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2015-04-22 research seminar
- 1. It's hardly easyto be softly hard: freedom and control in learning spaces Terry Anderson Jon Dron University of Tallinn April 2015
- 2. Athabasca University, Alberta, Canada *Athabasca University 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs Master & Doctorate Distance Education Only USA Regionally Accredited University in Canada *Athabasca University
- 3. Agenda • Reviewing Generationsof Education and Pedagogy • aligning them with Groups, Sets and Nets • Case study Using Athabasca’s Landing Elgg installation setnet group collectives Individual
- 4. Proposition #1 The NextGeneration Learning Evolves From and With Past Generations
- 5. Proposition #2 • DifferentStructures/Pedagogies/Technologies, with different affordances and degrees of hardness effect our use.
- 6. Learning as Dance (Anderson,2008) • Technology sets the beat and the timing. • Pedagogy defines the moves.
- 7. Technologies • The orchestrationof phenomena to some use (Arthur, 2009) • Assemblies of hard and soft components • Pedagogies are among the soft components of all learning technologies
- 8.
- 9. 1. Behavioural/Cognitive Pedagogies •“tell ‘em what you’re gonna tell ‘em, • tell ‘em • then tell ‘em what you told ‘em” Direct Instruction
- 10. Gagne’s Events ofInstruction (1965) 1. Gain learners' attention 2. Inform learner of objectives 3. Stimulate recall of previous information 4. Present stimulus material 5. Provide learner guidance 6. Elicit performance 7. Provide Feedback 8. Assess performance 9. Enhance transfer opportunities Basis of Instructional Systems Design (ISD)
- 11. Enhanced by the“cognitive revolution” • Chunking • Cognitive Load • Working Memory • Multiple Representations • Split-attention effect • Variability Effect • Multi-media effect – (Sorden, 2005) “learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
- 12. Behaviourist/Cognitive – Knowledge Asa Thing: • Logically coherent, existing independent of perspective • Largely context free • Capable of being transmitted • Assumes closed systems with discoverable relationships between inputs and outputs • Readily defined through learning objectives
- 13. Technologies of Istgeneration • CAI, text books, One way Lectures, Video and audio broadcast
- 14. Social Focus ofIst generation Individual Learner
- 15. 15 Instructivist freedoms • Location where? •Subject what? • Time when? • Approach how (pedagogy, process)? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose setnet group notional levels of choice once a typical course is in progress
- 16. Hardness of individuallearning
- 17. Future of Istgeneration • OERU • Limitless, very low cost content • Challenges of accreditation • The (forever?) just around the corner, ‘learner adaptation’ technologies
- 18. Content: A bargain evenat 80% off?? Most of us like Free! Interactive MIT courses MITX Announced
- 19. Shameless Plug and Giveaways! Issuesin Distance Education Series http://aupress.ca
- 20. 2nd Generation DE SocialConstructivist Pedagogy
- 21. Constructivist Learning is: •“Learning is located in contexts and relationships rather than merely in the minds of individuals” Greenhow, Robelia & Hughes (2009), Kathy Sierra http://www.speedofcreativity.org/ “learning is a continual conversation with the external world and its artefacts, with oneself and with other learners and teachers” (Sharples, Taylor & Vavoula, 2007)
- 22. Knowledge as aCollaborative Process
- 23. Group as theSocial Unit of Social Constructivist Pedagogy http://www.flickr.com/photos/library_of_congress/2163782226/sizes/o/in/photostream/
- 24. Why Groups? • “Studentswho learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist … • small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…” • Springer; Stanne, & Donovan, (1999) P.42
- 25. Problems with Groups •Restrictions in time, space, pace, & relationship - NOT OPEN • Overly confined by leader expectation and institutional & curriculum control • Usually Isolated from the authentic world of practice • “low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.”Cousin & Deepwell 2005 • “Pathological politeness” and fear of debate • Group think (Baron, 2005) • Poor preparation for Lifelong Learning beyond the course • EXPENSIVE $
- 26. 26 Group model • Membershipand exclusion, closed • Hierarchies of control • Focus on collaboration and shared purpose • teachers: guides group
- 27. 27 Social constructivist freedoms •Location where? • Subject what? • Time when? • Approach how (pedagogy, process)? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose setnet group notional levels of choice once a typical course is in progress
- 28. • Trust bothopens and constrains • Typically a structured process • But… • Opportunities for negotiation of control • Shifting boundaries • Diversity valorized • Big issue: getting it just right for everyone
- 29. 3rd Generation Connectivist Pedagogy •Learning is building capacity - networks of information, contacts and resources that can be applied to real problems.
- 30. Connectivist Knowledge is AProcess • Emergent • Distributed and diverse • Chaotic • Fragmented • Non sequential • Contextualized
- 31. What is ConnectedKnowledge? • Knowledge is defined by its creation through activities – Accessing information – Evaluating, filtering – Conveying ideas – Reformatting, mashing – Analyzing, – Collaborating (Barth 2004)
- 32. Networks add diversityto learning “People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90
- 33. Networks Celebrate andStimulate Cognitive Diversity Cognitive Diversity Arises when from: • different types of information and knowledge perspectives • different ways of viewing the world or a specific problem interpretations • different ways of categorizing a problem or partitioning perspectives • heuristics yielding different ways of generating solutions to problems • predictive models - different ways of inferring causes and effects (Fisher, L. (2009)
- 34. • “A socialnetwork is crucially different from a social circle, since the function of a social circle is to curb our appetites and of a network to extend them. “ Adem Gopnik, 2011 • Read more http://www.newyorker.com/arts/critics/atlarge/2011/02/14/110214crat_atlarge_g opnik#ixzz1NHjpnxne
- 35. 35 The net model •bottom-up, open • inclusive • focus on individual and connections • teachers: role models and co-travellers net
- 36. 36 Connectivist freedoms • Location where? •Subject what? • Time when? • Approach how (pedagogy, process)? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose setnet group notional levels of choice once a typical ‘course’ is in progress
- 37. • Limitless assembly •Limitless choice • Limitless dialogue • But too soft?
- 38. But do learningnetworks really work?? • Network ghost towns • Build it and they may come, but not likely • When is the last time you checked into a Ning account?
- 39. Fear of openspaces • “The property of knowledge as as a body of vetted works comes directly from the properties of paper …. There is little to none of the permanence, stability and community fealty that a body of knowledge requires and implies. The Internet is what you get when everyone is a curator and everything is linked” – David Weinberger P. 45
- 41. choice != control it’snot just about networks
- 42. 42 Set model • cooperation,anonymity • focus on filtering and selection • tags and categorisation • teachers: analyzers, curators and publishers • Analytics • Collectives set
- 43. setnet group Collaboration Structure Roles Membership Intention and purpose Hierarchies Theclassical ‘class’ model Sustaining ties Making ties Ad hoc networks Knowledge diffusion Social capital Social presence Emergence Shifting Contextual Cooperation Sharing Serendipity Interest -orientation Sense-making Collective intelligence Intentional discovery classes, tutorial groups, learning management systems, etc MOOCs, blogs, LinkedIn, social networks, etc Social interest sites, Wikipedia, Google Search, Twitter, Pinterest, etc
- 44. 4th generation oflearning pedagogy • reducing choices to only those choices that we want or need to make
- 45. Generations of distancelearning pedagogies 1.Instructivist – Self Paced, Individual Study, etc 2.Social constructivist – Groups, classes, etc 3.Connectivist – Networks, MOOCs, etc 4.Holist - Sets and Collectives closedopen net group set indiv- idual HardSoft
- 46.
- 47. 47 Holist freedoms • Location where? •Subject what? • Time when? • Approach how (pedagogy, process)? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose net group set notional levels of choice once a typical ‘course’ is in progress
- 48. 48 How holist? • plenty •stigmergy, social navigation • collaborative filtering • adaptive hypermedia • learning and process analytics • feedback loops • sociability • soft and malleable systems • openness (resources, people)
- 49. The collective • Emergent structure •Individual behaviours aggregated • The crowd becomes an active agent that advises, filters, suggests or shapes setnet group collective
- 50. direct Collective types stigmergic mediated e.g. flocks,shoals, herds, crowds e.g. termites, ant trails, money markets Wikipedia edits e.g.reputation systems, rating systems, collaborative filters e.g., tag clouds, Google Search e.g. 2nd Life crowds e.g. ant nest tidying
- 51.
- 52.
- 53. Mismatched social forms TheMatthew Effect Preferential attachment Soft is hard Lost in social space Deliberate attack Valorisation of narcissism Filter bubbles Confirmation bias Context separation Loss of narrative Control of privacy Blind leading blind Making landscapes for emergent pedagogy Some concerns Cold start problems Mob stupidity
- 54. Exploiting the Behavioursof Others • From an administrative perspective - Analytics
- 55. Analytics Opening andConnecting Black Boxes Student Records Registry Records Financial Records
- 56. Graphical Profiles Student profiles,Department score cards, instructor profiles Registration trends, drop out, etc…etc…. idashboards.com
- 57. NKI (Norway) QualityBarometers
- 58. From a LearnerPerspective • Learner recommendation systems APPLICATION OF RECOMMENDER SYSTEMS ON E-LEARNING ENVIRONMENTS A. Sekhavatian1, M. Mahdavi2 Learning Network Services for Professional Development By Rob Koper
- 59. Jon Insert someof your slides From Lak11 and recent thinking on Sets
- 60. • to helplearning designers make effective changes • to help teachers know how learners are doing • to help learners know how they are doing • to help learners decide what to do next • to tell learners what to do next Human - adaptable Machine - adaptive SoftHard
- 61. Some risks ofanalytics http://commons.wikimedia.org/wiki/File:Mob_Chase.JPEG http://www.flickr.com/photos/osucommons/3226077133/ http://www.flickr.com/photos/cornelluniversitylibrary/3855473015/in/set-72157622140446726/ com/photos/nationaalarchief/2948560477/sizes/o/
- 62.
- 64.
- 65. What is theLanding? • Walled Garden with Windows • A Private space for AU • A user controlled creative space • Boutique social system • Networking, blogging, photos, microblogging, polls, calendars, groups and more • Differentiating and merging work, from school, from fun
- 66. 67 Multiple rationales 67 setnet group collective Courses Committees Research groups Studygroups Centres and departments Sustaining ties Making ties Ad hoc networks Knowledge diffusion Social capital Social presence Cooperation Sharing Serendipity Interest -orientation Sense-making Collective intelligence Intentional discovery
- 67. Where to lookfirst setnetgroup
- 68. Popular activities Blog posts(4135) Files (4023) Wire posts (2335) bookmarks Discussion topics wiki photo Wiki sub- page
- 69.
- 70. Filling gaps withpeople
- 71.
- 72. Filling gaps theLanding way
- 73. The Landing Platform 74 1,424plugins available, our installation using about 90 Fairly strong development team, plotted roadmap
- 74. Athabasca Landing 2,988 usersas of Jan. 19, 2012
- 75. Landing Groups • 271Groups • Average of 10.79 members each UNDEGRAD COURSES (UC) 16% GRAD COURSES (GC) 29% ADMIN (AD) 24% BEYOND COURSE (BC) 12% SOCIAL (SO) 4% STUDENT GOVERNMENT (SG) 5% RESEARCH (R) 7% LANDING ADMIN (LA) 3% Type of Landing Groups UNDEGRAD COURSES (UC) GRAD COURSES (GC) ADMIN (AD) BEYOND COURSE (BC) SOCIAL (SO) STUDENT GOVERNMENT (SG) RESEARCH (R) LANDING ADMIN (LA)
- 76. New Users Addedper week
- 77.
- 78.
- 79. 80 Public vs private •It all depends on context and purpose... 80 PUBLIC SET NET GROUP Blogs 36% 50% 2% 11% Wikis (8% private) 18% 45% 2% 33% Bookmarks 9% 65% 0.5% 24% Images 6% 75% 6% 10%
- 80. 81 Sets, groups, nets(in that order) 81
- 81. Project Three MajorObjectives 1. develop a platform to investigate the relationship between individual and group learning (both formal and informal) in online communities utilizing networking technologies. 2. allow researchers, faculty, students, alumni and staff to interact, collaborate, communicate, and forge online communities throughout our distributed community. 3. Investigate “Beyond the LMS” next generation learning support systems 82
- 82.
- 83. • https://landing.athabascau.ca • terrya@athabascau.ca •jond@athabascau.ca