Replacing Teachers with Crowds

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Presentation for TENCompetence Winter School 2009 looking at principles for creating social software to support learning, using collective processes to take on some teacher roles.

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Replacing Teachers with Crowds

  1. 1. Replacing teachers with crowds TENCompetence Winter School ‘09 Jon Dron Athabasca University, University of Brighton http://www.cofind.net - jond@athabascau.ca
  2. 2. loose plan Intelligent crowds and candy Groups, Networks and Collectives and play time Ten principles and more play time
  3. 3. “We shape our dwellings and afterwards our dwellings shape our lives” Winston Churchill
  4. 4. Some influences on learning external learner drivers profile VLEs tools emergent other people behaviours pedagogies subject formalisms environment planned and context institutional behaviours logistic rules/norms community processes ethos
  5. 5. Some influences on learning external learner drivers profile VLEs tools emergent other people behaviours pedagogies subject formalisms environment planned and context institutional behaviours logistic rules/norms community processes ethos Technologies Contexts of use
  6. 6. Web 2.0, proper noun The name given to the social and technical sophistication and maturity that mark the- Oh, screw it. Money! Money money money! Money! The money’s back! Ha ha! Money! From The Devil’s Dictionary (2.0) http://www.eod.com/devil/archive/web_20.html
  7. 7. Intelligent Crowds
  8. 8. Once upon a time...
  9. 9. There is a new organising principle...
  10. 10. There is a new organising principle...
  11. 11. There is a new organising principle...
  12. 12. There is a new organising principle...
  13. 13. Groups, Networks and Collectives
  14. 14. Once upon a time... teacher content learner (after Terry Anderson)
  15. 15. There is a new view of learning teacher many learner content
  16. 16. What kind of Many? collective network me group
  17. 17. What kind of Many? collective network me group
  18. 18. New view of learning Learner Negotiated Teacher control control control autonomy structure dialogue
  19. 19. New view of learning Collective control Learner Negotiated Teacher control control control autonomy structure dialogue
  20. 20. What is a collective? algorithm feeds crowd behaviour drives influences or controls interface
  21. 21. play time! • think of/visit social sites you know • identify collective processes • algorithm • interface
  22. 22. Ten Design Principles Adaptability 1. Sociability 6. Stigmergy 2. 7. Constraint Evolvability 8. Context 3. 9. Connectivity Parcellation 4. 10. Scale Trust 5.
  23. 23. Adaptability • build from small parts and mash-up • rapid development methodologies • use standards like OpenSocial, RSS, FOAF, OpenID, OAuth, JSON etc.... • Control with individuals, not teachers/ administrators/programmers
  24. 24. A bit of my Personal Learning Environment
  25. 25. A bit of my Personal Learning Environment Mashup
  26. 26. Stigmergy
  27. 27. Stigmergy • It will happen - use it • Signposts, not fence-posts
  28. 28. Evolvability • Deferred design • Different scales • Exaptions • Replication with variation • Death as a great teacher
  29. 29. Many other processes . uses gs.. ellin y imar w . D ture of pr 1 Mix 2. hort blocks d and new people . S ture of ol tration of 3 Mix ncen e.g.4. ense co .D 5 • city dynamics • market-based systems Sit Lim e Ma Att ited a rket ent tten ion t me ion ans size and rep utatio n
  30. 30. Parcellation Photo by Kerry Lannert:: http://www.flickr.com/photos/stirwise/ 2675405956/
  31. 31. evolvability flickr tags over 2 years apart
  32. 32. evolvability flickr tags over 2 years apart
  33. 33. parcellation
  34. 34. play time! • how can we put texture in our learning landscapes?
  35. 35. the problem of evil
  36. 36. trust and privacy
  37. 37. Trust • Soft security vs hard security • Systems security • Controllable security • Who’s who? • How does it work?
  38. 38. Sociability • Awareness of others • Multiple channels • Not necessarily in the same piece of software
  39. 39. Pedagogy • Meaningful signposts • If you design a mountain you will get mountain goats • If you design an ocean you will get fish • What is the shape and physics of an educational environment?
  40. 40. Context • A truly self-organised environment can evolve into anything • Institutional contexts • The broader environment • People wishing to learn
  41. 41. Meta-principles • Scale • connectivity • Connectivity
  42. 42. Big and things small
  43. 43. Things that change context
  44. 44. Things that come first
  45. 45. Cool tools but...
  46. 46. del.icio.us is cool but... • single dimension of metadata • limited interoperability • commercial monolith • limited parcellation • very limited trust model
  47. 47. del.icio.us is cool but... • single dimension of metadata • limited interoperability • commercial monolith • limited parcellation • very limited trust model
  48. 48. Facebook is cool but... • single layer of hierarchy (the group) • extendible but not very interoperable • simple one-dimensional metadata • limited trust model • everyone is a friend or not • commercial monolith
  49. 49. Ning is brilliant but... • not distributed - single site • relatively coarse privacy/trust control
  50. 50. Elgg is a bit better... • richer trust model • educational context • institutional control (?) • why does everyone have to be your friend?
  51. 51. Using them all... • NetVibes • Sniperoo • Grazr • iGoogle • Widgets and Gadgets
  52. 52. Read the book... Control and Constraint in E-Learning: Choosing When to Choose jond@athabascau.ca http://www.cofind.net
  53. 53. Read the book... Control and Constraint in E-Learning: Choosing When to Choose jond@athabascau.ca http://www.cofind.net
  54. 54. jond@athabascau.ca http://www.cofind.net
  55. 55. jond@athabascau.ca http://www.cofind.net http://www.igi-pub.com/books/details.asp?ID=6732

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