved April 1, 2009, from http://www.open.ac.uk/vice-chancellor/Speeches_3a00_Publications/Speech/Scholarship_in_the_Digital_Age,_Vice-Chancellor%27s_Speech_to_Council.html
  • Transcript of "UofWindsor"

    1. 1. Technology and Tomorrow’s University<br />George Siemens<br />Technology Enhanced Knowledge Research Institute<br />Athabasca University<br />May 13, 2010<br />Presented to:<br />
    2. 2. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    3. 3. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    4. 4. Social Media<br />Social Networked Learning<br />Internet of things: “central nervous systems for the planet”<br />Analytics<br />
    5. 5. “What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual”<br />Kress and Pachler, 2007<br />
    6. 6. Everything is Explicit<br />
    7. 7. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    8. 8. More is different<br />PW Anderson<br />
    9. 9. The diminishing cost of data<br />
    10. 10. Big data, Analytics, Data visualization<br />
    11. 11. Abundance “will challenge decision-support processes which are based on ‘ordered’ knowledge”<br />DCDC Global Strategic Trends<br />
    12. 12. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    13. 13. Transition:control and capacity to shape<br />
    14. 14. From.to/<br />
    15. 15. www.you.com<br />
    16. 16. twitter.com/you<br />
    17. 17. facebook.com/you<br />
    18. 18. ustream.tv/user/you<br />
    19. 19. foursquare.com/user/you<br />
    20. 20. www.whatever.com/you<br />
    21. 21. Contrast<br />
    22. 22. moodle.youruniversity.com<br />
    23. 23. with<br />
    24. 24. allovertheweb.com/yourlearner<br />
    25. 25. We have created spaces instead of connections<br />
    26. 26. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    27. 27. Porous learning: not confined to classrooms or life stages<br />
    28. 28. Networked learningdoesn’t have a centre<br />
    29. 29. But…<br />
    30. 30. We need “centering” to understand<br />
    31. 31. We need “centering” to makesense<br />
    32. 32. We need “centering” to see patterns<br />
    33. 33. We need “centering” to share<br />
    34. 34. Social and technological networks for coherence making<br />
    35. 35. Social and technological networks for sensemaking<br />
    36. 36. Social and technological networks for wayfinding<br />
    37. 37. Challenging the “efficient market hypothesis” of learning<br />
    38. 38. Community as curriculum<br />Dave Cormier, 2008<br />
    39. 39. Curriculum as computation<br />
    40. 40. Edfutures/CCK08/09<br />
    41. 41. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    42. 42. Your “findability” factor<br />Gráinne Conole<br />
    43. 43. Technology & knowledge<br />More is different<br />Control shift<br />Coherence & Learning<br />Scholarship<br />University’s Value Points<br />
    44. 44. Universities map reality<br />Frank & Gabler (2006)<br />
    45. 45. Online learning is “kind of destabilizing the mechanisms by which we produce the elite in our society”<br />Christopher Edley, Dean, Berkeley Law School, University of California http://chronicle.com/article/In-Crisis-U-of-California/65445/<br />
    46. 46. New value points?<br />
    47. 47. Content? No<br />
    48. 48. Research? Yes<br />
    49. 49. “Scholarship in higher education in this century has to be irrevocably tied to the technology and knowledge media that constitute such important drivers in the society of which we are a part.”<br />Gourley, 2008<br />
    50. 50. Teaching? No (unless it’s personal, mentoring)<br />
    51. 51. Credentialing? Yes<br />
    52. 52. Innovation in credentialing is an important value point for universities to explore<br />
    53. 53.
    54. 54.
    55. 55. Weekly newsletter: www.elearnspace.org<br />Social Networks & Learning (June 21-25, 2010)<br />https://tekri.athabascau.ca/dr_seminar/<br />Gmail/Facebook/Twitter/Whatever: gsiemens<br />
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