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George Siemens' Slides from MIT talk


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  • State of Human Capital, 2012,
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction 10(2 & 3): 105-225.
  • Miller, J. H., and Page, S. E (2007). Complex adaptive systems: An introduction to computational models of social life. Princeton: Princeton University Press
  • Suthers, D. D., & Rosen, D. (2011). A unified framework for multi-level analysis of distributed learning Proceedings of the First International Conference on Learning Analytics & Knowledge, Banff, Alberta, February 27-March 1, 2011.
  • Transcript

    • 1. A learning system to meet the knowledge needs of a complex era George Siemens, PhD July 17, 2013 edX
    • 2. August 5, 1949
    • 3. April 14, 1994
    • 4. Assertions: 1. Knowledge needs are today defined by complexity and interconnectivity 2. Emerging employment opportunities are knowledge-based 3. The idea of a university is expanding (complexifying) 4. Knowledge institutions mirror the architecture of information
    • 5. The Conference Board
    • 6. McKinsey Quarterly, 2012
    • 7. Increasing diversity of student profiles The U.S. is now in a position when less than half of students could be considered fulltime students. In other words, students who can attend campus five days a week nine-to-five, are now a minority. (Bates, 2013)
    • 8. Center on Budget and Policy Priorities, 2013
    • 9. OECD 2013
    • 10. The last decade, two defining trends: 1. Participatory culture and social/technical connectivity (Rise of the Individual) 2. Transparency and surveillance culture (Rise of Data and Analytics)
    • 11. Expanding knowledge needs requires expanding learning opportunities
    • 12. The process of learning/unlearning/knowledge development is still happening through legacy models that do not account for today‟s nature of information and knowledge development.
    • 13. When we create, it can be analyzed and new patterns can be discovered (understood, evaluated, interrogated)
    • 14. Information fragmentation…l oss of narratives of coherence
    • 15. The problem: Once we‟ve fragmented content and conversation, we need to stitch them together again so we can act meaningfully
    • 16. Knowledge in pieces diSessa, 1993
    • 17. Reducing the basic units of education: From courses/workshops/modules to competencies
    • 18. Agents in a system possess only partial information (Miller and Page 2007) …to make sense and act meaningfully requires connections to be formed between agents
    • 19. Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related Antonovsky 1993
    • 20. Networked information doesn’t have a center
    • 21. So we (socially) create temporary centers: Shared sensemaking
    • 22. So we (technologically) create temporary centers: content and conversation aggregation
    • 23. Stitching things together: Sensemaking and wayfinding through complex information flows and trends to extract what is important and relevant
    • 24. “Learning and knowledge creation is often distributed across multiple media and sites in networked environments. Traces of such activity may be fragmented across multiple logs and may not match analytic needs. As a result, the coherence of distributed interaction and emergent phenomena are analytically cloaked” Suthers, Rosen, 2011
    • 25. What we are seeing is the complexification of higher education Learning needs are complex, ongoing Simple singular narrative won‟t suffice going forward The idea of the university is expanding and diversifying
    • 26. Much of what MOOCs address is the shadow education system. They are not actual competition with the existing education system
    • 27.
    • 28. “Both student and teacher are unhappy when chained to curricula and syllabi, to tests and mediocre standards. An atmosphere of uninspired and uninspiring common sense may well produce satisfactory mastery of technical “know how” and testable factual information. Such an atmosphere, however, stifles genuine understanding and the spirit of adventure in research.” Karl Jaspers, The Idea of the University 1959
    • 29. MOOCs/DS106: Changed relationship between teacher/learner Distributed, chaotic, emergent. Learners expected to create, grow, expand domain and share personal sensemaking through artifact-creation
    • 30. An education system that fails to emulate the characteristics information in an era is doomed to fail. Information today is: Open Distributed Scalable Social Generative Networked Self-organized Adaptive Global
    • 31. Participatory Pedagogies (Collis & Moonen, 2008) (Askins, 2008) (Harvard Law School, 2008)
    • 32. Distributed content and conversations
    • 33. State of Wisconsin, 2012
    • 34. Anderson, T. & Dron, J. (2011). Three Generations of Distance Education Pedagogy, International Review of Research in Open and Distance Learning 12(3), 80-97,
    • 35. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
    • 36. Group work in MOOCs
    • 37. Kuhn: accumulation of anomalies, create “phase changes” (sorry, hate the „p‟ word): dramatic change, alteration of core premises, development of a framework to account for sub- changes
    • 38. Carlota Perez: techno-economic change
    • 39. Education systems track the architecture of information of an era
    • 40. 7 Primary Tensions in open online courses Automation vs. Creation Social vs. Scripted Structured vs. Self-Organized University-based vs. Informal learning Assessment/recognition vs. Personal growth Functioning in existing system vs. Transforming existing system Learner owned vs. Organization owned interaction spaces
    • 41. Twitter/Gmail: gsiemens