Living, Learning, Communicating in an Immediate World ADETA, October 2007 George Siemens
<ul><li>For the most part, educational futurism  is a mixture of  trendiness,  bad psychology, and technological impressio...
Mixed messages <ul><li>Networks and tools </li></ul><ul><li>Access and impact </li></ul><ul><li>Granovetter meets Gibson <...
1. Networks & Tools
Learning <ul><li>Neural network </li></ul><ul><li>Conceptual network </li></ul><ul><li>Physical network </li></ul><ul><ul>...
What do networks do? <ul><li>Understanding yields understanding </li></ul><ul><li>Nodes increase opportunities for more co...
<ul><li>...the tools we use, when learning, shape and very largely determine what and how we can learn </li></ul><ul><li>K...
Immediately? <ul><li>Access: OER,  </li></ul><ul><li>Find: </li></ul><ul><li>Connect:  </li></ul><ul><li>Communicate: Mobi...
Immediately? <ul><li>Locate:  </li></ul><ul><li>Collaborate:  wikis </li></ul><ul><li>Create:  </li></ul><ul><li>Share:  P...
Immediately? <ul><li>Plan:  </li></ul><ul><li>Publish: blogs  </li></ul><ul><li>Interact: two-way dialogue & </li></ul><ul...
<ul><li>We shape our tools and then our tools shape us </li></ul><ul><li>McLuhan </li></ul>
What have tools done? <ul><li>Opened access </li></ul><ul><li>Distributed control </li></ul><ul><li>Raised noise </li></ul...
Rhetoric of the  electrical sublime <ul><li>long-standing, naive, and utopian expectations </li></ul><ul><li>Carey & Quirk...
2. Access and Impact
Education’s future will be shaped in developing countries <ul><li>China: HE enrolment doubled, 2000 – 2003  </li></ul><ul>...
Access <ul><li>70+% level in many countries (Net) </li></ul><ul><li>Mobile/PDA (21%) web access – doubled in 2003-2005-200...
IT Ownership <ul><li>73% own laptops </li></ul><ul><li>91% have high speed </li></ul><ul><li>86% mobile phone </li></ul><u...
<ul><li>We live in a society in which the “channels for distribution of change” are carried with us as part of daily life....
<ul><li>Mobile computing, portable devices, and ubiquitous broadband mean that we have access to people, information, and ...
What is the impact of immediate? <ul><li>Control shift </li></ul><ul><li>Weakened filter </li></ul><ul><li>Can you spare $...
3. Granovetter meets Gibson
Weak ties <ul><li>Empirical evidence that the stronger the tie connecting two individuals, the more similar they are, in v...
<ul><li>Weak ties provide people with access to information and resources beyond those available in their own social circl...
Weak ties <ul><li>weak ties of communication </li></ul><ul><li>weak ties of information </li></ul><ul><li>(content is not ...
Gibson’s Affordances <ul><li>Action potential </li></ul><ul><li>Preconditions for activity </li></ul><ul><li>Agent, object...
<ul><li>Nature of ties is an affordance of the medium </li></ul><ul><li>object, actor, activity </li></ul><ul><ul><li>Pare...
<ul><li>A new medium does not add something; it changes everything. </li></ul><ul><li>Neil Postman </li></ul>
4. Students and employees
<ul><li>This isn't the MTV generation we're talking about this is  the everything, all-the-time generation </li></ul><ul><...
Millennials
<ul><li>Coddled, narcissistic praise junkies </li></ul><ul><li>US Navy </li></ul>
Engagement
<ul><li>Participative web: user-created content </li></ul><ul><li>OECD </li></ul>
Capturing <ul><li>Capturing what used to be transitory </li></ul><ul><ul><li>Mobile phones </li></ul></ul><ul><ul><li>Just...
Their view of IT in courses <ul><li>60% - improved my learning </li></ul><ul><li>40% - more engaged when IT is used </li><...
5. Their World
What type of world will our students inherit? <ul><li>Complex </li></ul><ul><li>Information saturated </li></ul><ul><li>Co...
Need for advanced learning <ul><li>2 of every 3 new/replacement jobs require PSE </li></ul><ul><li>Canadian Council of Lea...
6. Our Need
<ul><li>Understanding requires time, depth, sustained attention </li></ul><ul><li>Takes 10 years to become a master </li><...
<ul><li>Complex tasks require </li></ul><ul><li>greater engagement and  </li></ul><ul><li>focus  </li></ul><ul><li>than  w...
<ul><li>Ubiquitous computing and wireless connectivity, embedded in physical environments, will turn physical places into ...
<ul><li>Digital literacy </li></ul><ul><li>Information literacy </li></ul><ul><li>21 st  century skills </li></ul><ul><li>...
Depth... <ul><li>Slow Learning </li></ul><ul><li>Geetha Narayanan </li></ul><ul><li>Deep smarts </li></ul><ul><li>Deep und...
Disciplines of  Understanding <ul><li>Reflection </li></ul><ul><li>Review </li></ul><ul><ul><li>Connections </li></ul></ul...
7. Our response?
How have these changes impacted education?
Stages <ul><li>Adopt tools and methods </li></ul><ul><li>Adapt practices </li></ul><ul><li>Adjust policies </li></ul>
<ul><li>Exist in the spaces they exist, understand their culture </li></ul>
What shall we change? <ul><li>Libraries </li></ul><ul><li>Classrooms </li></ul><ul><li>Policies </li></ul><ul><li>Schools ...
<ul><li>www.elearnspace.org </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul...
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Living, Learning, Communicating in an Immediate World

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A discussion on how the future of education needs to be based on deep understanding, not shallow awareness...and the "disciplines of understanding" needed to achieve this

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  • Living, Learning, Communicating in an Immediate World

    1. 1. Living, Learning, Communicating in an Immediate World ADETA, October 2007 George Siemens
    2. 2. <ul><li>For the most part, educational futurism is a mixture of trendiness, bad psychology, and technological impressionability </li></ul><ul><li>Carl Bereiter </li></ul>
    3. 3. Mixed messages <ul><li>Networks and tools </li></ul><ul><li>Access and impact </li></ul><ul><li>Granovetter meets Gibson </li></ul><ul><li>Students and employees </li></ul><ul><li>Their World </li></ul><ul><li>Our need </li></ul><ul><li>Our response? </li></ul>
    4. 4. 1. Networks & Tools
    5. 5. Learning <ul><li>Neural network </li></ul><ul><li>Conceptual network </li></ul><ul><li>Physical network </li></ul><ul><ul><li>People </li></ul></ul><ul><ul><li>Content </li></ul></ul>
    6. 6. What do networks do? <ul><li>Understanding yields understanding </li></ul><ul><li>Nodes increase opportunities for more connections (history, multi-faceted understanding of disciplines) </li></ul>
    7. 7. <ul><li>...the tools we use, when learning, shape and very largely determine what and how we can learn </li></ul><ul><li>Kieran Egan </li></ul>
    8. 8. Immediately? <ul><li>Access: OER, </li></ul><ul><li>Find: </li></ul><ul><li>Connect: </li></ul><ul><li>Communicate: Mobile </li></ul>
    9. 9. Immediately? <ul><li>Locate: </li></ul><ul><li>Collaborate: wikis </li></ul><ul><li>Create: </li></ul><ul><li>Share: Presently </li></ul>
    10. 10. Immediately? <ul><li>Plan: </li></ul><ul><li>Publish: blogs </li></ul><ul><li>Interact: two-way dialogue & </li></ul><ul><li>Tie it together: </li></ul>
    11. 11. <ul><li>We shape our tools and then our tools shape us </li></ul><ul><li>McLuhan </li></ul>
    12. 12. What have tools done? <ul><li>Opened access </li></ul><ul><li>Distributed control </li></ul><ul><li>Raised noise </li></ul><ul><li>Immediacy </li></ul><ul><li>Symmetry of effect </li></ul><ul><ul><li>everything gets impacted (information) </li></ul></ul>
    13. 13. Rhetoric of the electrical sublime <ul><li>long-standing, naive, and utopian expectations </li></ul><ul><li>Carey & Quirk </li></ul>
    14. 14. 2. Access and Impact
    15. 15. Education’s future will be shaped in developing countries <ul><li>China: HE enrolment doubled, 2000 – 2003 </li></ul><ul><li>16 million. Exceeds US </li></ul><ul><li>India: by 2010, </li></ul><ul><li>40% of all HE education </li></ul><ul><li>will be distance </li></ul><ul><li>Carnegie Foundation (2006) </li></ul>
    16. 16. Access <ul><li>70+% level in many countries (Net) </li></ul><ul><li>Mobile/PDA (21%) web access – doubled in 2003-2005-2007 </li></ul><ul><li>88% have mobile </li></ul><ul><li>Steep decline after age 55 </li></ul><ul><li>Oxford Internet Institute </li></ul>
    17. 17. IT Ownership <ul><li>73% own laptops </li></ul><ul><li>91% have high speed </li></ul><ul><li>86% mobile phone </li></ul><ul><li>Net Generation age group is more highly engaged than older students in technologies that enable socializing </li></ul><ul><li>ECAR Study (2007) </li></ul>
    18. 18. <ul><li>We live in a society in which the “channels for distribution of change” are carried with us as part of daily life. </li></ul><ul><li>Sharples, Taylor, Vavoula </li></ul>
    19. 19. <ul><li>Mobile computing, portable devices, and ubiquitous broadband mean that we have access to people, information, and data wherever we may be </li></ul><ul><li>Horizon Report (2007) </li></ul>
    20. 20. What is the impact of immediate? <ul><li>Control shift </li></ul><ul><li>Weakened filter </li></ul><ul><li>Can you spare $4 billion? </li></ul><ul><li>Real is fake </li></ul>
    21. 21. 3. Granovetter meets Gibson
    22. 22. Weak ties <ul><li>Empirical evidence that the stronger the tie connecting two individuals, the more similar they are, in various ways </li></ul><ul><li>Mark Granovetter (1973) </li></ul>
    23. 23. <ul><li>Weak ties provide people with access to information and resources beyond those available in their own social circle; but strong ties have greater motivation to be of assistance and are typically more easily available. </li></ul><ul><li>Mark Granovetter (1983) </li></ul>
    24. 24. Weak ties <ul><li>weak ties of communication </li></ul><ul><li>weak ties of information </li></ul><ul><li>(content is not understanding) </li></ul>
    25. 25. Gibson’s Affordances <ul><li>Action potential </li></ul><ul><li>Preconditions for activity </li></ul><ul><li>Agent, object, interaction </li></ul><ul><li>Affordance is a property of this interaction </li></ul>
    26. 26. <ul><li>Nature of ties is an affordance of the medium </li></ul><ul><li>object, actor, activity </li></ul><ul><ul><li>Parent/child (twitter, IM) </li></ul></ul><ul><ul><li>Friends </li></ul></ul><ul><ul><li>Colleague </li></ul></ul><ul><ul><li>Some one you’ve never met f2f </li></ul></ul>
    27. 27. <ul><li>A new medium does not add something; it changes everything. </li></ul><ul><li>Neil Postman </li></ul>
    28. 28. 4. Students and employees
    29. 29. <ul><li>This isn't the MTV generation we're talking about this is the everything, all-the-time generation </li></ul><ul><li>Tim Blackmore </li></ul>
    30. 30. Millennials
    31. 31. <ul><li>Coddled, narcissistic praise junkies </li></ul><ul><li>US Navy </li></ul>
    32. 32. Engagement
    33. 33. <ul><li>Participative web: user-created content </li></ul><ul><li>OECD </li></ul>
    34. 34. Capturing <ul><li>Capturing what used to be transitory </li></ul><ul><ul><li>Mobile phones </li></ul></ul><ul><ul><li>Justin.TV </li></ul></ul><ul><li>Their lives are being captured and shared </li></ul>
    35. 35. Their view of IT in courses <ul><li>60% - improved my learning </li></ul><ul><li>40% - more engaged when IT is used </li></ul><ul><li>73% - more prompt feedback </li></ul><ul><li>58% - helps me better communicate with classmates </li></ul><ul><li>59% - better control of course activities </li></ul><ul><li>ECAR Study (2007) </li></ul>
    36. 36. 5. Their World
    37. 37. What type of world will our students inherit? <ul><li>Complex </li></ul><ul><li>Information saturated </li></ul><ul><li>Conflict-riddled </li></ul><ul><li>Self-destructing </li></ul><ul><li>Hopeful </li></ul><ul><li>Democratic </li></ul><ul><li>Innovation </li></ul><ul><li>Equality </li></ul>
    38. 38. Need for advanced learning <ul><li>2 of every 3 new/replacement jobs require PSE </li></ul><ul><li>Canadian Council of Learning (2006) </li></ul>
    39. 39. 6. Our Need
    40. 40. <ul><li>Understanding requires time, depth, sustained attention </li></ul><ul><li>Takes 10 years to become a master </li></ul><ul><li>Howard Gardner </li></ul>
    41. 41. <ul><li>Complex tasks require </li></ul><ul><li>greater engagement and </li></ul><ul><li>focus </li></ul><ul><li>than weak attention ties permit </li></ul>
    42. 42. <ul><li>Ubiquitous computing and wireless connectivity, embedded in physical environments, will turn physical places into aware contexts – environments that recognize people, information, and activities, and respond appropriately. </li></ul><ul><li>Map of Future Forces Affecting Education (2006) </li></ul>
    43. 43. <ul><li>Digital literacy </li></ul><ul><li>Information literacy </li></ul><ul><li>21 st century skills </li></ul><ul><li>Harvard curriculum </li></ul><ul><li>Play, performance, networking, distributed cognition </li></ul><ul><li>(Jenkins) </li></ul>
    44. 44. Depth... <ul><li>Slow Learning </li></ul><ul><li>Geetha Narayanan </li></ul><ul><li>Deep smarts </li></ul><ul><li>Deep understanding </li></ul>
    45. 45. Disciplines of Understanding <ul><li>Reflection </li></ul><ul><li>Review </li></ul><ul><ul><li>Connections </li></ul></ul><ul><li>Socialization </li></ul><ul><li>Explication </li></ul><ul><li>Slow, deep, immersive </li></ul><ul><li>Multi-faceted </li></ul>
    46. 46. 7. Our response?
    47. 47. How have these changes impacted education?
    48. 48. Stages <ul><li>Adopt tools and methods </li></ul><ul><li>Adapt practices </li></ul><ul><li>Adjust policies </li></ul>
    49. 49. <ul><li>Exist in the spaces they exist, understand their culture </li></ul>
    50. 50. What shall we change? <ul><li>Libraries </li></ul><ul><li>Classrooms </li></ul><ul><li>Policies </li></ul><ul><li>Schools </li></ul><ul><li>Accreditation </li></ul><ul><li>Experts </li></ul><ul><li>Curriculum </li></ul>Change toward understanding. NOT Educator peer-pressure
    51. 51. <ul><li>www.elearnspace.org </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>http://ltc.umanitoba.ca/wordpress </li></ul>

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