Socializing Teaching and Learning Presented to: Canadian Network for Innovation in Education George Siemens June 18, 2008 ...
 
 
Technology
Is not neutral
And it’s not “only a tool”
<ul><li>Cognition and mind as social phenomenon: </li></ul><ul><li>- Mind/self created through social participation </li><...
<ul><li>“ designed, accessed, interpreted, and used to further purposes that embody social values” </li></ul><ul><li>Bruce...
<ul><li>“ every technology has a philosophy which is given expression in how the technology makes people use their minds, ...
Technology as Faustian bargain <ul><li>What are we getting? </li></ul><ul><li>What are we giving? </li></ul>
Consider...
 
Technology is <ul><li>an  ideology </li></ul><ul><li>a  carrier of affordances </li></ul><ul><li>a  disrupter   </li></ul>...
 
<ul><li>“ What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a ...
<ul><li>“ by creating space and place, we create ourselves” </li></ul><ul><li>Cannatella, 2007, p. 632 </li></ul>
<ul><li>Co-evolution of individual and related network </li></ul><ul><li>Lazer, 2000 </li></ul>
<ul><li>Fifth estate:  reshaping “communicative powers of individuals and groups” </li></ul><ul><li>W. H. Dutton, Oxford, ...
<ul><li>Complexification of knowledge reduces individual capacity to apprehend its unity </li></ul>
<ul><li>“ The major responsibility of education is to arm every single person for the vital combat of lucidity” </li></ul>...
<ul><li>Participatory sensemaking </li></ul><ul><li>De Jaegher, Di Paolo, 2007 </li></ul>
<ul><li>New media adds new opportunities for connections/relations, enacting latent ties </li></ul><ul><li>Haythornthwaite...
<ul><li>Social activity system...heedful interrelating </li></ul><ul><li>Weick & Roberts, 1993 </li></ul>
<ul><li>“ Gossip, people-curiosity, and small talk...are in essence the human version of social grooming” </li></ul><ul><l...
 
Shall we chat?
What are the implications for teaching/learning?
Learning is... <ul><li>Contextual </li></ul><ul><li>Situational </li></ul><ul><li>Tool-mediated </li></ul><ul><li>Social <...
<ul><li>Individual knowledge possible due to social practices of engagement </li></ul><ul><li>Tsoukas, 1996 </li></ul>
What do different technologies do?
Connect
1. Access
 
2. Presence
 
3. Expression
 
4. Creation
 
5. Interaction/co-creation
 
6. Aggregate our fragmentation
 
...and while we’re here..
Open Online Course:  Connectivism and Connective Knowledge <ul><li>(Sept, 08) </li></ul><ul><li>http://ltc.umanitoba.ca/co...
Websites and Newsletters <ul><li>www.elearnspace.org </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>www.conn...
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Socializing Teaching And Learning

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Socializing Teaching And Learning

  1. 1. Socializing Teaching and Learning Presented to: Canadian Network for Innovation in Education George Siemens June 18, 2008 Learning Technologies Centre www.umanitoba.ca/learning_technologies
  2. 4. Technology
  3. 5. Is not neutral
  4. 6. And it’s not “only a tool”
  5. 7. <ul><li>Cognition and mind as social phenomenon: </li></ul><ul><li>- Mind/self created through social participation </li></ul><ul><li>- Practices/tools/language are social constructions </li></ul><ul><li>- Power fashions practices/tools </li></ul><ul><li>Garrison, 1995, p. 737 </li></ul>
  6. 8. <ul><li>“ designed, accessed, interpreted, and used to further purposes that embody social values” </li></ul><ul><li>Bruce & Hogan, 1998 </li></ul>
  7. 9. <ul><li>“ every technology has a philosophy which is given expression in how the technology makes people use their minds, in what it makes us do with our bodies, in how it codifies the world, in which of our senses it amplifies, in which of our emotional and intellectual tendencies it disregards” </li></ul><ul><li>Postman, 1998 </li></ul>
  8. 10. Technology as Faustian bargain <ul><li>What are we getting? </li></ul><ul><li>What are we giving? </li></ul>
  9. 11. Consider...
  10. 13. Technology is <ul><li>an ideology </li></ul><ul><li>a carrier of affordances </li></ul><ul><li>a disrupter </li></ul><ul><li>an enabler </li></ul><ul><li>a reflector of mindsets/world views </li></ul><ul><li>a shaper of new realities </li></ul>
  11. 15. <ul><li>“ What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual...” </li></ul><ul><li>Institute of Education, London, 2007 </li></ul>
  12. 16. <ul><li>“ by creating space and place, we create ourselves” </li></ul><ul><li>Cannatella, 2007, p. 632 </li></ul>
  13. 17. <ul><li>Co-evolution of individual and related network </li></ul><ul><li>Lazer, 2000 </li></ul>
  14. 18. <ul><li>Fifth estate: reshaping “communicative powers of individuals and groups” </li></ul><ul><li>W. H. Dutton, Oxford, 2007 </li></ul>
  15. 19. <ul><li>Complexification of knowledge reduces individual capacity to apprehend its unity </li></ul>
  16. 20. <ul><li>“ The major responsibility of education is to arm every single person for the vital combat of lucidity” </li></ul><ul><li>...New problem: access to info, skills to organize info </li></ul><ul><li>Morin, p 12, 13, 1999 </li></ul>
  17. 21. <ul><li>Participatory sensemaking </li></ul><ul><li>De Jaegher, Di Paolo, 2007 </li></ul>
  18. 22. <ul><li>New media adds new opportunities for connections/relations, enacting latent ties </li></ul><ul><li>Haythornthwaite, 2002 </li></ul>
  19. 23. <ul><li>Social activity system...heedful interrelating </li></ul><ul><li>Weick & Roberts, 1993 </li></ul>
  20. 24. <ul><li>“ Gossip, people-curiosity, and small talk...are in essence the human version of social grooming” </li></ul><ul><li>Zufekci, 2008 </li></ul>
  21. 26. Shall we chat?
  22. 27. What are the implications for teaching/learning?
  23. 28. Learning is... <ul><li>Contextual </li></ul><ul><li>Situational </li></ul><ul><li>Tool-mediated </li></ul><ul><li>Social </li></ul><ul><li>Networked </li></ul><ul><li>Carries DNA of previous ideologies </li></ul>
  24. 29. <ul><li>Individual knowledge possible due to social practices of engagement </li></ul><ul><li>Tsoukas, 1996 </li></ul>
  25. 30. What do different technologies do?
  26. 31. Connect
  27. 32. 1. Access
  28. 34. 2. Presence
  29. 36. 3. Expression
  30. 38. 4. Creation
  31. 40. 5. Interaction/co-creation
  32. 42. 6. Aggregate our fragmentation
  33. 44. ...and while we’re here..
  34. 45. Open Online Course: Connectivism and Connective Knowledge <ul><li>(Sept, 08) </li></ul><ul><li>http://ltc.umanitoba.ca/connectivism/ </li></ul>
  35. 46. 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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