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CONNECTING BEYOND
CONTENT:
Education in Abundance
Dave Cormier & Bonnie Stewart
UPEI/ Edactive Technologies Inc.
@davecormier @bonstewart #mootca15
h"ps://www.flickr.com/photos/imlichenit/4186656788	
  
What counts as education in a
digital age?
h"p://www.telecomtv.com/ar=cles/tablets/retro-­‐chic-­‐apples-­‐original-­‐macintosh-­‐reimagined-­‐12100	
  
• WHY
A Brief History of Content
Enter Knowledge Abundance
• HOW
Presence
Individualization
Network Learning
The making of content
Rome to Rhodes (62 BCE)
Content is people
h"p://upload.wikimedia.org/wikipedia/commons/0/04/Telemachus_and_Mentor1.JPG	
  
“Those who wish to scrutinize the
bosom of nature to the inmost can
hear [at the University of Toulouse]
the books of Aristotle which were
forbidden at Paris.”	

	

- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)	

Paris to Toulouse (1229 CE)
"Carlo	
  Crivelli	
  007"	
  by	
  Carlo	
  Crivelli	
  (circa	
  1435–circa	
  1495)	
  -­‐	
  Via	
  The	
  Yorck	
  Project:	
  10.000	
  Meisterwerke	
  der	
  Malerei.	
  DVD-­‐ROM,	
  2002.	
  ISBN	
  
3936122202.	
  Distributed	
  by	
  DIRECTMEDIA	
  Publishing	
  GmbH..	
  Licensed	
  under	
  Public	
  domain	
  via	
  Wikimedia	
  Commons	
  -­‐	
  h"p://
commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg	
  
Content is dead people
h"p://upload.wikimedia.org/wikipedia/commons/d/d3/Johann_Heinrich_Pestalozzi.jpg	
  
Switzerland (1798 CE)
“I assert definitely, that a school-book
is only good when an 
uninstructed schoolmaster can use it
at need, [almost as well as an
instructed and talented one].”	

	

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  -­‐	
  Pestalozzi,	
  1801,	
  How	
  Gertrude	
  Teaches	
  her	
  Children.	
  
Content is textbooks
The internet (1996 CE)
hps://chronologicaldot.files.wordpress.com/2013/03/lego1996.jpg	
  
Content is teacherpacks
The	
  advantages	
  to	
  students	
  are	
  tremendous	
  
including:	
  
•  loca=on	
  and	
  =me	
  independent	
  delivery	
  of	
  course	
  
material,	
  
•  the	
  ability	
  to	
  serve	
  a	
  large	
  number	
  of	
  students	
  at	
  
a	
  poten=ally	
  reduced	
  cost,	
  
•  a	
  simple,	
  familiar	
  interface.	
  	
  
Goldberg,	
  M.,	
  Salari,	
  S.	
  	
  Swoboda,	
  P.	
  (1996)	
  ‘World	
  Wide	
  Web	
  –	
  Course	
  Tool:	
  An	
  Environment	
  for	
  Building	
  WWW-­‐Based	
  Courses’	
  
Computer	
  Networks	
  and	
  ISDN	
  Systems,	
  28:7-­‐11	
  pp1219-­‐1231	
  
hp://kenleyneufeld.com/2008/04/18/moodle-­‐facebook-­‐twier-­‐and-­‐teaching-­‐online/	
  
The internet (2001 CE)
hp://ocw.mit.edu/resources/res-­‐8-­‐005-­‐vibra=ons-­‐and-­‐waves-­‐problem-­‐solving-­‐fall-­‐2012/index.htm	
  
Content is Open Educational
Resources
hps://pixabay.com/en/triangle-­‐warning-­‐sign-­‐traffic-­‐sign-­‐30522/	
  
The internet (2005 CE)
Content is WIKI
hp://image2.spreadshirtmedia.com/image-­‐server/v1/composi=ons/105959029/	
  
The internet (2012 CE)
Content is MOOCs
hps://twier.com/dkernohan/status/250889990828089344	
  
So…the pinnacle of education is MOOCs
 4-minute instructional videos?
Connecting Beyond Content: Education in Abundance
Education: A Changing Culture
knowledge scarcity
knowledge abundance
open / diverse systems
public, institutional
values
market values
closed systems
For the first time in human history, two related
propositions are true. One, it no longer
is possible to store within the human brain all of
the information that a human needs.
Second, it no longer is necessary to store within
the human brain all of the information that
humans need.
Education needs to be geared toward
the handling of data rather than the
accumulation of data.”
- Berlo, 1975
Knowledge Abundance
hps://www.flickr.com/photos/oakleyoriginals/4142641838/	
  
Abundance =
integration of media into
daily life
…and education.
Structure of Abundance = Networks
hps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954oid=117373186752666867801	
  
Networking:
many-to-many communications
hp://upload.wikimedia.org/wikipedia/it/thumb/d/d8/Do_Not_Adjust_Your_Set.jpg/280px-­‐Do_Not_Adjust_Your_Set.jpg	
  
hps://www.flickr.com/photos/ooohoooh/1350774613/	
  
Networks are not just for consuming,
but connecting
Many-to-many communications
allow us to create ourselves as
network nodes, forming webs of
visible ( invisible) connections
This was the promise of Web 2.0.
hp://img12.deviantart.net/f1e6/i/2008/081/e/7/web_2_0___everybody_contribute_by_sulich.png	
  
Education is not what we teach
but HOW.
Learning is what people do
with it.
hp://ocw.mit.edu/resources/res-­‐8-­‐005-­‐vibra=ons-­‐and-­‐waves-­‐problem-­‐solving-­‐fall-­‐2012/index.htm	
  
But this cannot be contained by a
“teacherpack.”
It cannot be achieved by just
putting content online.
hps://www.flickr.com/photos/sepblog/3649959481	
  
We need to shift the communications
structures  concepts by which we
think about what we do in education.
Visitors  Residents
hps://www.flickr.com/photos/mistergc/20550559482/	
  
Visitors  Residents
•  The web as an
untidy garden
tool shed
•  Actions are
instrumental -
users leave no
social trace
•  Task is priority
•  The web as a
human, social,
connected place
•  Engagement leaves
social traces 
connections (as
well as content)
behind
•  Synthesis is priority
hps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-­‐72157641903755433/	
  
hps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-­‐72157641903755433/	
  
Where is YOUR Moodle usage ?
Emphasizing content prioritizes
visitor approaches.
hps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg	
  
But learners must learn to be
productive residents in a world of
knowledge abundance.
The history of education shows
that as we scale, we
depersonalize learning.
We can use technology to have
both scale and personalization. We
can connect beyond content.
	
  
So. Connecting beyond content.
HOW?
Presence
hp://www.uwb.edu/learningtech/hybrid-­‐and-­‐online-­‐learning/hybrid-­‐learning/faculty-­‐hybrid/hybrid-­‐intro	
  
Individualization
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
Network learning
#ed1to1
In an age of abundance,
online education needs to be more
than this. J
1. Presence
Build a sense of residency
Build threads of connection
Presence ≠ Content.
hp://dubioblog.com/2012/01/08/how-­‐to-­‐learn-­‐the-­‐how-­‐learning-­‐domains/	
  
Learning is Multi-faceted
Presence is Multi-faceted
hp://www.uwb.edu/learningtech/hybrid-­‐and-­‐online-­‐learning/hybrid-­‐learning/faculty-­‐hybrid/hybrid-­‐intro	
  
There is no such thing as
digital natives.
Online demands MORE presence
2. Individualized learning
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
hp://www.flickr.com/photos/98857801@N00/2145231725/	
  
Rhizomes are difficult to contain
They follow their own paths.
hp://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg	
  
Learning contracts
Evaluation Method:
Student work in this course is evaluated by
‘contract’ – meaning that each of you
decide how much work you would like to do
for what grade. Individual assignments are
given a ‘satisfactory ’ or ‘unsatisfactory ’
assessment upon completion, with the
option for you to resubmit unsatisfactory
assignments within a given timeframe.
Satisfactory assignment are those that show
a reasonable amount of effort.
Learning contracts
hp://cdn.meme.am/instances/500x/57386448.jpg	
  
Learning Analytics
Insiders
Outsiders
3. Network Learning
Sites of Connection  Residency
hps://www.flickr.com/photos/mkhmarke=ng/8468788107	
  
Your LMS is your friend
But not the end of the known
universe
hps://en.wikipedia.org/wiki/Here_be_dragons	
  
more.
hp://hyperboleandahalf.blogspot.ca/2010/06/this-­‐is-­‐why-­‐ill-­‐never-­‐be-­‐adult.html	
  
Scaffold  extend conversations 
resource-sharing
@hypothes_is!
Open new conversations
#ed1to1

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