NWeLearn Keynote

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Keynote for NWeLearn Conference 2010 - Vancouver, Washington by Dr. Alec Couros

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NWeLearn Keynote

  1. 1. Online Learning in a Networked Age NWeLearn 2010 Vancouver, WA By Dr. Alec Couros University of Regina
  2. 2. #nwelearn
  3. 3. me
  4. 4. The Blur
  5. 5. “Web 2.0 tools exist that might allow academics to reflect and reimagine what they do as scholars. Such tools might positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose to build serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students.” (Greenhow, Robella, & Hughes, 2009)
  6. 6. influences
  7. 7. “given enough eyeballs, all bugs are shallow” (Linusʼ Law, Raymond 1997)
  8. 8. “Open source software communities are one of the most successful -- and least understood -- examples of high performance collaboration and community building on the Internet today.” (Kim, 2003)
  9. 9. “A key to transformation is for the teaching profession to establish innovation networks that capture the spirit and culture of hackers - the passion, the can-do, collective sharing.” (Hargreaves, 2003)
  10. 10. • philosophical stance • power & control • access open(ness) • design attributes (short version) - privacy/publics - audience - transparency - accountability
  11. 11. open(ness) (short version) open education free software open source software open educational resources open content open access publication open access courses open teaching open accreditation
  12. 12. • pedagogical & pragmatic stance connected • knowledge exchange, curating, wayfinding, (ness) crowdsourcing, (short version) collaboration, problem solving • personal learning network/environment (PLN/PLE)
  13. 13. context
  14. 14. “Tell me ... what it is I am educating and what sort of world we live in, and I will tell you what I am aiming at.” (Garforth, 1962)
  15. 15. David Weinberger The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.” @dweinberger
  16. 16. connected reality http://www.youtube.com/watch?v=ImAD8BOBOhw
  17. 17. conditions ...
  18. 18. Social Tools http://www.flickr.com/photos/9119028@N05/591163479/
  19. 19. @jonmott
  20. 20. Free/Open Content
  21. 21. Access
  22. 22. Age of Networks http://www.flowtown.com/blog/the-2010-social-networking-map
  23. 23. http://www.flickr.com/photos/scriptingnews/2699829038/sizes/l/
  24. 24. http://www.flickr.com/photos/scriptingnews/2699829038/sizes/l/
  25. 25. quick stats (2009) • 90 trillion emails sent annually from 1.4 billion email users • 234 million websites • 1.73 billion Internet users • 126 millions blogs • 350 million Facebook users • 4 billion images on Flickr • 1 billion Youtube videos served daily. Stats as of Jan 22/10 via Royal Pingdom
  26. 26. Michael Wesch Youtube & other social media mitigate “connection without constraint”. Often, this leads to the development of “tremendously deep communities”. @mwesch
  27. 27. possibilities ...
  28. 28. Networked Learning
  29. 29. Personalization
  30. 30. http://www.flickr.com/photos/will-lion/3974469907/
  31. 31. Owing a domain name is about claiming your piece of the internet. You’re no longer renting, you’re a home owner. http://www.flickr.com/photos/35723943@N00/2379057597/
  32. 32. Visitors vs. Residents
  33. 33. Shifting Roles
  34. 34. Private Public Closed Open
  35. 35. “Understanding how networks work is one of the most important literacies of the 21st century.” (Rheingold, 2010)
  36. 36. Ze Frank “any individual entity that pretends to understand the rules that guide this space is under an illusion” @zefrank
  37. 37. crowd sourcing content
  38. 38. real time collaboration
  39. 39. practice
  40. 40. Guiding Principles • Open access, low-cost. • Rethink space/interaction (walled gardens, open spaces) • Learning spaces controlled and/or owned by students. • Tagging, aggregation, & other info literacies. • Advocacy/integration/use/creation of/for FOSS & open content wherever possible & when beneficial to learning. • Pedagogy focused more on connecting & interactions; content important, but secondary. • Development of sustainable, long-term, learning connections.
  41. 41. location of mentors
  42. 42. “I was able to go out and learn throughout the entire week, the entire year, and Iʼm still learning with everyone.” “The best part of the course is that itʼs not ending. With the connections weʼve built, it never has to end.”
  43. 43. “The course ... has been the most profound pd experience Iʼve ever had. It forced me to critique & review my practice. I never knew how important social networks were. Now, I couldnʼt be a teacher without being connected. Itʼs drastically changed my view of education.”
  44. 44. moving forward
  45. 45. Suggestions • Begin or continue to explore social tools that can replace or augment the CMS/LMS experience. • Explore the concept/implications of PLE/PLN - dive in. • Find online learning opportunities that are right for you. If there arenʼt any, create them. • Understand, promote, teach Creative Commons. • Learn about OER/Openness initiatives in your state - participate, advocate, create, share. • Take charge of your own learning - and get your institutions to support self-directed PD. • Continue to reinvent, reshape, retool your role as educator.
  46. 46. “We need to move beyond the idea that education is something that is provided for us, and toward the idea that an education is something that we create ourselves.” (Downes, 2010)
  47. 47. couros.wikispaces.com/nwelearn web: couros.ca twitter: courosa google: couros couros@gmail.com Text

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