2013 06 13 (uc3m) emadrid dcormier upei impact technology higher education

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This document discusses learning in an age of abundance and raises three questions. It traces the evolution of learning from oral traditions to modern digital formats. MOOCs are presented as an example of this transition, being massive, open, online courses. The document advocates for rhizomatic learning, where the community decides the curriculum through collaboration. The three questions raised are: 1) Why are we learning?; 2) Who decides what we learn?; and 3) Who decides that we've learned? It argues that responsibility is key in an age with abundant access to information.

Education Technology

Learning in an age of abundance: the
door is off the barn
@davecormier

A series of events…
• Oral to catechetical to textbook to digital
• Why did you say… ‘MOOC’?
• Three questions about learning in an age of
abundance.

Part 1 – A context
Oral to catechetical to textbook to digital

http://www.flickr.com/photos/killfile/3344595791/

The internet happening
to education
George Siemens http://www.xedbook.com/?p=54

Open as in sourceOpen as in source
http://www.flickr.com/photos/neosnaps/2596044654/sizes/o/in/photostream/

Open as in participationOpen as in participation
http://www.flickr.com/photos/neosnaps/2596044654/sizes/o/in/photostream/

http://www.flickr.com/photos/98857801@N00/214523
Think of the MOOC
as a gathering
place

Part 3 – Rhizomes
Learning for uncertainty in an age of abundance

Three Questions
1.Why are we learning?
2.Who is deciding what we learn?

http://www.flickr.com/photos/sc63/5788054500/

If we work together
and learn from each
other, the community
becomes the
curriculum.

Rhizomes are aggressive, chaotic and
resilient. They are difficult to contain.
They follow their own paths.http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
rhizomes!

The rhizome
1.Can map in any direction from any
starting point
2.Can grow and spread via
experimentation within a context
3.Can grow and spread regardless of
breakage

Three Questions
1.Why are we learning?
2.Who is deciding what we learn?
3.Who is deciding that we’ve learned?

The fact that you need it doesn’t make it possible

Responsibility is the critical literacy in
an age of choice

http://www.flickr.com/photos/mema_nh/205275900

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During the past year, the phenomenon of Massive Open Online Courses – or MOOCs – has been a trend du jour within academia. Framed by co-founder George Siemens as “the Internet happening to education,” MOOCs offer a lens through which to explore how escalating complexity and information abundance impact 21st century higher ed. Alternately hailed and derided as a disruptive revolution in higher education, MOOCs make visible the fault lines emerging in contemporary academia. Because not only are networked practices encroaching on and expanding the boundaries of conventional educational institutions: so is neoliberalism. In this keynote for #WILU2013, Dave Cormier and Bonnie Stewart trace a narrative path through the various ways MOOCs challenge institutional education models, focusing particularly on the digital, networked practices that MOOCs were originally intended to embody. They outline rhizomatic and networked models of learning, and the conceptual structures that underpin education as a massive, open, and online enterprise.

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