Institutional Knowledge (see description for link to video)

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A lecture given to a class of KMDI 1002: Knowledge Media Design: Contexts and Practices, where I introduced P2PU, and began to think about applying the theories of knowledge building and connectivism to open learning.

Video synced with slides here: http://vimeo.com/12407128

Audio can be downloaded here: http://reganmian.net/files/KMDI%201002%20May%2027.mp3

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Institutional Knowledge (see description for link to video)

  1. 1. Institutional Knowledge CC BY Juhansonin @ flickr by Stian Håklev for KMDI 1002 summer course, 27/5/10 Creative Commons BY 3.0
  2. 2. !"#$%&'$()$*(&+#&+$,-./-0+1 2.3304#$56(7.6$'#-/#.3#$0&$-(3+38$-(9:6#;0+1$ .&'$-(66.7(/.+0(&8 2.3304#$<&-/#.3#$0&$-(&4#&0#&-#$.&'$.--#33 2
  3. 3. OpenLib frontpage
  4. 4. doaj 4
  5. 5. mit ocw course 5
  6. 6. 6
  7. 7. egyan tsp course 7
  8. 8. !"#$$%&$'$#()*+',%+-%./$0*1/$%2$(#'*'3% 4$5(3+3*$, !" #$%&'()*+(,-./)01(-('$2 !"#$%&'(")*%+,)-.-)/'#% !0/)1% 3" /)1,-+*4-('(,- 234/56 5" /)11$4-('(,- 7"084396% ',)%:4##"(0-."6 8
  9. 9. !"#$%&$'( !)'$&*&+,(-)./ 0)1%&$'(2,3)14 2#5*&65,(7,61,8,$*.*&)$8 965&*:.**,$*&)$(,;;,<* =.1&.>&5&*4(?;;,<* 2#5*&:3,/&.(,;;,<*( @!"#$%&'()**+, 9
  10. 10. OLI CMU mainpage
  11. 11. 11
  12. 12. intro open ed I 12
  13. 13. Intro Oed schedule
  14. 14. Intro Oed Participants introducing themselves
  15. 15. RSTM week 1 top
  16. 16. RSTM week 1 small
  17. 17. RSTM Week 1 comments
  18. 18. Designing for flexible learning practices
  19. 19. Facilitating online communities
  20. 20. Eval elearning best practices
  21. 21. intro dw II 21
  22. 22. The Chronicle of Higher Education, Oct 24, 2008
  23. 23. 23
  24. 24. Courses - March 2010
  25. 25. Courses - March 2010 Introduction to Finance & Economics Cidadania e Redes Digitais Civic Hacking Climate Resilient Cities Copyright for Educators, Cycle 2 Creative Nonfiction Writing V2.0: Exploring Conflict through Open Writing Green Action: Creating Sustainable Communities Intro ao Pensamento de Paulo Freire Intro to Concepts in Behavioral Economics and Decision Making Introduction to Cyberpunk Literature Kitchen Science Managing Election Campaigns Mashing Up The Open Web Music Theory 1 Solve Anything! Building Ideas through Design Transformational Art; The Mural Project
  26. 26. Research possibilities/challenges Organization of classes: kinds of materials, communication/interaction tools Motivation, retention Actual learning happening Accessibility to different learners Appropriateness of different subjects/ levels (project-based, OLI-link) Link between iterations of courses Pathways to formal accreditation Alternative ways of demonstrating learning
  27. 27. Groups Networks
  28. 28. Groups Networks limited in size (binary, you’re in or you’re out) possibly limited in time (12 week class) internal power structure, explicit or implicit shared goal? division of labor/cognitive roles potential for “shared cognition” closed to the outer world (to various degrees) homogenous?
  29. 29. Groups Networks limited in size (binary, you’re in or you’re out) no definitive size or time frame possibly limited in time (12 week class) can participate more or less internal power structure, explicit or implicit connections by weak and strong links shared goal? great diversity, low homogeneity division of labor/cognitive roles driven by self-interest (capitalism, potential for “shared cognition” invisible hand) closed to the outer world (to various degrees) homogenous?
  30. 30. Groups Networks limited in size (binary, you’re in or you’re out) no definitive size or time frame possibly limited in time (12 week class) can participate more or less internal power structure, explicit or implicit connections by weak and strong links shared goal? great diversity, low homogeneity division of labor/cognitive roles driven by self-interest (capitalism, potential for “shared cognition” invisible hand) closed to the outer world (to various degrees) homogenous? Knowledge Building
  31. 31. Groups Networks limited in size (binary, you’re in or you’re out) no definitive size or time frame possibly limited in time (12 week class) can participate more or less internal power structure, explicit or implicit connections by weak and strong links shared goal? great diversity, low homogeneity division of labor/cognitive roles driven by self-interest (capitalism, potential for “shared cognition” invisible hand) closed to the outer world (to various degrees) homogenous? Knowledge Building Connectivism/MOOC
  32. 32. Aspects Kinds of learners Openness Persistent knowledge Depth of learning / convergence / idea centredness Motivation Tools
  33. 33. Kinds of learners
  34. 34. from Leigh Blackall’s blog
  35. 35. CC BY Bert K @ flickr Blogging can be very lonely...
  36. 36. 34
  37. 37. 35
  38. 38. The other 80%
  39. 39. The other 80% Two kinds
  40. 40. 37
  41. 41. Openness
  42. 42. Openness - completely open to the world, anyone can read/write - read-only to the world, course members can write. (alternatively, there could be a mechanism for "world" members to contribute, that would be separate. for example by tagging their external blog posts with a certain tag, and having this sucked into a box on the side, etc) - only open to the defined group - within defined group, have conversations that are only open to certain members...
  43. 43. Identity/anonymity
  44. 44. Identity/anonymity - the world can see everybody's full (real) names - as above, but using robots.txt or something to prevent Google from indexing the site, to avoid people Googling your name. (Not likely to be a perfect solution, but still an interesting concept, to explore _why_ people are uncomfortable with having their contributions public) - interesting permutations, like only class mates can see real names, the world only sees a username. (I would love to be able to read the contributions by the class at OISE bout OER for example. But I don't really need to know who is behind it, and it doesn't have to be "trackable" back to that person... but for the people in the course, it might be important to be able to link online and in- class contributions etc) - everyone sees a username, which is constant - an online identity (which can have a profile, get points, be recognized etc). possibly the instructor sees the real person. - nobody use any usernames at all, every comment is anonymous, like writing on a toilet wall
  45. 45. Persistence/organization of knowledge
  46. 46. Persistence/organization of knowledge A research portal. In more established fields such as cancer research, there is a consensus map of the structure of the field, the major research questions, and the different sub- communities and associated methodologies. It is possible to place oneself on the map, and to coordinate effort in a well understood way.
  47. 47. Text 42
  48. 48. 43
  49. 49. 44
  50. 50. Motivation
  51. 51. Tools
  52. 52. Aspects Kinds of learners Motivation Depth of learning / convergence / idea centredness Openness Persistent knowledge Tools
  53. 53. Aspects Kinds of learners Motivation Depth of learning / convergence / idea centredness Openness Persistent knowledge Tools Thank you! Stian Håklev shaklev@gmail.com http://reganmian.net/blog

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