A lecture given to a class of KMDI 1002: Knowledge Media Design: Contexts and Practices, where I introduced P2PU, and began to think about applying the theories of knowledge building and connectivism to open learning. Video synced with slides here: http://vimeo.com/12407128 Audio can be downloaded here: http://reganmian.net/files/KMDI%201002%20May%2027.mp3

1. Institutional Knowledge
CC BY Juhansonin @ flickr
by Stian Håklev
for KMDI 1002 summer course, 27/5/10
Creative Commons BY 3.0

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3. OpenLib frontpage

4. doaj
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5. mit ocw course
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7. egyan tsp course
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10. OLI CMU mainpage

11. 11

12. intro open ed I
12

13. Intro Oed schedule

14. Intro Oed Participants
introducing themselves

15. RSTM week 1 top

16. RSTM week 1 small

17. RSTM Week 1 comments

18. Designing for flexible learning
practices

19. Facilitating online
communities

20. Eval elearning best
practices

21. intro dw II
21

22. The Chronicle of Higher Education, Oct 24, 2008

23. 23

27. Courses - March 2010

28. Courses - March 2010
Introduction to Finance & Economics
Cidadania e Redes Digitais
Civic Hacking
Climate Resilient Cities
Copyright for Educators, Cycle 2
Creative Nonfiction Writing V2.0: Exploring Conflict through
Open Writing
Green Action: Creating Sustainable Communities
Intro ao Pensamento de Paulo Freire
Intro to Concepts in Behavioral Economics and Decision Making
Introduction to Cyberpunk Literature
Kitchen Science
Managing Election Campaigns
Mashing Up The Open Web
Music Theory 1
Solve Anything! Building Ideas through Design
Transformational Art; The Mural Project

29. Research possibilities/challenges
Organization of classes: kinds of materials,
communication/interaction tools
Motivation, retention
Actual learning happening
Accessibility to different learners
Appropriateness of different subjects/
levels (project-based, OLI-link)
Link between iterations of courses
Pathways to formal accreditation
Alternative ways of demonstrating learning

30. Groups Networks

31. Groups Networks
limited in size (binary, you’re in or you’re out)
possibly limited in time (12 week class)
internal power structure, explicit or implicit
shared goal?
division of labor/cognitive roles
potential for “shared cognition”
closed to the outer world (to various degrees)
homogenous?

32. Groups Networks
limited in size (binary, you’re in or you’re out) no definitive size or time frame
possibly limited in time (12 week class) can participate more or less
internal power structure, explicit or implicit connections by weak and strong links
shared goal? great diversity, low homogeneity
division of labor/cognitive roles driven by self-interest (capitalism,
potential for “shared cognition” invisible hand)
closed to the outer world (to various degrees)
homogenous?

33. Groups Networks
limited in size (binary, you’re in or you’re out) no definitive size or time frame
possibly limited in time (12 week class) can participate more or less
internal power structure, explicit or implicit connections by weak and strong links
shared goal? great diversity, low homogeneity
division of labor/cognitive roles driven by self-interest (capitalism,
potential for “shared cognition” invisible hand)
closed to the outer world (to various degrees)
homogenous?
Knowledge Building

34. Groups Networks
limited in size (binary, you’re in or you’re out) no definitive size or time frame
possibly limited in time (12 week class) can participate more or less
internal power structure, explicit or implicit connections by weak and strong links
shared goal? great diversity, low homogeneity
division of labor/cognitive roles driven by self-interest (capitalism,
potential for “shared cognition” invisible hand)
closed to the outer world (to various degrees)
homogenous?
Knowledge Building Connectivism/MOOC

35. Aspects
Kinds of learners
Openness
Persistent knowledge
Depth of learning / convergence / idea centredness
Motivation
Tools

36. Kinds of learners

37. from Leigh Blackall’s blog

38. CC BY Bert K @ flickr
Blogging can be very lonely...

39. 34

40. 35

41. The other 80%

42. The other 80%
Two kinds

43. 37

44. Openness

45. Openness
- completely open to the world, anyone can read/write
- read-only to the world, course members can write. (alternatively, there
could be a mechanism for "world" members to contribute, that would be
separate. for example by tagging their external blog posts with a certain
tag, and having this sucked into a box on the side, etc)
- only open to the defined group
- within defined group, have conversations that are only open to certain
members...

46. Identity/anonymity

47. Identity/anonymity
- the world can see everybody's full (real) names
- as above, but using robots.txt or something to
prevent Google from indexing the site, to avoid
people Googling your name. (Not likely to be a
perfect solution, but still an interesting concept, to
explore _why_ people are uncomfortable with
having their contributions public)
- interesting permutations, like only class mates
can see real names, the world only sees a
username. (I would love to be able to read the
contributions by the class at OISE bout OER for
example. But I don't really need to know who is
behind it, and it doesn't have to be "trackable" back
to that person... but for the people in the course, it
might be important to be able to link online and in-
class contributions etc)
- everyone sees a username, which is constant - an
online identity (which can have a profile, get points,
be recognized etc). possibly the instructor sees the
real person.
- nobody use any usernames at all, every comment
is anonymous, like writing on a toilet wall

48. Persistence/organization of knowledge

49. Persistence/organization of knowledge
A research portal. In more
established fields such as cancer
research, there is a consensus
map of the structure of the
field, the major research
questions, and the different sub-
communities and associated
methodologies. It is possible to
place oneself on the map, and to
coordinate effort in a well
understood way.

51. Text
42

52. 43

53. 44

56. Motivation

57. Tools

58. Aspects
Kinds of learners
Motivation
Depth of learning / convergence / idea centredness
Openness
Persistent knowledge
Tools

59. Aspects
Kinds of learners
Motivation
Depth of learning / convergence / idea centredness
Openness
Persistent knowledge
Tools Thank you!
Stian Håklev
shaklev@gmail.com
http://reganmian.net/blog