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![“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)
From monastic to scholastic,1229](https://image.slidesharecdn.com/connectingbeyondcontentt3-160607125809/75/Connecting-beyond-content-The-Impact-of-the-Digital-on-Higher-Ed-9-2048.jpg)
![“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](https://image.slidesharecdn.com/connectingbeyondcontentt3-160607125809/75/Connecting-beyond-content-The-Impact-of-the-Digital-on-Higher-Ed-13-2048.jpg)
Uploaded byDave Cormier
Connecting beyond content - The Impact of the Digital on Higher Ed
The document discusses how digital technologies are impacting higher education. It explores how education narratives have shifted from knowledge scarcity to abundance due to things like online content and networks. It emphasizes that educators need to help learners become "residents" who are productive participants in networked environments rather than just "visitors" who consume content. It outlines how this involves focusing on presence, encouraging independence through community-based learning, and supporting the development of networked identities. The goal is for learning to occur through open-ended connections in online spaces rather than being limited to formal instruction and assessment of objectives.
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Connecting beyond content - The Impact of the Digital on Higher Ed
- 1. CONNECTING BEYOND CONTENT: The Impactof the Digital on Higher Ed Dave Cormier & Bonnie Stewart University of Prince Edward Island #T3 @davecormier @bonstewart h"ps://www.flickr.com/photos/billselak/2667190038
- 3. What counts aseducation in a digital age? h"ps://www.flickr.com/photos/gforsythe/10282554373
- 4. • NARRATIVES Print Content Learning Objectives • IMPACT Abundance Networks Visitors & Residents • CONNECTION Presence Enforcing Independence Identity
- 5. The making ofcontent
- 6. Rome to Rhodes,62BCE
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- 9. “Those who wishto 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) From monastic to scholastic,1229
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- 13. “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
- 15. BIRMINGHAM STANDARD IV Reading– A few lines of poetry or prose, at the choice of the inspector. Writing – A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school. Arithmetic – Compound rules (common weights and measures). - Report of the Federal Security Agency, US Office of Education 1876, p CLXII Content is learning objectives
- 16. What was ‘theobjective’?
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- 25. So…the pinnacle ofeducation is MOOCs & $49 credits?
- 27. Education: Changing Narratives knowledgescarcity knowledge abundance open systems public models market models closed systems
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- 30. Abundance = integration ofmedia into daily life
- 31. "For the firsttime 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, Context for Communication
- 32. Structure of Abundance= Networks h"ps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801
- 33. Networks are notJUST digital h"ps://www.flickr.com/photos/ironypoisoning/8133705441
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- 35. Networks are notjust for consuming, but connecting h"ps://www.flickr.com/photos/baggyjumper/6635779085/
- 36. Many-to-many communications make communicatorsinto network nodes, forming webs of visible (& invisible) connections
- 37. This cannot beachieved by just putting content online. h"ps://www.flickr.com/photos/sepblog/3649959481
- 38. We need toshift the communications structures by which we think about what we do in education. https://www.flickr.com/photos/jurgenappelo/5201869924!
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- 40. 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 - White & LeCornu, 2011
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- 42. Emphasizing content prioritizesvisitor approaches. h"ps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg
- 43. But learners mustlearn to be productive residents in a world of abundance. h"ps://www.flickr.com/photos/duluoz_cats/3557845780/
- 44. Networked education lookslike THIS h"ps://www.flickr.com/photos/122135325@N06/15117809516/in/dateposted/
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- 50. Beyond here therebe dragons?
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- 53. 1. Presence - Garrison,Anderson, & Archer, 2000
- 54. Builds a senseof residency
- 55. Builds threads ofconnection
- 56. There is nosuch thing as a digital native.
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- 59. Online demands MOREpresence
- 60. 2. Enforcing Independence Teachingthe rhizome http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
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- 62. They follow theirown paths. h"p://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg
- 63. But we needto measure learning
- 64. The fact thatwe NEED to measure learning doesn’t make it possible
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- 66. Learning contracts: Supporting accountability EvaluationMethod: “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.” - Ed 366, UPEI
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- 70. Community as bothvehicle for curriculum and goal of curriculum The community IS the curriculum.
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- 72. In a digitalspace
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- 74. In institutional structures, anindividual has a role. In a networked culture, an individual has an identity, which it is his/her job to differentiate.
- 75. You need towork on digital identity before it will work for you
- 76. Digital identity canoffer control…
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- 78. Networked platforms canreduce identity to algorithms
- 79. Networked identities canamplify vulnerability via commodification + re-inscription of societal biases
- 80. Networked identities canbe difficult to contain & compartmentalize
- 81. Can also opennew relationships
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- 84. Sites of connection& residency
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- 86. Networked practices =scholarship • Scholarship of discovery • Scholarship of integration • Scholarship of application • Scholarship of teaching ! - Boyer, 1990
- 87. But a scholarshipof abundance. h"ps://www.flickr.com/photos/92998734@N03/8466586880/
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