When Information and Interaction Change

Slide 1: When Information and Interaction Change Canadian Defence Academy George Siemens March 27, 2008

Slide 2: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 3: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 4: Information: Currency and barometer of humanity’s progress

Slide 5: What happens when something of a primary nature changes?

Slide 6: We are defined by our interaction with information Our interaction with information is defined by how we are connected to others

Slide 7: The gatekeepers Institutions Curriculum designers, educators Assume to know what learners will need later

Slide 8: We fundamentally relate to information differently

Slide 9: Not created by select few Learn lesson from news, media, music industry

Slide 10: Not controlled by select few Learn lessons from PR, marketing, and politics

Slide 11: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 12: Growth of information & changed interaction with information Not possible on our own Not possible with centralized model

Slide 13: Participatory sense making Our world makes sense through our interactions with information and others ....(and in turn, their interactions with information and others)

Slide 14: Requires new approaches to making sense of abundance “Significant attainments become lost in the mass of the inconsequential” Vannevar Bush, 1945

Slide 15: Associative trails between information

Slide 16: Associative trails between people

Slide 17: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 18: Information becomes knowledge through connections

Slide 19: What is known is a function of how it’s connected/related to other known elements

Slide 20: What is known is known by its context A play or movie Suitability or inappropriateness: not inherent...function of context

Slide 21: Educators foster (direct) the formation of connections

Slide 22: Social processes are a form of cognition Salomon, xiv

Slide 23: Distributed cognition: thinking in networks

Slide 24: Are our institutions designed for this? NO

Slide 25: By design, today’s institutions & systems serve to handle information of a different nature

Slide 26: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 27: Let’s talk networks

Slide 28: Connectivism Knowledge is held distributed within a network Competence/learning occurs through network creation Technology performs “grunt cognition” Capacity to stay current “Knowing where/who” Sense-making/pattern recognition

Slide 29: What do we mean when we say learning occurs in networks?

Slide 30: Neural

Slide 31: Conceptual t

Slide 32: Information & social networks

Slide 33: What then are important learning activities? Creating a network to provide information when needed Develop skills and mindsets to create this network Social, technological, automatic (bots)

Slide 34: 2. Information 3. Abundance=new approach 4. Knowing and sense making 5. Networks 6. Impact

Slide 35: What does this mean to learning design?

Slide 36: What about teaching/training?

Slide 37: Systemic changes Openness How we teach How we determine content Look at information life cycle – institutions need to be aware of points of production

Slide 38: Systemic changes Technology for finding meaningful content (right now finding happens in social networks) How we package content How we accredit learning

Slide 39: Practicality? Early stages But already established trends Networked learning is the path forward...as long as current information trends continue

Slide 40: www.elearnspace.org www.connectivism.ca www.knowingknowledge.com Contact: gsiemens AT elearnspace DOT org