Your SlideShare is downloading. ×
Institutional Knowledge (see description for link to video)
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Institutional Knowledge (see description for link to video)

1,139
views

Published on

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 …

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

Published in: Education, Technology

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,139
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
11
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Institutional Knowledge CC BY Juhansonin @ flickr by Stian Håklev for KMDI 1002 summer course, 27/5/10 Creative Commons BY 3.0
  • 2. !"#$%&'$()$*(&+#&+$,-./-0+1 2.3304#$56(7.6$'#-/#.3#$0&$-(3+38$-(9:6#;0+1$ .&'$-(66.7(/.+0(&8 2.3304#$<&-/#.3#$0&$-(&4#&0#&-#$.&'$.--#33 2
  • 3. OpenLib frontpage
  • 4. doaj 4
  • 5. mit ocw course 5
  • 6. 6
  • 7. egyan tsp course 7
  • 8. !"#$$%&$'$#()*+',%+-%./$0*1/$%2$(#'*'3% 4$5(3+3*$, !" #$%&'()*+(,-./)01(-('$2 !"#$%&'(")*%+,)-.-)/'#% !0/)1% 3" /)1,-+*4-('(,- 234/56 5" /)11$4-('(,- 7"084396% ',)%:4##"(0-."6 8
  • 9. !"#$%&$'( !)'$&*&+,(-)./ 0)1%&$'(2,3)14 2#5*&65,(7,61,8,$*.*&)$8 965&*:.**,$*&)$(,;;,<* =.1&.>&5&*4(?;;,<* 2#5*&:3,/&.(,;;,<*( @!"#$%&'()**+, 9
  • 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
  • 24. Courses - March 2010
  • 25. 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
  • 26. 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
  • 27. Groups Networks
  • 28. 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?
  • 29. 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?
  • 30. 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
  • 31. 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
  • 32. Aspects Kinds of learners Openness Persistent knowledge Depth of learning / convergence / idea centredness Motivation Tools
  • 33. Kinds of learners
  • 34. from Leigh Blackall’s blog
  • 35. CC BY Bert K @ flickr Blogging can be very lonely...
  • 36. 34
  • 37. 35
  • 38. The other 80%
  • 39. The other 80% Two kinds
  • 40. 37
  • 41. Openness
  • 42. 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...
  • 43. Identity/anonymity
  • 44. 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
  • 45. Persistence/organization of knowledge
  • 46. 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.
  • 47. Text 42
  • 48. 43
  • 49. 44
  • 50. Motivation
  • 51. Tools
  • 52. Aspects Kinds of learners Motivation Depth of learning / convergence / idea centredness Openness Persistent knowledge Tools
  • 53. 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