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Mutant learning iMoot2013 presentation

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Explore the world of student curation through the metaphor of mutant learning - and how to bring this approach to your classes …

Explore the world of student curation through the metaphor of mutant learning - and how to bring this approach to your classes

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  • ConstructivismDesign is recursive, non-linear or chaoticPlanning is organic, developmental, reflective & collaborativeObjectives from design & developmentInstruction emphasising learning in meaningful contextsFormative evaluation is criticalSubjective data may be most valuableCommon issuesAbsence of specific learning objectives and outcomesSeen as inefficient and ineffectiveGreat for informal learning – but struggles with formal learning systemsEngagement and participation rates tend to the 1-9-90 or 10-20-70 patterns, with the majority sticking to the edges of the CommunityWestern-style traditional education is Read-Only Culture – passive consumptionRemix (or Read/Write) Culture – is still seen as a rebel, underground groupConnectivismDesign is chaos, complexity, emergence & self-organisationObjectives are multiple & personal, but inter-related through networksLearning is personal and social, and distributed across networksInstruction based on modelling & demonstrationFormative evaluation is secondary to learning. Peer evaluation emerges from interaction, conversation & negotiationCritical thinking, curation, digital literacy, remix and creation are centralConnectivism Principles Learning and knowledge rests in diversity of opinions.Learning is a process of curation & creation.Learning resides in community, network & database.Learning is more critical than knowing.Maintaining and nurturing connections.Perceiving connections is a core skill.Currency is the intent of learning activities.Decision-making is itself a learning process.
  • Vygotsky’s theory is one of the foundations of constructivism and is very strong in connectivism. Major themes: Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.Applications of the Vygotsky’s Social Development TheoryMany schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.
  • Demonstration and modeling Mutant LearningLearning contexts are likely based on PLE (personal learning environments) and conversation and sharing of information.PLE is supporting learners to set their own goals, manage their learning (content and process), and communication with othersCooperation within networks and collaboration within groups, though small group collaboration and personal learning based on lurking emerge as self-organizing phenomena rather than imposition by outside bodiesBe prepared to share your own learning networks.Encourage and reward participation.
  • Zombie Learners – the disengaged are half alive, morbidly going through the motions day in and day out. They do just enough to get by in their jobs and personal lives, only learning when forced to attend in- person training or when regulations and law requires them to. Zombie Learners rarely explore the incredible universe of learning tools so easily accessible in today’s ultra-connected world. Mutant Learners, on the other hand, are rapidly adapting, evolving and changing to effectively harness today’s explosion of learning. They are actively looking for new information and, even more importantly, contributing and sharing their knowledge with the rest of the world. These individuals are collaborative innovators and the thought leaders of the future. Given a choice between the two, we hope that you would choose to be a Mutant Learner. To survive in today’s constantly progressing world of knowledge, you need to kill your inner zombie and embrace your inner mutant. The AXISES:VERTICALActive = mildly engaged in learning, occassionally sharingDynamic = vigorously engaged, seeking answers, regularly helping othersHORIZONTALConsumer = primarily learning from others’ knowledgeContributor = focussed on creating and sharing knowledge
  • The Zombie. A Zombie Learner says, “I don’t care.” They are not producing or consuming— they are decomposing. They have no desire to explore and spend little to no effort learning new things or opening themselves up to new technologies of learning. These people are also referred to as Luddites, people who hold on so tightly to their old ways of business that it strangles innovation and new modes of learning.
  • The Learner. This learner thinks, “I want to know.” These are the active consumers. This is how most of us learn everyday. We seek knowledge – finding it, read- ing it, and internalizing it. While there is nothing new about this category, the means through which we gain knowledge has exponentially increased and dramati- cally changed due to technological, mobile, and wireless advances.
  • The Initiator. This learner initiates a conversation by asking, “Do you know?” They are dynamic consum- ers of knowledge. These are the individuals who ask questions in a social networking site like Facebook and LinkedIn and wait for the community to answer. They instigate, prod, stir, and then wait to see what answers they get.
  • The Wanderer. This learner says, “Look what I found.” They are an active contributor to the online learning community. A wanderer is someone who stumbles upon an interesting source of knowledge somewhere on the web and then shares it on Twitter, Facebook, or another online community. While their initial intent may not have been to learn anything new, their online activity accidentally led them to learn something of value, which they then wanted to share with others. We want to make it clear that being a wanderer is not necessarily a bad trait, in fact, JRR Tol- kien once said, “Not everyone who wanders is lost.” As long as you don’t spend mostof your learn- ing bandwidth wandering, accidentally stumbling across learning fragments can be a refresh- ing change to the regimented practice of looking for specific information.
  • The Creator. This learner says, “I will do it.” They are dynamic contributors of knowledge. They know the answer to the Initiator’s questions, and can confidently articulate their response via a blog, wiki, community post, or other online tool. Creators are the life blood of the Mutant Learning age. Without these dynamic contributors the perpetual growth and value of online mutant communities would die.
  • Socialise:ChatForumSpecialise:ForumGlossaryChatCollaborate:ForumChatWiki(Groups & Groupings)
  • Push:ResourcesPull:Forum SearchRSS feedsRetrieve:ForumWiki
  • 15 x 5:(15 mins – five times a week)Block it out:(Time blockingScheduling)CalendarStick to It:(Discipline)
  • Duplicate:URL linksCopy-pasteDatabaseGlossaryAmalgamate:(content creation)WikiWorkshopDatabaseForumInnovate:(content creation)WikiWorkshopDatabaseForum
  • Transcript

    • 1. Mutant LearningDeveloping your connectivist superpowers
    • 2. Who is this 
strange woman?•  Tweeter & Blogger•  Moodler since Moodle 1.8•  ex- University EdTech & 
Private-Corp. Sector L&D Mgr•  Passionate about Learning &Development, LearningTechnologies, & Engagement
    • 3. Comfortable withthe tools oftraditional learningFeeling more confidentabout Collaborative &Social Learning tools, too
    • 4. A little theoryto set thesceneDeveloping‘MutantLearners’Moodle Tools todevelop a‘Mutant Lab’
    • 5. A little theoryto set the scene
    • 6. Pic from: http://onlinelearninginsights.wordpress.com/2013/05/15/how-couse-design-puts-the-focus-on-learning-not-teaching/TeacherfocusedStudentfocused
    • 7. Constructivism Common issues Connectivism
    • 8. Collaboration and the Learning ZoneSo easyits boringI can dothis easilyA bithard Too hardComfort Zone Anxiety ZoneCan be done with guidance &encouragement from a MoreKnowledgeable Other (MKO)Learning Zone
    • 9. Developing ‘Mutant Learners’
    • 10. ‘Teacher’ Role•  Demonstration and modeling MutantLearning.•  Learning contexts are based on PLE,conversation, and sharing of information.•  Cooperation within networks andcollaboration within groups.•  Be prepared to share your own learningnetworks.•  Encourage and reward participation.
    • 11. ActiveDynamicConsumer Contributor
    • 12. Disengaged•  A Zombie Learner says,“I don’tcare.”•  They are not producing orconsuming— they aredecomposing.•  They have no desire to explore andspend little to no effort learningnew things or opening themselvesup to new technologies of learning.
    • 13. Learner•  This learner thinks,“I want to know.”•  These are the active consumers.•  This is how most of us learn everyday.We seek knowledge – finding it,reading it, and internalizing it.•  The means through which we gainknowledge has increased anddramatically changed due totechnological, mobile, and wirelessadvances.
    • 14. Initiator•  This learner initiates a conversationby asking,“Do you know?”•  They are dynamic consumers ofknowledge.•  They instigate, prod, stir, and thenwait to see what answers they get.
    • 15. Wanderer•  This learner says,“Look what I found.”•  They are an active contributor to theonline learning community.•  A wanderer is someone whostumbles upon an interesting sourceof knowledge somewhere on the weband then shares it on Twitter,Facebook, or another onlinecommunity.
    • 16. Creator•  This learner says,“I will do it.”•  They are dynamic contributors ofknowledge.•  Creators can answer questionsconfidently and respond withYouTube,or blog, or other community post.•  Without these dynamic contributors theperpetual growth and value of onlinemutant communities would die.
    • 17. Moodle Toolsto develop a ‘Mutant Lab’
    • 18. Connect Systemise Plan Learn ShareMutant Lab Activities
    • 19. Socialise Specialise CollaborateConnect Systemise Plan Learn Share
    • 20. Push Pull RetrieveConnect Systemise Plan Learn Share
    • 21. 15 X 5 Rule Block it out Stick to itConnect Systemise Plan Learn Share
    • 22. Scan Many Review Some Study the FewConnect Systemise Plan Learn Share
    • 23. Duplicate Amalgamate InnovateConnect Systemise Plan Learn Share
    • 24. A little theoryto set thesceneDeveloping‘MutantLearners’Moodle Tools todevelop a‘Mutant Lab’
    • 25. Comfortable withthe tools oftraditional learningFeeling more confidentabout Collaborative &Social Learning tools, too
    • 26. Mutant LearningDeveloping your connectivist superpowers
    • 27. Mutant Learning iMoot2013
by Soozie Bea (Susannah Brown) 
is licensed under a
Creative Commons Attribution-ShareAlike3.0 Unported License.Content developed from:How to Develop a Social Learning Labby Lime Green LabsandVygotskys Social LearningTheory at learning-theories.comIncludes pictures of:POPVinyl BobbleheadToys (which are awesome)and other freely available icons