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Learning in a networked world
The Australasian Association of Distance Education Schools' 2013 conference explored the future of learning in a networked world, emphasizing the need for a shift from teacher-centered classrooms to learner-focused environments. It highlighted the importance of agency, personalization, and adaptability in education, alongside the integration of technology to enhance learning experiences. The conference also addressed challenges related to open content, network literacies, and the evolving landscape of distance education, suggesting that institutions must adapt to meet new learner expectations.
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Learning in a networked world
- 1. AUSTRALASIAN ASSOCIATION OFDISTANCE EDUCATION SCHOOLS ANNUAL CONFERENCE 2013 – MELBOURNE SEPTEMBER 11 - 13 Learning in a networked world
- 2. THE FUTURE? • Rememberthe Jetsons? • Robots cleaning house • Machines in the kitchen that cook food instantly • Video phones • Doors that open automatically • What was their vision for schooling?
- 3. THE FUTURE OFSCHOOL • What’s different? • Focus of attention on the front of the room • Desks in rows • Text books replaced by technology • Robots teaching the class
- 4. WHAT’S CHANGED? • Focusof attention on front of room • Desks in rows • Teacher the primary focus of instruction • Technology adopted to support traditional practices “Most of today’s classrooms are designed with the teacher at the centre. But if the classroom is focused on the learner instead, the learning becomes paramount!” Rick Dewar
- 5. “Flipped classroom” Virtual schools THE EMERGING PARADIGM… F2F Classrooms Distance Educa9on Teaching & Instruc9on F2F using WWW DE using LMS Knowledge Networkss Online/ eLearning Blended learning Networked Learning First Then Now Next
- 6. WHAT ARE THEGAME CHANGERS?
- 7. AGENCY • “The powerto act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Self-efficacy” • “Personalisation”
- 8. STUDENT EXPECTATIONS Washor, Eand Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
- 9. WE LIVE INA PERSONALISED WORLD • My watchlist (on Trademe) • My personal banking • My travel planner • MySky • My portfolio • MyYoutube channels • My… • AGENCY is key!
- 10. EXAMPLE ONE: KHANACADEMY • It’s all about me! • Onine support • Badges • Ideas for classroom use
- 11. EXAMPLE TWO: NIKETRAINING CLUB • Tailored to me!! • Use own playlist to work out • During the workout it’s easy to understand what is gong in – with voice commands that give pointers and countdown like a trainer does • And a nice summary at the end
- 12. THE RHIZOMATIC (FREEAGENT) LEARNER • Self directed learning • Un-tethered to traditional school/institution • Expert at personal data aggregation • Power of connections • Creating new communities • Not tethered to physical networks • Experiential learning • Content developer • Process as important as knowledge gained
- 13. CHALLENGES • Do ourlearners have to adapt to our way of doing things, or do we adapt to theirs? • Are we focused on delivery – or learning experience?
- 15. MOBILE TRENDS • mLearning– in the classroom and workplace • BYOD – Bring your own device • “snack” learning • Location-based integration and workplace training • Cloud computing • Rewind learning http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/
- 16. THREE WORLDS CONVERGING Internetcapable, mobile devices Wireless connectivity Cloud services
- 17. CHALLENGE Have we graspedhow significantly student access to technology has changed their expectations as learners? In a world where information is always accessible, how will teaching and learning change?
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- 20. CHALLENGES • Is thecontent you develop available under a CC license? • How open are you prepared to make your programmes?
- 21. • “Having asense of being a part of something that is bigger than ones self” • It’s not about the technology, but it’s all about being connected. • This is having an impact on all areas of human activity CONNECTEDNESS
- 22. >1 Billion (100 billionconnections) >500 Million >150 Million >14 million articles >6 Billion images Sources from service providers and also http://econsultancy.com 3.5 Billion views/day 70 hours/minute >400 Million >170 Million(55 million posts per day) SOCIAL MEDIA USE IN 2013
- 23. RHIZOMATIC LEARNING Knowledge constructed byself- aware communities adapting to environmental conditions
- 24. MAKING CONNECTIONS • InConnectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning. • (It’s not what you know, but who you know)
- 25. • Open • Distributed • Scalable • Social generative • Networked • Self-organised • Adaptive • Global An education system that fails to emulate the characteristics of information in an era of knowledge is doomed to fail. Information today is… George Siemens: Connectivism – a theory of learning for the networked age http://www.connectivism.ca/
- 26. NETWORK LITERACIES “Understanding how networkswork is one of the most important literacies of the 21st century” (2010) Howard Reingold
- 27. CLUSTER SCHOOLS School A SchoolA School A Services Internet School School School Public Library University N4L Aggregation Point
- 28. THE VLNC The VirtualLearning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. “Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7” http://www.vln.school.nz
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- 30. NETWORKS • redefine communities, friends,citizenship, identity, presence, privacy, publics, geography. • enable learning, communication, sharing, collaboration, community. • networks form around shared interests & objects
- 31. NETWORK LITERACIES “Understanding how networkswork is one of the most important literacies of the 21st century” (2010) Howard Reingold
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- 33. How will yourinstitution negotiate the new ecology of learning? What will a distance education institution look like in the future?
- 34. THE FUTURE OFLEARNING
- 35. School A Schools NETWORKED LEARNING NetworkPLN Collection of entities Informal Semi-structured Complex Group knowledge Federally organised Formal groupings Elemental Defined by mass/ structure Knowledge transfer Externally organised Association of entities Informal Unstructured Complex Personal knowledge Personally organised The way networks learn is the way individuals learn
- 36. EVOLUTION OF PROGRAMMEDESIGN Product Orienta9on Student need orienta9on Standardiza9on Customiza9on Reconcilia9on?? www.myins9tu9on.com www.mylearning.com
- 37. What might thatreconciliation look like in your institution?
- 38. Derek Wenmoth Email: derek@core-ed.org Blog:http://blog.core-ed.org/derek Skype: <dwenmoth>