Your SlideShare is downloading. ×
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
Promoting Distributed Cognition at MOOC Ecosystems
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

Promoting Distributed Cognition at MOOC Ecosystems

911

Published on

It is about promoting distributed cognitive learning behaviors with ecological design in MOOCs

It is about promoting distributed cognitive learning behaviors with ecological design in MOOCs

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
911
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
3
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. Promo%ng  Distributed  Cogni%on   at  MOOC  Ecosystems   Kai  Pata  and  Emanuele  Bardone   Tallinn  University   Human  Computer  Interac%on  Conference  2014,  Crete,  Iraclion  
  • 2. MOOCs  promote  distributed  cogni.on  based   learning  behaviors   Ecological  learning  design  may  facilitate   distributed  cogni%ve  learning  in  MOOCs  
  • 3. I.  Connec%vist  MOOC  as  a  learning   ecosystem   •  Users  provide  learning  services  to  each  other  at   MOOCs  as  produsers  thereby  crea%ng  the  abundance   of  ecosystem  “species”   •  Individual  as  well  as  crowd  knowledge  in  MOOCs  is   operated  by  as  well  as  incorporated  into  the  different   learning  services    Example  learning  services::      Peer  comments  to  blog  posts  –  kind    scaffolding  service    User-­‐created  ar3fact  as  a  learning  resource  –  kind  of   knowledge  provision  service    Socially  annotated  and  aggregated  contents  –  a  kind  of   scaffolding  service  
  • 4. Communi%es  of  learning  services  in   MOOC  learning  ecosystems   •  are  temporary  coali.ons  deno%ng  the  services  and   actors  at  present  in  the  learning  design     •  that  can  successively   change  during  the    life%me  of  a  design    product  usage   •  Currently  available  learning  services  in  certain   learning  moment  the  MOOC  ecosystem  compete   with  each  other  or  may  form  alliances,  some  services   increase  in  numbers  while  others  perish    
  • 5. blog  posts,   videos,   wiki  pages   forums,   blog   comment,   skype   sessions   blog   comment,   badges   facebook   and   twiOer   walls   Red  –  facilitators,  experts   Green  -­‐  learners   Successive  learning  service  communi%es  in  MOOC  
  • 6. Learning  flows  in  MOOCs   •  The  main  form  of  ecosystem  existence  is  through   trophic  networks  of  species  that  transform   energy  and  maOer  composing  and  decomposing   energy  rich  products,  thus  enabling  the  one-­‐ direc%onal  trophic  flow  through  the  ecosystem.     •  In  MOOC  learning  ecosystems  the  relevant   concept  to  trophic  flow  is  a  learning  flow.     •  User  a?en.on  to  available  services  fuels  the   knowledge  flows  through  the  services,  which   defines  the  produc.vity  of  learning  ecosystems.  
  • 7. The  network  structure  of  MOOCs   •  The  permeability  of  MOOC  learning  ecosystem  to  learning   flows  will  depend  on  the  connec.ons  between  services  that   pass  learning  flows  and  the  emerging  side-­‐paths  and  hubs  in   this  network  that  can  redirect  the  flows.   •  There  are  always  relevant  goals,  resources  and  required   support  available  in  MOOCs  that  may  replace  in  the  learning   ecosystem  purpose  niches  some  of  the  missing  services  and   allow  the  con%nuous  learning  flows.  
  • 8. Purpose  niches  of  learning  services   Red  –  facilitators,  experts   Green  -­‐  learners  
  • 9. Pruning  homogenous  communi%es  at   usual  elearning  courses     •  Maintaining  homogenous  communi%es  such  as  ideal   teacher-­‐planned  sets  of  learning  services  needs   constant  care     •  few  learning  services  prescribe  limited  learning   paths  in  order  to  maximize  the  produc%ve  learning   flows  for  medium  learners  that  don’t  exist.    
  • 10. Succession  of  wild  communi%es  in  open   informal  learning  seYngs     The  natural  learner-­‐created  communi%es,  are  based  on   the  richness  of  constantly  changing  learning  services     that  can  replace  themselves  in  the  trophic  networks,  that   guarantees  beOer  self-­‐regula%on  but  also  the   succession  of  the  service-­‐community  in  %me.    
  • 11. Maintaining  semi-­‐natural  communi%es  in   MOOCs    In  the  learning  ecosystems  that  inhabit  semi-­‐natural   communi.es  where  both  the  teacher-­‐  and  learner-­‐created   learning  services  could  co-­‐exist,  the  former  could  be  used   to  maintain  the  richness  of  wild  services  and  keep   it  in  a  state  where  succession  is  under  control.  
  • 12. Mutualisms   •  The  mutualisms  such  as   symbiosis  (mutual  benefit  of   using  resources  and  living  spaces)   are  one  way  how  in  natural   ecosystems  species  get  the   compe%%ve  premise.   •  Mutualisms  between  different   types  of  learning  services  are  very   important  also  in  MOOC  learning   designs.     Socially  annotated  and   aggregated  contents  e.g.   tagcloud  –  a  kind  of  crowd   based  scaffolding  service   Socially  annota3ng   resources  –  a  kind   resource  provision   service   Tag-­‐based  user  profile   forma3on   Knowledge  provision   based  on  user  profile  
  • 13. Communica%on   •  In  natural  ecosystems  there  is  communica.on  between  the   individual  species  as  well  as  the  cross-­‐species   communica%on  that  has  influence  on  trophic  circula%ons   (for  example  certain  signals  from  species  may  be  read  by   other  members  of  the  species  or  across  species  to  get   advantage  in  finding  food  or  escaping  for  predators).     •  Communica%on  intensifies  the  learning  flows  within  the   learning  ecosystem.   •  The  learning  services  in  learning  ecosystem  must  be  aware   of  each  other  and  able  to  communicate  in  order  to   orchestrate  their  ac%on.   •  Communica%on  (direct  and  indirect  through  signals  and   traces  le]  in  the  environment)  can  be  used  for  swarming   for  learning  in  learning  ecosystems  
  • 14. II.  Distributed  cogni%on  at  MOOCs   •  Connec%vist  MOOCs  have  a  similarity  to  natural   ecosystems  also  at  a  distributed  cogni%on  level   •  Produsers  form  a  .ghtly  coupled  system  with   MOOCs  ecosystem  of  learning  services  created   by  all  produsers,  and  the  laOer  simultaneously   evolves  and  serves  as  one’s  partner  or  cogni%ve   ally  in  the  struggle  to  control  the  ac%vity   •  Learning  services  created  by  many  at  MOOCs   enable  this  par.ally  external  locus  of  control  
  • 15. Learning  behaviors  related  with   distributed  cogni%on   uptake  of  cultural   paOerns   Cogni%ve  niche  forma%on  Cultural  niche  forma%on   Ecological   encultura%on   personal   paOern   cultural  paOern   amplifica%on   forma%on  of   paOern  networks   cultural  paOern   appropria%on   chance   amplifica%on   %nkering   Epistemic  Distributed  Cogni%on  Collec%ve  Distributed  Cogni%on   Chance-­‐seeking   PaOern  appropria%on   Encultura%on  of  paOerns  
  • 16. Which  learning  to  promote  in  MOOCs?   •  We  highlight  produc3ve  learning  behaviors*  related   with  distributed  cogni%on  –  learning  as  chance-­‐ seeking,  pa?ern  appropria.on  and  ecological   encultura.on   •  The  chance-­‐seekers  create  cogni%ve  niches  that  may   extend  or  shiF  the  cultural  pa?ern  niches  evolving  the   ecosystem,     •  whereas  paOern  appropria%on  ac%vity  validates   cultural  pa?ern  niches  and  stabilizes  the  ecosystem     •  *Produc.vity  of  the  learning  ecosystem  is  its  ability  to  accumulate   informa%on  to  knowledge  in  %me  –  meaning  how  much  users  can  be   engaged  in  certain  %me  period  by  the  learning  services  into  the  produc%ve   learning  flow.    
  • 17. Ecological  design  of  MOOCs  that   triggers  distributed  cogni%ve  learning   •  The  design  approach  employed  in  MOOC  ecosystems   to  promote  produc.ve  loops  of  pa?ern  appropria.on,   chance-­‐seeking  and  ecological  encultura.on  is   twofold.     •  On  the  one  hand  the  connec%vist  MOOCs  should  be   built  so  that  they  facilitate  the  self-­‐organisa.on  of   learning  ecosystems,  which  promotes  environmental   unan.cipatedness  for  chance-­‐seekers.   •  On  the  other  hand,  for  promo.ng  pa?ern   appropria.on  and  increasing  ecological  encultura.on   different  means  of  learning-­‐analy.cs  should  be  used   that  make  paOerns  in  the  shared  cultural  niche  visible   for  learners.  
  • 18. Visualizing  learning  service  niches  in   MOOC  ecosystems   Mul%dimensional  space  
  • 19. The  ecological  learning  design   •  The  ecological  learning  design  is  the  meta-­‐ design  process  where  par%cipatory  cultures   use  ecosystem  principles  for  enculturing  for   themselves  responsive  learning  ecosystems   that  maximize  for  each  of  them  possibili.es   for  flow  experiences  promoted  by  the   learning  flows  of  the  crowd  (actualizing   pa?erns)  or  provide  them  opportuni.es  for   discovering  chances.    

×