A learning system to meet the
knowledge needs of a complex era
George Siemens, PhD
July 17, 2013
edX
August 5, 1949
April 14, 1994
Assertions:
1. Knowledge needs are today defined by
complexity and interconnectivity
2. Emerging employment opportunities ...
The Conference Board
McKinsey Quarterly, 2012
Increasing diversity
of student profiles
The U.S. is now in a position when
less than half of students could be
considered...
Center on Budget and
Policy Priorities, 2013
OECD 2013
The last decade, two defining
trends:
1. Participatory culture and social/technical
connectivity (Rise of the Individual)
...
Expanding knowledge needs
requires expanding learning
opportunities
The process of
learning/unlearning/knowledge
development is still happening through
legacy models that do not account for
...
When we create, it can be
analyzed and
new patterns can be discovered
(understood, evaluated, interrogated)
Information
fragmentation…l
oss of narratives
of coherence
The problem:
Once we‟ve fragmented content
and conversation,
we need to stitch them together
again so we can act meaningfu...
Knowledge in pieces
diSessa, 1993
Reducing the basic units of
education:
From courses/workshops/modules
to competencies
Agents in a system possess only partial
information
(Miller and Page 2007)
…to make sense and act meaningfully
requires co...
Coherence is an orientation about the
meaning and value of information elements
based on how they are connected,
structure...
Networked information
doesn’t have a center
So we (socially) create temporary
centers:
Shared sensemaking
So we (technologically) create
temporary centers:
content and conversation
aggregation
Stitching things together:
Sensemaking and wayfinding through
complex information flows and trends to
extract what is impo...
“Learning and knowledge creation is often
distributed across multiple media and sites
in networked environments. Traces of...
What we are seeing is the
complexification of higher
education
Learning needs are complex, ongoing
Simple singular narrati...
Much of what MOOCs address is the
shadow education system.
They are not actual competition with the
existing education sys...
https://sites.google.com/site/themoocguide/home
“Both student and teacher are unhappy
when chained to curricula and syllabi, to
tests and mediocre standards. An atmospher...
MOOCs/DS106:
Changed relationship between teacher/learner
Distributed, chaotic, emergent.
Learners expected to create, gro...
An education system that fails to emulate the
characteristics information in an era is doomed to
fail.
Information today i...
Participatory Pedagogies
(Collis & Moonen, 2008)
(Askins, 2008)
(Harvard Law School, 2008)
Distributed content and conversations
State of Wisconsin, 2012
Anderson, T. & Dron, J. (2011). Three Generations of Distance Education Pedagogy, International
Review of Research in Open...
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in...
Group work in MOOCs
Kuhn: accumulation of anomalies, create
“phase changes” (sorry, hate the „p‟ word):
dramatic change, alteration of core pr...
Carlota Perez: techno-economic change
Education systems track the
architecture of information of an era
7 Primary Tensions in open online
courses
Automation vs. Creation
Social vs. Scripted
Structured vs. Self-Organized
Univer...
Twitter/Gmail:
gsiemens
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  • State of Human Capital, 2012, http://www.mckinsey.com/~/media/McKinsey/dotcom/client_service/Organization/PDFs/State_of_human_capital_2012.ashx
  • https://www.mckinseyquarterly.com/Economic_Studies/Productivity_Performance/Preparing_for_a_new_era_of_knowledge_work_3034
  • http://www.census.gov/prod/2013pubs/acsbr11-14.pdf
  • http://www.cbpp.org/files/3-19-13sfp.pdf
  • http://www.oecd.org/edu/eag2013%20(eng)--FINAL%2020%20June%202013.pdf
  • 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.
  • https://sites.google.com/site/themoocguide/
  • http://www.scribd.com/doc/30006468/Idea-of-the-University
  • http://www3.interscience.wiley.com/journal/119879431/abstract?CRETRY=1&SRETRY=0http://www.law.harvard.edu/students/orgs/crcl/current.html
  • http://walker.wi.gov/Images/News/6.19.12%20UW%20Flexible%20Degree%20Proposal%20Packet.pdf
  • http://thenextwavefutures.wordpress.com/2010/02/04/the-golden-age-depending/
  • George Siemens' Slides from MIT talk

    1. 1. A learning system to meet the knowledge needs of a complex era George Siemens, PhD July 17, 2013 edX
    2. 2. August 5, 1949
    3. 3. April 14, 1994
    4. 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. 5. The Conference Board
    6. 6. McKinsey Quarterly, 2012
    7. 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. 8. Center on Budget and Policy Priorities, 2013
    9. 9. OECD 2013
    10. 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. 11. Expanding knowledge needs requires expanding learning opportunities
    12. 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. 13. When we create, it can be analyzed and new patterns can be discovered (understood, evaluated, interrogated)
    14. 14. Information fragmentation…l oss of narratives of coherence
    15. 15. The problem: Once we‟ve fragmented content and conversation, we need to stitch them together again so we can act meaningfully
    16. 16. Knowledge in pieces diSessa, 1993
    17. 17. Reducing the basic units of education: From courses/workshops/modules to competencies
    18. 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. 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. 20. Networked information doesn’t have a center
    21. 21. So we (socially) create temporary centers: Shared sensemaking
    22. 22. So we (technologically) create temporary centers: content and conversation aggregation
    23. 23. Stitching things together: Sensemaking and wayfinding through complex information flows and trends to extract what is important and relevant
    24. 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. 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. 26. Much of what MOOCs address is the shadow education system. They are not actual competition with the existing education system
    27. 27. https://sites.google.com/site/themoocguide/home
    28. 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. 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. 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. 31. Participatory Pedagogies (Collis & Moonen, 2008) (Askins, 2008) (Harvard Law School, 2008)
    32. 32. Distributed content and conversations
    33. 33. State of Wisconsin, 2012
    34. 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, http://goo.gl/j3mRF
    35. 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. 36. Group work in MOOCs
    37. 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. 38. Carlota Perez: techno-economic change
    39. 39. Education systems track the architecture of information of an era
    40. 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. 41. Twitter/Gmail: gsiemens

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