Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

After Moodle


Published on

In this talk I discuss what will be coming 'After Moodle' by means of a discussion of open learning, connectivism, and personal learning environments, including the sharing of some of what we experienced in massive open online courses. For audio, itc., please see

Published in: Education

After Moodle

  1. 1. Stephen Downes Moodle Moot Canada Edmonton, Alberta May 4, 2011
  2. 2. A Timeline… 1994 Athabaska BBS Maximus 1995 Muddog Mud Painted Porch MAUD 1996 Stephen ’s Guide to the Logical Fallacies
  3. 3. 1997 1998 Future of Online Learning Online Learning Environment OLe 1999 CAE The Brandon Pages Learning Objects modules
  4. 4. 2000 2001 MuniMall Knowledge Learning Community 2002 PEGGAsus The Learning Marketplace OLDaily
  5. 5. 2003 2004 Edu-RSS 2005 Ed Radio Podcasting DDRM
  6. 6. 2006 Educational Blogging mIDm RSS Writr Learning Networks 2007 E-Learning 2.0
  7. 7. 2008 Synergic3 CCK08 2010 OERs 2009 Connectivism
  8. 8. Three Themes <ul><li>Open Learning </li></ul><ul><li>Connectivism </li></ul><ul><li>Personal Learning Environment (PLE) </li></ul>
  9. 9. The Idea of Open Learning... <ul><li>इंदिरा गाँधी राष्ट्रीय मुक्त विश्वविद्यालय </li></ul>
  10. 10. Phases of Openness?
  11. 11. Connectivism Connectivism is the thesis that knowledge is formed through the creation of connections
  12. 12. Connectivism <ul><li>There is no curriculum, no theory, no body of knowledge </li></ul><ul><ul><li>or, more accurately, the curriculum is the McGuffin </li></ul></ul>
  13. 13. <ul><li>The product is not the knowledge, it is the learner </li></ul><ul><li>It is not that there is nothing to learn </li></ul><ul><li>It is complex and needs to be navigated … </li></ul>
  14. 14. Learning as Immersion Image:
  15. 15. Learning as Immersion Image:
  16. 16. Constructionism Image:
  17. 17. Connectivism The connectivist method: Aggregate…. Remix… Repurpose…. Feed Forward
  18. 18. The Idea of the PLE
  19. 19. Aggregation and Remixing
  20. 20. The Connectivism Courses
  21. 21. The Connectivism Courses
  22. 22. The Connectivism Courses
  23. 23. gRSShopper
  24. 24. Feeds
  25. 25. Feed Management
  26. 26. Harvester
  27. 27. Viewer
  28. 28. Commenter
  29. 29. Newsletter
  30. 30. Page Design Code
  31. 31. Our Experience Kop and Fournier, Connecting the Dots, CIDER, 2011
  32. 32. Our Experience PLENK participation rates Kop and Fournier, Connecting the Dots, CIDER, 2011
  33. 33. Our Experience The complex network a facilitator's post generated Relationships between topics in a discussion in week 1 Kop and Fournier, Connecting the Dots, CIDER, 2011
  34. 34. <ul><li>Plenkers in Twitter </li></ul>Our Experience Tweets for a week: Tweets, retweets, replies Kop and Fournier, Connecting the Dots, CIDER, 2011
  35. 35. Our Experience #tags related to Twitter posts in the PLENK Daily - six weeks duration Twitter PLENK connections to hash-tag networks Kop and Fournier, Connecting the Dots, CIDER, 2011
  36. 36. Assessment and Analytics <ul><li>Big Data, Web of Data, Semantic Web, RSS, Geo, FOAF… </li></ul><ul><li>Mash-ups, APIs, the Cloud, Social Network </li></ul>It makes no sense to rely on quizzes and tests
  37. 37. Learning Outcomes <ul><li>Personal knowledge consists of neural connections, not facts and data </li></ul>We are using one of these To create one of these
  38. 38. Learning Outcomes <ul><li>Learning a discipline is a total state and not a collection of specific states </li></ul><ul><li>It is obtained through immersion in an environment rather than acquisition of particular entities </li></ul><ul><li>It is expressed functionally (can you perform ‘as a geographer’?) rather than cognitively (can you state ‘geography facts’ or do ‘geography tasks’?) </li></ul>
  39. 39. Learning Outcomes <ul><li>There are not specific bits of knowledge or competencies, but rather, personal capacities </li></ul>We recognize this By perfomance in this (more on this later)
  40. 40. The PLE <ul><li>Martin: The PLE is just the device I am using… </li></ul>
  41. 41. The Challenge <ul><li>How can an educational application support, integrate within, and measure the total state ? </li></ul><ul><li>How can the learner maintain his/her identity and integrity from environment to environment? </li></ul>
  42. 42. The Network in the LMS
  43. 43. The Network in the LMS
  44. 44. The PLE in the Network
  45. 45. Plearn Components
  46. 46. Plearn Functionality
  47. 47. Plearn Network
  48. 48. Plearn Rollup
  49. 49. Plearn Panes
  50. 50. Success Factors <ul><li>What sort of decentralized network will best support learning-as-growth? </li></ul>
  51. 51. Network Democracy Image:
  52. 52. Network Democracy
  53. 53. Diversity <ul><li>You need a mixture of materials – you cannot grow organically from carbon alone, or water alone </li></ul>
  54. 54. Openness <ul><li>Closed systems become stagnant </li></ul><ul><li>Raw materials are depleted </li></ul><ul><li>The system becomes clogged with the ‘ creative product ’ of its members </li></ul>
  55. 55. Autonomy <ul><li>The simple cloning of entities does not allow for progress or development </li></ul><ul><li>Each individual entity must manage its own grown in its own way </li></ul>
  56. 56. Interactivity <ul><li>A system cannot grow unless its parts interact – flowers need bees, cows need grain, beavers need trees </li></ul><ul><li>Growth is created not by accumulation but by flow , by constant activation and interaction </li></ul>
  57. 57. <ul><li> </li></ul><ul><li>Free Learning </li></ul>Stephen Downes