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Learning in the 21st century

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Presentation used with St Patrick's College, Gympie - 15 April 2011

Published in: Education
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Learning in the 21st century

  1. 1. Learning in the 21st century: Going with the flow<br />
  2. 2. Learning<br />= change through interaction with the environment<br />Photo: Pikaluk CC (by) (nc) (nd)<br />
  3. 3. Interaction for learning<br />Content(Materials)<br />Teacher<br />Content<br />Teacher<br />Peers<br />Peers<br />
  4. 4. Teacher centred tradition<br />Knowledge delivered by a teacher<br />
  5. 5. Information was scarce<br />Held by teacher<br />Gleaned from rare documents<br />Photos: Ranabir Dasgupta & Thomas Hawk CC (by) (nc)<br />
  6. 6. Printing press<br />Cheaper production of copies<br />Controlled by publication system<br />Information scarcity prevailed<br />
  7. 7. Information challenge<br />Access<br />Rendered in physical form<br />Restricted location<br />Photo: rosefirerising CC (by) (nc) (nd)<br />
  8. 8. Recent decades:4 waves of change<br />Photo: Kanaka’s Paradise Life CC (by) (nc)<br />
  9. 9. Desktop publishing<br />Affordance<br />Anybody could produce quality copies<br />Constraint<br />Location limit persisted<br />
  10. 10. World Wide Web<br />Affordance<br />One copy simultaneously available globally<br />Constraints<br />Restricted to networked locations<br />Required some technical skill<br />Anybody could publish but few did<br />
  11. 11. Web 2.0 : blogs, wikis, RSS<br />Affordances<br />No technical skill required<br />Publish direct to WWW<br />End of publisher restrictions<br />Constraints<br />Limited access locations<br />
  12. 12. Mobile Internet : 3G & smartphones<br />Affordances<br />Publish from anywhere<br />Access from anywhere<br />Constraints<br />Publication<br />Access<br />Network reach<br />Cost?<br />
  13. 13. Information economy<br />From scarcity to abundance<br />= Attention economy<br />Photo: Steve McFarland CC (by) (nc)<br />
  14. 14. Goldhaber, M. H. (1997). The Attention Economy and the Net. First Monday, 2(4). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/519/440<br />
  15. 15. Evolving views of knowledge<br />
  16. 16. Objectivism<br />Knowledge exists in the world<br />Can be possessed<br />Fits role of teacher as transmitter<br />
  17. 17. Constructivism<br />Knowledge is constructed from experience<br />Emphasis on building understanding & problem solving<br />Fits learner-centred approaches<br />Social constructivism emphasises collaborative knowledge building<br /> Constructing shared meaning<br />
  18. 18. Connectivism<br />Knowledge exists in the network<br />Fits with learning as making connections<br />Networks of people and things<br />Ties to social networking<br />
  19. 19. How does this affect educators?<br />
  20. 20. Pedagogical shift :Objectivism to Constructivism<br />Followed epistemological shift<br />Sage on the stage to guide on the side<br />Challenges to professional identity<br />Challenges to community acceptance<br />What about Connectivism?<br />
  21. 21. Supplement not supplant<br />Earlier modes are necessary but not sufficient<br />New approaches add to core or foundation<br />(Anderson & Dron, 2011)<br />http://www.irrodl.org/index.php/irrodl/article/view/890<br />
  22. 22. Information abundance & learning<br />Education less about accumulating knowledge<br />More about transforming and applying knowledge<br />Processing information from network<br />
  23. 23. Foundation knowledge<br />Locating, evaluating & applying knowledge<br />Assumes knowledge as base<br />Needs attention to foundations<br />Supportsnew skills<br />
  24. 24. Additional challenges<br />Knowledge as property<br />Collaboration in networks<br />Assessment of learning<br />
  25. 25. Knowledge as property<br />Makes misappropriation possible<br />Copyright breach & plagiarism<br />Networked information is easier to access<br />Questions around boundary issues<br />Solution through education?<br />
  26. 26. Collaboration<br />Working in networks requires skills<br />Beyond “divide & conquer”<br />Build skills for dialogue<br />
  27. 27. Assessment<br />Is it valid to assess an individual separated from the network?<br />Authentic assessment<br />
  28. 28. Strategies for educators<br />Use the network<br />Connect<br />Share<br />Photo: Jose Antonio GallosoCC (by)(nc)(sa)<br />
  29. 29. Manage information flow<br />Photo: ckchanwebCC (by) (nc) <br />
  30. 30. Don’t hunt and gather information.<br />Photos: CrowhandCC (by) (nc) <br />
  31. 31. Don’t hunt and gather information.Farm it.<br />Photos: vredeseilandenCC (by) (nc) <br />
  32. 32. Search is good but subscription is better.Use RSS.<br />
  33. 33. Subscribe to trusted sources – newsletters<br />
  34. 34. Subscribe to trusted sources – newsletters and blogs<br />
  35. 35. Subscribe to services – searches & bookmarks<br />
  36. 36. Share ideas and questions with global teams<br />
  37. 37. Build digital networks using existing networks as a base<br />
  38. 38. Build digital bridges to professional learning networks<br />Personal connections with global reach<br />Personal/professional Learning Networks<br />Extend searching beyond the WWW<br />
  39. 39. Conclusion<br />We face a flood of information<br />Our world is connected<br />Use our networks to manage the flow<br />
  40. 40. Peter Albion<br />Peter.Albion@usq.edu.au<br />

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