Connecting Beyond Content: Education in Abundance
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![“Those who wish to scrutinize the
bosom of nature to the inmost can
hear [at the University of Toulouse]
the books of Aristotle which were
forbidden at Paris.”
- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)
Paris to Toulouse (1229 CE)](https://image.slidesharecdn.com/moodlemoot-151022145306-lva1-app6892/75/connecting-beyond-content-education-in-abundance-7-2048.jpg?cb=1668728231)
![“I assert definitely, that a school-book
is only good when an
uninstructed schoolmaster can use it
at need, [almost as well as an
instructed and talented one].”
-‐
Pestalozzi,
1801,
How
Gertrude
Teaches
her
Children.
Content is textbooks](https://image.slidesharecdn.com/moodlemoot-151022145306-lva1-app6892/75/connecting-beyond-content-education-in-abundance-10-2048.jpg?cb=1668728231)
Connecting Beyond Content: Education in Abundance
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Keynote (with workshop) for Canada Moot 2015, on getting beyond a content-centric view of online education.
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Connecting Beyond Content: Education in Abundance
- 1. CONNECTING BEYOND CONTENT: Education in Abundance Dave Cormier & Bonnie Stewart UPEI/ Edactive Technologies Inc. @davecormier @bonstewart #mootca15 h"ps://www.flickr.com/photos/imlichenit/4186656788
- 2. What counts as education in a digital age? h"p://www.telecomtv.com/ar=cles/tablets/retro-‐chic-‐apples-‐original-‐macintosh-‐reimagined-‐12100
- 3. • WHY A Brief History of Content Enter Knowledge Abundance • HOW Presence Individualization Network Learning
- 4. The making of content
- 5. Rome to Rhodes (62 BCE)
- 7. “Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University of Toulouse] the books of Aristotle which were forbidden at Paris.” - University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike) Paris to Toulouse (1229 CE)
- 8. "Carlo Crivelli 007" by Carlo Crivelli (circa 1435–circa 1495) -‐ Via The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-‐ROM, 2002. ISBN 3936122202. Distributed by DIRECTMEDIA Publishing GmbH.. Licensed under Public domain via Wikimedia Commons -‐ h"p:// commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg Content is dead people
- 9. h"p://upload.wikimedia.org/wikipedia/commons/d/d3/Johann_Heinrich_Pestalozzi.jpg Switzerland (1798 CE)
- 10. “I assert definitely, that a school-book is only good when an uninstructed schoolmaster can use it at need, [almost as well as an instructed and talented one].” -‐ Pestalozzi, 1801, How Gertrude Teaches her Children. Content is textbooks
- 11. The internet (1996 CE) hps://chronologicaldot.files.wordpress.com/2013/03/lego1996.jpg
- 12. Content is teacherpacks The advantages to students are tremendous including: • loca=on and =me independent delivery of course material, • the ability to serve a large number of students at a poten=ally reduced cost, • a simple, familiar interface. Goldberg, M., Salari, S. Swoboda, P. (1996) ‘World Wide Web – Course Tool: An Environment for Building WWW-‐Based Courses’ Computer Networks and ISDN Systems, 28:7-‐11 pp1219-‐1231 hp://kenleyneufeld.com/2008/04/18/moodle-‐facebook-‐twier-‐and-‐teaching-‐online/
- 13. The internet (2001 CE) hp://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm
- 14. Content is Open Educational Resources hps://pixabay.com/en/triangle-‐warning-‐sign-‐traffic-‐sign-‐30522/
- 15. The internet (2005 CE)
- 17. The internet (2012 CE)
- 19. So…the pinnacle of education is MOOCs 4-minute instructional videos?
- 21. Education: A Changing Culture knowledge scarcity knowledge abundance open / diverse systems public, institutional values market values closed systems
- 22. For the first time in human history, two related propositions are true. One, it no longer is possible to store within the human brain all of the information that a human needs. Second, it no longer is necessary to store within the human brain all of the information that humans need. Education needs to be geared toward the handling of data rather than the accumulation of data.” - Berlo, 1975
- 24. Abundance = integration of media into daily life
- 25. …and education.
- 26. Structure of Abundance = Networks hps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954oid=117373186752666867801
- 28. hps://www.flickr.com/photos/ooohoooh/1350774613/ Networks are not just for consuming, but connecting
- 29. Many-to-many communications allow us to create ourselves as network nodes, forming webs of visible ( invisible) connections
- 30. This was the promise of Web 2.0. hp://img12.deviantart.net/f1e6/i/2008/081/e/7/web_2_0___everybody_contribute_by_sulich.png
- 31. Education is not what we teach but HOW. Learning is what people do with it. hp://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm
- 32. But this cannot be contained by a “teacherpack.”
- 33. It cannot be achieved by just putting content online. hps://www.flickr.com/photos/sepblog/3649959481
- 34. We need to shift the communications structures concepts by which we think about what we do in education.
- 36. Visitors Residents • The web as an untidy garden tool shed • Actions are instrumental - users leave no social trace • Task is priority • The web as a human, social, connected place • Engagement leaves social traces connections (as well as content) behind • Synthesis is priority
- 38. hps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-‐72157641903755433/ Where is YOUR Moodle usage ?
- 39. Emphasizing content prioritizes visitor approaches. hps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg
- 40. But learners must learn to be productive residents in a world of knowledge abundance.
- 41. The history of education shows that as we scale, we depersonalize learning.
- 42. We can use technology to have both scale and personalization. We can connect beyond content.
- 43. So. Connecting beyond content. HOW?
- 45. Individualization http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
- 47. In an age of abundance, online education needs to be more than this. J
- 48. 1. Presence
- 49. Build a sense of residency
- 50. Build threads of connection
- 52. hp://dubioblog.com/2012/01/08/how-‐to-‐learn-‐the-‐how-‐learning-‐domains/ Learning is Multi-faceted
- 54. There is no such thing as digital natives.
- 55. Online demands MORE presence
- 57. hp://www.flickr.com/photos/98857801@N00/2145231725/ Rhizomes are difficult to contain
- 58. They follow their own paths. hp://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg
- 59. Learning contracts Evaluation Method: Student work in this course is evaluated by ‘contract’ – meaning that each of you decide how much work you would like to do for what grade. Individual assignments are given a ‘satisfactory ’ or ‘unsatisfactory ’ assessment upon completion, with the option for you to resubmit unsatisfactory assignments within a given timeframe. Satisfactory assignment are those that show a reasonable amount of effort.
- 62. Insiders
- 63. Outsiders
- 65. Sites of Connection Residency hps://www.flickr.com/photos/mkhmarke=ng/8468788107
- 66. Your LMS is your friend
- 67. But not the end of the known universe hps://en.wikipedia.org/wiki/Here_be_dragons
- 68. more. hp://hyperboleandahalf.blogspot.ca/2010/06/this-‐is-‐why-‐ill-‐never-‐be-‐adult.html
- 69. Scaffold extend conversations resource-sharing @hypothes_is!