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Teaching Crowds
- 1. How the crowd can teach/how to teach the crowd Jon Dron TEKRI Athabasca University
- 2. Formed 1970 Distance-only In the middle of nowhere -40ºC=-40ºF Highly distributed faculty
- 3. general plan • sharing what we know • context: online, open, massive, informal, formal, • a bit of theory • share concerns • plan futures
- 4. getting started • why are you here? • share experiences • share concerns
- 6. MOOCs • cMOOCs - Wiley, CCK08, PLENK and beyond • xMOOCs - Coursera, Udacity, edX etc • kMOOCs - Khan Academy, How Stuff Works, Learni.st, etc
- 8. cMOOCs • CCK08 - about 6000 ‘students’
- 9. cMOOC methods • participation • aggregation • relation • creation • sharing
- 10. xMOOCs • >100,000 ‘students’ self-paced -> paced
- 11. xMOOC methods • acquisition and replication • structure • self-paced (e.g. Udacity) or paced (e.g.Coursera, edX) • teacher control • assessment (for a price)
- 12. kMOOC methods • digestible chunks • ad hoc help • cognitivist methods • just in time
- 13. not so different... We built in the opportunity for students to interact with each other in meaningful ways and have one student help another through the hard bits so they could work together to achieve a better outcome for everyone. There was a real community built up where students felt incredibly motivated to help each other and answer each other’s questions to the point that in the Fall quarter of 2011, the median response time for a question posted on the forum was 22 minutes. Because there was such a broad worldwide community of students all working together, even if someone was working at 3:00 a.m., chances are that somewhere around the world, there would be somebody else who was awake and thinking about the same problem. Severance, C. (2012). Teaching the World: Daphne Koller and Coursera. Computer, 45(8), 8-9.
- 14. drop-out rates? PLENK MOOC (from Kop, 2011 - http://www.irrodl.org/index.php/irrodl/article/view/882/1689) http://cogdogblog.com/2012/11/27/owning-massive/
- 16. revenue? £
- 17. crowds that teach
- 18. My network has drastically changed the way I learn. I used to learn by reading as many scholarly sources as I could find about a particular topic. Then I would form an opinion and move to the next topic. Sometimes I would connect topics and sometimes I would not. Since becoming a part of the digital world, I learn much differently. I actually read posts from experts and other educators and ask them directly for assistance. This has changed the way I work tremendously. Now I utilize livebinder and blogs more frequently than scholarly journals and books. When I read about a new topic, I ask questions directly of the experts in the field and solicit scholarly recommendations. Often I purchase materials recommended by experts rather than navigate the bookstore or library individually. I have not visited the scholarly libraries in many years. The works housed in the Law Library and Library of Congress can be found digitally. However, my scholarly interest is often superseded by the availability and diversity of twitter. This is perhaps my favorite learning tool. I follow experts and educational leaders to stay abreast of current research and trends. I have found that following experts and conferences on twitter combined with weekly Diigo and DEN updates provides access more technology than I can utilize in one school year. This connectivist approach to learning has opened possibilities that were previously unknown. Marla Robles - Middle school science teacher http://echoconcerns.wordpress.com/2012/12/01/reflection-on-connectivism-my-mind-map-reflection/
- 19. typology of social forms • Dron & Anderson
- 20. Groups
- 21. Nets
- 22. Sets
- 23. collectives
- 24. Sustaining ties kMOOCs, Social Making ties interest sites, Ad hoc networks Wikipedia, Google Knowledge diffusion Search, Twitter, Social capital Social presence Pinterest, etc Cooperation Emergence Sharing Shifting Serendipity Contextual net set Interest -orientation cMOOCs, grou Sense-making blogs, p Collective LinkedIn, intelligence Intentional social discovery networks, Collaboration etc Structure xMOOCs, classes, Roles tutorial groups, Membership learning Intention and purpose Hierarchies management The classical ‘class’ model systems, etc
- 25. Sustaining ties kMOOCs, Social Making ties interest sites, Ad hoc networks Wikipedia, Google Knowledge diffusion Search, Twitter, Social capital Social presence Pinterest, etc Cooperation Emergence Sharing Shifting Serendipity Contextual net set Interest -orientation cMOOCs, Sense-making blogs, group Collective LinkedIn, intelligence Intentional social discovery networks, Collaboration etc Structure xMOOCs, classes, Roles tutorial groups, Membership Intention and purpose learning Hierarchies management The classical ‘class’ model systems, etc
- 26. Sustaining ties kMOOCs, Social Making ties interest sites, Ad hoc networks Wikipedia, Google Knowledge diffusion Search, Twitter, Social capital Social presence Pinterest, etc Cooperation Emergence Sharing Shifting Serendipity Contextual net set Interest -orientation cMOOCs, Sense-making blogs, group Collective LinkedIn, intelligence Intentional social discovery networks, Collaboration etc Structure xMOOCs, classes, Roles tutorial groups, Membership learning Intention and purpose Hierarchies management The classical ‘class’ model systems, etc
- 27. examples Wikipedia editors Subject area mailing lists alumni networks Social networks - Subject areas friends, work, Geographically community collocated people net set ad-hoc learning networks group Universities clubs & societies departments Communities of practice companies nations Classes Tribes Tutorial groups Seminars Project teams
- 28. classes seminars etc communities Communities group of practice of interest sharing, communication, collective Tribes et intelligence n s Topics e t Social networks Circles
- 29. uses Sustaining ties collective Cooperation Making ties Sharing Ad hoc networks Serendipity Knowledge diffusion Interest -orientation Social capital net set Sense-making Social presence Collective intelligence Intentional group discovery Courses Committees Research groups Study groups Centres and departments 15
- 30. Generations of distance learning pedagogies 1.Behaviourist/Cogniti Private hard indiv- ve – Self Paced, idual Individual Study, 2.Social constructivist group – Groups, classes 3.Connectivist – Public Networks net soft 4.Holist - Sets and Collectives set Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research on Distance and Open Learning, 12(3), 80-97
- 32. ive r t a s e m p o o d o e C re f Pla ce e Tim Content Pace Ac ce ss iu m Med http://www.slideshare.net/moutta/cooperative-freedom-simple-approach
- 33. ive r t + a + e s p m o o o d C e Disc fr e Place lo sure De t l n eg te a n tio Co n Time Pace iu m M et ed ho d M Rela tions hip Tec hno logy 33
- 34. Control in social systems Collective control Individual Negotiated Teacher control control control Ownership, collaboration, hierarchies, autonomy dialogue structure Cooperation, sharing
- 35. paced group f2f Disc losu Place re De le tn ga te tio n Co nTime PaceM iu m et ho ed d Rela M tions logy hip hno Tec
- 36. paced group online Place Disc losu re De le g tn te at n io Co n Time PaceM iu m et ho ed d M Rela tions h i p ec hno logy T
- 37. network Disc losu Place re De le nt ga te n tio Co n Time Pace M iu m et ho ed d M Rela tions logy hip c hno Te
- 38. set Disc losu Pl ace re De le nt ga te tio n Co n Time Pace M iu m et ho ed d M Rela tions logy hip c hno Te
- 40. Collective overview capture process display
- 41. Collective types e.g. ant nest tidying e.g. termites, ant trails, money markets Wikipedia edits e.g. flocks, shoals, herds, direct stigmergic e.g. 2nd Life crowds mediated e.g., tag clouds, Google Search e.g.reputation systems, rating systems, collaborative filters
- 42. example
- 43. Self-paced • Any time, any place • No cohorts • No schedules • 6 months to finish from the start date
- 44. Production lines
- 45. Once upon a time... text-book wraparound formal assignments, based on a book formative quizzes problem-solving forum in-person proctored examinations
- 47. Problems • sociability vs control • inflexibility • cheating • teaching programming • motivation • authenticity
- 48. not well-loved
- 49. loneliness
- 50. inflexibility
- 51. cheats
- 52. programming
- 53. motivation Control Competence Connectedness (Ryan & Deci Self-determination Theory)
- 54. this had to change
- 55. Process present a solution • single artefact, always unique • incremental, iterative • OERs and brief intros • constructionist approach • plentiful practice • reflections • cooperation come up with an idea
- 56. Moodle + Elgg
- 57. assessment • portfolio assembly • reflective diaries • formative stop- points • self-test exercises • mapped outcomes
- 58. grades for outcomes • No assessed assignments • Grades for evidence each intended competence • any evidence will do - problem solving, bookmark sharing, hints shared, whatever
- 59. stopping cheating • Re ac ca rt o on ey es fac tb uild ing tiv la rte ing e n ta e increm orize co s py val -po int st op es ny ey ns ive m a ex pe at ing gc he m a kin trac man king iv e aut om y ey t a t at e es v e n s er ve r d to ols P re lo g s
- 60. ive r t a s e m p o o d o e C re f S p ac e C on t ent De leg ati e on Tim hip ns Pace Relatio Me tho um d e di Technology M 60
- 61. it works... “I find that this is a perfect way to teach a course on web programming. It makes the course more interesting and engaging for students.” but...
- 62. some problems usability scaffolding novelty tutor engagement scalability
- 63. concerns
- 64. futures
- 65. thank you http://jondron.org jond@athabascau.ca jond@athabascau.ca jond@athabascau.ca
Editor's Notes
- Despite the desirability of "Making Open the Default" as the theme of this year’s open access week, there are many reasons that can and should influence a person and an organization to restrict access to content. In this session we explore these reasons from theoretical, practical and pedagogical positions, noting that these decisions all revolve around issues of control. From a practical perspective, we note the need for more nuanced ways to control information than a simple choice of open or closed. We look two examples, the differentiated sharing allowed through permissions of networking systems such as Elgg, and the capacity to research rights as delineated in the various Creative Commons licences. From a theoretical perspective we note that capacity to make control decisions requires skill and authority, but helps build responsibility and ownership. From a pedagogical perspective we note value and challenges of opening works in computer forums, e-portfolios and resource sharing within and beyond the course.
- has anyone taught/learnt with a MOOC? used social media in teaching? or learning? mention Google, Wikipedia, Twitter, Facebook as well as community@brighton
- Mackness, J., Mak, S. F. J., & Wiliams, R. (2010). The ideals and reality of participating in a MOOC . Paper presented at the 7th International Conference on Networked Learning, Aalborg, Denmark. http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.html Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course (Vol. 12).
- Sfard (1998), Kop 2011
- Udacity, Coursera, EDx
- Note - PLENK was Moodle based with aggregation by gRSShopper and widespread use of social media like twitter Coursera ‘drop-out’ around 98% does it matter? not part of a broader system, no coercion. Is it better that more people have opportunity? what about motivation risks for those that ‘fail’?
- Marla Robles - About I am a Middle School Science teacher. I have been teaching for 7 years at a high priority school. I teach E.C., AIG and regular education students. I am currently a PLC leader, NEA AR, Model teacher, Discovery STAR educator and 21st Century tutor.
- process, architecture, structure, hierarchy, design, inclusion/exclusion, method, duration, scheduling hierarchies technologies inclusion/exclusion
- people you know, connections, emergence, discovery, serendipity
- categories, intentional discovery, interests, topics
- wisdom of crowds, emergent intelligence, cyborgs, stigmergy, collective intelligence not a social form but the result of interactions within social forms
- practical Communications is a continuing challenge in our workplaces. Too many of our faculty and staff are disengaged from our community We lack any sort of knowledge management system- all knowledge explicit, little connected It ’ s hard to get to know people at Athabasca.
- practical Communications is a continuing challenge in our workplaces. Too many of our faculty and staff are disengaged from our community We lack any sort of knowledge management system- all knowledge explicit, little connected It ’ s hard to get to know people at Athabasca.
- practical Communications is a continuing challenge in our workplaces. Too many of our faculty and staff are disengaged from our community We lack any sort of knowledge management system- all knowledge explicit, little connected It ’ s hard to get to know people at Athabasca.
- Theoretical Social Presence Cooperative work in self-paced programming Interaction results in increased social, institutional and academic integration, leading to increased completion rates (Tinto, 1987) Need to develop a virtual campus supporting community beyond course interactions Social Capital Building Potential for community and alumni contribution practical Communications is a continuing challenge in our workplaces. Too many of our faculty and staff are disengaged from our community We lack any sort of knowledge management system- all knowledge explicit, little connected It’s hard to get to know people at Athabasca.
- Theoretical Social Presence Cooperative work in self-paced programming Interaction results in increased social, institutional and academic integration, leading to increased completion rates (Tinto, 1987) Need to develop a virtual campus supporting community beyond course interactions Social Capital Building Potential for community and alumni contribution practical Communications is a continuing challenge in our workplaces. Too many of our faculty and staff are disengaged from our community We lack any sort of knowledge management system- all knowledge explicit, little connected It’s hard to get to know people at Athabasca.
- Hexagon of cooperative freedom (after Morten Paulsen) the early 90s - context of closed courses, lack of public engagement, boundaries of system clear, adjacent possible limited
- added method, technology, relationship, delegation (choosing when to choose) and disclosure. Lost ‘access’ because that is a freedom for the institution/network/whatever, not the learner removed access - that’s not a learner freedom, it’s a prerequisite
- added method, technology, relationship, delegation (choosing when to choose) and disclosure. Lost ‘access’ because that is a freedom for the institution/network/whatever, not the learner removed access - that’s not a learner freedom, it’s a prerequisite
- added method, technology, relationship, delegation (choosing when to choose) and disclosure. Lost ‘access’ because that is a freedom for the institution/network/whatever, not the learner removed access - that’s not a learner freedom, it’s a prerequisite
- added method, technology, relationship, delegation (choosing when to choose) and disclosure. Lost ‘access’ because that is a freedom for the institution/network/whatever, not the learner removed access - that’s not a learner freedom, it’s a prerequisite
- added method, technology, relationship, delegation (choosing when to choose) and disclosure. Lost ‘access’ because that is a freedom for the institution/network/whatever, not the learner removed access - that’s not a learner freedom, it’s a prerequisite
- but - poor algorithms, stupid mobs, group-think, low optima, lack of pedagogy, path dependencies, matthew effect, preferential attachment
- all undergraduate courses are self-paced, without a weekly plan, no formal contact with other students, most communication with tutors via assessment feedback (plus phone, email)
- correspondence model - print-based, publication learning designers, SMEs, tutors, graphic designers, editors, librarians etc much infrastructure centered around this model tutor blocks - multiple tutors - much coordination needed
- inflexible for learners, inflexible for creators thanks to industrial course production process. With continuous enrolment, cannot change a course while people are taking it. Further issues with mutliple tutors
- TME cheating very easy - essay mills, shared answers, etc Exam cheating possible very expensive arms war
- we teach programming as if it were science or engineering it’s more like music - arcane notation, sequence, selection, iteration, need for performance and practice
- learner control competence support relatedness See Ryan & Deci SDT work - instrinsic motivation needs
- New version aiming for control, sociality, cheat-proofing, flexibility
- using two systems - one for cooperative sharing, flexibility, peer help, discovery, social presence etc (Landing) and one for course process and content stuff (Moodle)
- assuming an unpaced book or web-based course of course, in real life, people learn outside the course too, and courses vary considerably in internal didactic dialogue etc.