Helsinki 2009


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Boundless learning

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  • Helsinki 2009

    1. 1. Terry Anderson, Professor,<br />Canada Research Chair in Distance Education<br />
    2. 2. Introduction<br />Terry Anderson’s CV in Wordle Tag Cloud<br />Introduction<br />
    3. 3. Values<br />We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience.<br />Student control and freedom is integral to 21st Century life-long education and learning.<br />Education for elites is not sufficient for planetary survival<br />
    4. 4. Boundless Learning<br />Boundless Content<br />Boundless Connections<br />Bounding the Boundless<br />Boundless: having no bounds; unlimited; vast<br />Image by Jack Ruttan<br />
    5. 5. Something there is that doesn’t love a wall, that wants it down” Robert Frost<br />
    6. 6. Learning<br />Behaviorist : Learning occurs when new behaviors or changes in behaviors are acquired as the result of an individual’s response to stimuli.<br />Cognitivist: Learning is a change in knowledge stored in memory.<br />Constructivist: Learning is the process where individuals construct new ideas or concepts based on prior knowledge and/or experience.Leilani Carbonell-Pedroni in 2001<br />Connectivist:<br />Learning is building networks of information, contacts and resources that are applied to real problems. (Anderson, 2009)<br />the learning of knowledge - is distributive, that is, not located in any given place (and therefore not &apos;transferred&apos; or &apos;transacted&apos; per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. Downes, 2006 <br />Learning is a process of connecting specialized nodes or information sources. <br />Learning (does he mean knowledge??) may reside in non-human appliances. (Siemens, 2004) <br />
    7. 7. Boundless Access to Learning Content<br />Open Educational Resources (OERs)<br />Open Courses<br />Free resources<br />“At the heart of the open educational resources movement is the simple and powerful idea that;<br /> the world’s knowledge is a public good in general<br /> the World Wide Web in particular provides an extraordinary opportunity for everyone to share, use, and reuse that knowledge.” <br />Hewlett Foundation Smith, & Casserly. The promise of open educational resources. Change 38(5): 8–17, 2006<br />
    8. 8. OER Definition<br />“open provision of educational resources enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes.”<br />UNESCO 2008<br />
    9. 9. Millions of OERs are available<br />Project<br />Gutenberg<br />
    10. 10. Types of OERs<br />Learning objects, units, textbooks, scholarly articles<br />Multimedia objects (Flash etc.)<br />Courses, programs full curriculum<br />Tools, FOSS <br />
    11. 11. Boundless Opportunity to Re-purpose OERs<br /> Reuse - Use the work just exactly as you found it.<br />Rework - Alter or transform the work<br />Remix – Combine work with other works<br /> Redistribute – Share with others. <br />Dave Wiley<br />
    12. 12. Who Pays for Free content?<br />‘Freemium: free & “pro” versions<br />1% of users support all the rest<br />Advertising: provide a special audience<br />Cross-Subsidies: free lunch if you buy beer<br />Zero-Marginal Cost: online music<br />Labor Exchange: Digg or Google 411<br />Gift Economy: $$$ aren’t everything<br />Chris Anderson’s Taxonomy of Free<br />Wired:<br />
    13. 13. Is Language a Boundary?<br />Of course, if not I would be talking Finnish!<br />But re-use/re-mixing does occur across language:<br />“In LeMill, where the content is created by teachers, we find the users create and share material both within thelanguagecommunity and across them, indicating that the purpose of the platform fits and supports the typical activities that the meta-community carries out in order to achieve its goals.” <br />Vuorikari, & Koper, (in press) Journal of Educational Technology & Society<br />
    14. 14. The Political Economy of Peer Production Michael Bauwens<br />produce use-value through the free cooperation of producers <br />a &apos;third mode of production&apos; neither for-profit or public <br />NOT exchange value for<br /> a market, but use-value for <br /> a community <br /><br />
    15. 15. Boundless Access to Open Courses<br />George Siemens & Stephen Downes<br />Introduction au technologieémergentes<br />Dave Cormier<br />Alec CuorosOpen Access Course: Social Media & <br /> Open Education (Fall 2009) <br />
    16. 16. Boundless Opportunity to control the Social Construction of Technology<br />Education Technology is, by definition, technologically mediated and thus is influenced by technological determinism<br />BUT….<br />Interpretative Flexibility<br />each technological artifact has different meanings and interpretations<br />Relevant Social Groups<br />many subgroups can be delineated<br />Design Flexibility<br />A design is only a single point in the large field of technical possibilities<br />Problems and Conflicts<br />Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically <br />(Wikipedia, Sept, 2009)<br />
    17. 17. Boundless Access through Open Access Books<br />Upcoming Emerging Technologies in DE edited<br /> by George Veletsiano<br /><br />
    18. 18. Currently, somewhat bounded access to Free Degrees<br />
    19. 19. Boundless Access to Individuals asfree tutors<br /><br />See calculus derivatives:<br />
    20. 20. Boundless Access Using Open Access Journals<br />Open Access Journals have increased citation ratings:<br />Work in progress with Olaf Zawacki-Richter, Ferne University, Germany<br />Analysis of Google citations for 12 Distance Education Journals (using Harzing’s Publish or Perish tool)<br />6 open access, 6 commercially published<br />Early results show roughly equal citations/paper, but recent gains in citations by open access journals<br />
    21. 21. Boundless Opportunity to write and assign Assign Open Textbooks<br />
    22. 22. Net allows boundless opportunity to Create and Sustain Social Capital<br />“Relationships, more than information, determine how problems are solvedor opportunities exploited.” Looi 2001, P. 17)<br />
    23. 23. Boundless Interaction to Research<br />Open Notebook: a laboratory notebook that is freely available and indexed on common search engines. …it is essential that all of the information available to the researchers to make their conclusions is equally available to the rest of the world.<br />JC Bradley<br />
    24. 24. Boundless Access to Science:Open Science at Web-Scale: OptimisingParticipation andPredictive Potential JISC 2009<br />
    25. 25. Boundless Opportunities to create and connect to Networks<br />EnablingOpenScholarship<br />
    26. 26. Boundless Connections through Web 2.0 Applications<br /> over 3000 apps <br />26<br />
    27. 27. Boundless opportunities to comment, tag, share and connect with others<br />Bookmarking and Annotation add value<br />Cite-u-like, Brainify, Diigo, Delicious etc<br />VLE additions like Margenalia.<br />
    28. 28. Placing Boundaries on the Boundless<br />“Good fences make good neighbors” Robert Frost<br />
    29. 29. Placing Boundaries on the Boundless<br />A good fence helpeth to keepe peace between neighbours;<br /> but let vs take heed that we make not a high stone wall, to keepevs from meeting.[1640 E. Rogers Letter in Winthrop Papers (1944) IV. 282]<br />
    30. 30. Boundless Opportunities for<br />Unanticipated consequences<br />Challenges of privacy/net presence<br />Emergent adaptation by students and teachers<br />Misuse and exploitation<br />
    31. 31.
    32. 32. Creating Boundaries by Recommendations/input of others<br />
    33. 33. Boundless Opportunity to be effective Change Agents <br />Open scholars develop tools and techniques to help cross-pollination, sustain and grow effective learning networks.<br />Open Scholars help birth new institutions and reform existing schools<br />From (Looi 2001).<br />
    34. 34. Boundless Opportunities to “help” students<br />“We’re trying to really understand the true behavior of the student … and then use that information to be able to make informed, data-driven decisions about how we can help students.” Adam Lange, Rio Salado College<br />
    35. 35. Boundless Opportunities to waste time <br />Save Time by using the efforts of others<br />I haven’t got the time to save!<br />
    36. 36. Boundless living requires effective information management<br />“Personalisation will respect the fact that information use is individual and contextual: in terms of information and knowledge, one person’s overload is another’s life blood”. (Bawden &Robinson, 2009 p. 187)<br />
    37. 37. Social Networking helps us create our own boundaries<br />Text<br />Text<br />37<br />Stepanyan, Mather & Payne, 2007<br />
    38. 38. Boundary Controls in Elgg<br />
    39. 39. Open Net<br />Research/Community Networks<br />OERs, YouTUBE<br />MY AU<br />Login<br />Discovery<br />Read & Comment rights<br />Passwords<br />Passwords<br />AlFresco<br />CMS<br />Course Development<br />“Open” University <br /> E-Portfolios<br /> Profiles<br /> Groups/Networks<br /> Bookmark Collections<br /> Blogs<br />Closed University<br />Sample CC <br />Course units and <br />Branded OERs<br />ELGG<br />Single Sign on<br />AUspace<br />Moodle<br />Media lab<br />Registry<br />Library<br />CIDER<br />Secondlife campus<br />
    40. 40. &quot;He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”Chinese Proverb<br />Your comments and questions most welcomed!<br />Terry Anderson<br /><br />Blog:<br />