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When Information and Interaction Change Canadian Defence Academy George Siemens March 27, 2008
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
Information:  Currency and barometer of humanity’s progress
What happens when something of a primary nature changes?
<ul><li>We are defined by our interaction with information </li></ul><ul><li>Our interaction with information is defined b...
The gatekeepers <ul><li>Institutions </li></ul><ul><li>Curriculum designers, educators </li></ul><ul><li>Assume to know wh...
We fundamentally relate to information differently
Not created by select few <ul><li>Learn lesson from news, media, music industry </li></ul>
Not controlled by select few <ul><li>Learn lessons from PR, marketing, and politics </li></ul>
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
Growth of information & changed interaction with information <ul><li>Not possible on our own </li></ul><ul><li>Not possibl...
Participatory sense making <ul><li>Our world makes sense through our interactions with information and others  </li></ul><...
Requires new approaches to making sense of abundance <ul><li>“ Significant attainments become lost in the mass of the inco...
Associative trails between information
Associative trails between people
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
Information becomes knowledge through connections
What is known is a function of how it’s connected/related to other known elements
What is known is known by its context <ul><li>A play or movie </li></ul><ul><li>Suitability or inappropriateness:  </li></...
Educators foster (direct) the formation of connections
Social processes are a form of cognition <ul><li>Salomon, xiv </li></ul>
Distributed cognition: thinking in networks
Are our institutions designed for this? <ul><li>NO </li></ul>
By design, today’s institutions & systems serve to handle information of a different nature
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
Let’s talk networks
Connectivism <ul><li>Knowledge is held distributed within a network </li></ul><ul><li>Competence/learning occurs through n...
What do we mean when we say learning occurs in networks?
Neural
Conceptual t
Information & social networks
What then are important learning activities? <ul><li>Creating a network to provide information when needed </li></ul><ul><...
<ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>...
What does this mean to learning design?
What about teaching/training?
Systemic changes <ul><li>Openness </li></ul><ul><li>How we teach </li></ul><ul><li>How we determine content </li></ul><ul>...
Systemic changes <ul><li>Technology for finding meaningful content  (right now finding happens in social networks) </li></...
Practicality? <ul><li>Early stages </li></ul><ul><li>But already established trends </li></ul><ul><li>Networked learning i...
<ul><li>www.elearnspace.org </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul...
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When Information and Interaction Change

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  • Transcript of "When Information and Interaction Change"

    1. 1. When Information and Interaction Change Canadian Defence Academy George Siemens March 27, 2008
    2. 2. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    3. 3. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    4. 4. Information: Currency and barometer of humanity’s progress
    5. 5. What happens when something of a primary nature changes?
    6. 6. <ul><li>We are defined by our interaction with information </li></ul><ul><li>Our interaction with information is defined by how we are connected to others </li></ul>
    7. 7. The gatekeepers <ul><li>Institutions </li></ul><ul><li>Curriculum designers, educators </li></ul><ul><li>Assume to know what learners will need later </li></ul>
    8. 8. We fundamentally relate to information differently
    9. 9. Not created by select few <ul><li>Learn lesson from news, media, music industry </li></ul>
    10. 10. Not controlled by select few <ul><li>Learn lessons from PR, marketing, and politics </li></ul>
    11. 11. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    12. 12. Growth of information & changed interaction with information <ul><li>Not possible on our own </li></ul><ul><li>Not possible with centralized model </li></ul>
    13. 13. Participatory sense making <ul><li>Our world makes sense through our interactions with information and others </li></ul><ul><li>....(and in turn, their interactions with information and others) </li></ul>
    14. 14. Requires new approaches to making sense of abundance <ul><li>“ Significant attainments become lost in the mass of the inconsequential” </li></ul><ul><li>Vannevar Bush, 1945 </li></ul>
    15. 15. Associative trails between information
    16. 16. Associative trails between people
    17. 17. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    18. 18. Information becomes knowledge through connections
    19. 19. What is known is a function of how it’s connected/related to other known elements
    20. 20. What is known is known by its context <ul><li>A play or movie </li></ul><ul><li>Suitability or inappropriateness: </li></ul><ul><ul><li>not inherent...function of context </li></ul></ul>
    21. 21. Educators foster (direct) the formation of connections
    22. 22. Social processes are a form of cognition <ul><li>Salomon, xiv </li></ul>
    23. 23. Distributed cognition: thinking in networks
    24. 24. Are our institutions designed for this? <ul><li>NO </li></ul>
    25. 25. By design, today’s institutions & systems serve to handle information of a different nature
    26. 26. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    27. 27. Let’s talk networks
    28. 28. Connectivism <ul><li>Knowledge is held distributed within a network </li></ul><ul><li>Competence/learning occurs through network creation </li></ul><ul><li>Technology performs “grunt cognition” </li></ul><ul><li>Capacity to stay current </li></ul><ul><li>“ Knowing where/who” </li></ul><ul><li>Sense-making/pattern recognition </li></ul>
    29. 29. What do we mean when we say learning occurs in networks?
    30. 30. Neural
    31. 31. Conceptual t
    32. 32. Information & social networks
    33. 33. What then are important learning activities? <ul><li>Creating a network to provide information when needed </li></ul><ul><li>Develop skills and mindsets to create this network </li></ul><ul><li>Social, technological, automatic (bots) </li></ul>
    34. 34. <ul><li>Information </li></ul><ul><li>Abundance=new approach </li></ul><ul><li>Knowing and sense making </li></ul><ul><li>Networks </li></ul><ul><li>Impact </li></ul>
    35. 35. What does this mean to learning design?
    36. 36. What about teaching/training?
    37. 37. Systemic changes <ul><li>Openness </li></ul><ul><li>How we teach </li></ul><ul><li>How we determine content </li></ul><ul><li>Look at information life cycle – institutions need to be aware of points of production </li></ul>
    38. 38. Systemic changes <ul><li>Technology for finding meaningful content (right now finding happens in social networks) </li></ul><ul><li>How we package content </li></ul><ul><li>How we accredit learning </li></ul>
    39. 39. Practicality? <ul><li>Early stages </li></ul><ul><li>But already established trends </li></ul><ul><li>Networked learning is the path forward...as long as current information trends continue </li></ul>
    40. 40. <ul><li>www.elearnspace.org </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>Contact: gsiemens AT elearnspace DOT org </li></ul>
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