Saskatoon

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Presentation to TLt Summit, Saskatoon

Published in: Technology, Education

Saskatoon

  1. 1. Education: An ecology of connections George Siemens May 14, 2008 TLt Summit Saskatoon, Saskatchewan Learning Technologies Centre www.umanitoba.ca/learning_technologies
  2. 2. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  3. 3. CHANGE
  4. 4. Social and technological collisions
  5. 5. Perez, C. 2004 from 1971 Information/telecommunications from 1908 Oil/Automobile/Mass production from 1875 Steel/Electricity from 1829 Steam/Railways from 1771 Industrial Year Technological revolution
  6. 6. Technological Conceptual
  7. 7. Why change?
  8. 8. Class
  9. 9. Divine Right
  10. 10. Unfair system: Access Barriers
  11. 11. Resonance
  12. 12. But, these things take time
  13. 14. Tension points of education <ul><li>Open/Closed </li></ul><ul><li>Amateur/Expert </li></ul><ul><li>Foster/Command </li></ul><ul><li>Network/Hierarchy </li></ul>
  14. 15. Reduce barriers
  15. 16. Increased opportunities
  16. 17. Increased participation
  17. 18. Where are we now? Technological Conceptual Here Here Here
  18. 19. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  19. 20. Complicated
  20. 21. To know the right answer
  21. 22. Complex
  22. 23. When we see complex as complicated…
  23. 24. Satisfied with false knowns
  24. 25. Creation of new frameworks, desire to simplify
  25. 26. <ul><li>When we iconosize concepts, we strip them of the opportunity to morph </li></ul>
  26. 27. <ul><li>Nothing is more pernicious in science than attempts to establish adherence to doctrines </li></ul><ul><li>Radcliffe-Brown (1940) </li></ul>
  27. 28. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  28. 29. Technology as blessing and curse
  29. 30. Balance is the new extreme
  30. 31. Boundaries between people
  31. 32. But what happens to us?
  32. 34. What of community?
  33. 35. Fragmentation <ul><li>Information </li></ul><ul><li>Identity </li></ul><ul><li>Understanding </li></ul>
  34. 36. The more we become distributed, the more we yearn to centralize
  35. 37. But individual centralization
  36. 38. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  37. 39. Learning as network formation and navigation Connection are sufficient
  38. 40. Networks occur within ecologies
  39. 41. Ecologies: environments that fosters and supports learning <ul><li>Chaotic </li></ul><ul><li>Structured informality </li></ul><ul><li>Adaptive </li></ul><ul><li>Alive </li></ul><ul><li>Diverse </li></ul><ul><li>Emergent </li></ul><ul><li>Self-organizing, individually directed </li></ul>
  40. 43. Education as ecology <ul><li>Classroom, courses, programs, system </li></ul><ul><li>Beyond formal </li></ul><ul><li>Beyond myopic view of learner </li></ul>
  41. 44. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  42. 45. Instructor’s role
  43. 46. <ul><li>Educator as scaffolder? Accreditor? </li></ul><ul><li>Network administrator </li></ul><ul><li>Curator/concierge </li></ul><ul><li>Product/process…content/interaction </li></ul>
  44. 47. Blend, spectrum <ul><li>Formal to informal </li></ul><ul><li>Gradients of technology use </li></ul><ul><li>Contextual </li></ul>
  45. 48. EC & I 831 <ul><li>http://eci831.wikispaces.com/ </li></ul>
  46. 49. How are ideas vetted/validated? <ul><li>Source of validation: </li></ul><ul><li>By experts? Amateurs? Unwashed masses? </li></ul><ul><li>Method: </li></ul><ul><li>By networks? Openness? Hierarchical? </li></ul>
  47. 50. <ul><li>Let’s have a revolution!! (but they take time) </li></ul><ul><li>Complex and complicated </li></ul><ul><li>What technology does to/for us </li></ul><ul><li>Ecologies </li></ul><ul><li>The person formerly known as teacher </li></ul><ul><li>The Learner </li></ul>
  48. 51. <ul><li>“ people have much more knowledge than appears to be present in the information to which they have been exposed” </li></ul><ul><li>Landauer and Dumais (1997) </li></ul>
  49. 52. Biggs SOLO
  50. 53. Learner’s role
  51. 54. Wayfinding Darken, R. 1996
  52. 56. On becoming…
  53. 57. Move to exploration
  54. 58. Websites and Newsletters <ul><li>www.elearnspace.org </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>http:// ltc.umanitoba.ca/wordpress / </li></ul><ul><li>gsiemens AT elearnspace DOT org </li></ul>

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