Connecting beyond content - The Impact of the Digital on Higher Ed
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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 Impact of 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 as education 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 of content
- 6. Rome to Rhodes, 62BCE
- 9. “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
- 11. http://www.flickr.com/photos/killfile/3344595791/ Enter the printing machine, 1440
- 12. h"p://upload.wikimedia.org/wikipedia/commons/d/d3/ Johann_Heinrich_Pestalozzi.jpg Johann Heinrich Pestalozzi teaches Switzerland to read, 1798
- 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 ‘the objective’?
- 23. Opening Accreditation, ASU 2016
- 25. So…the pinnacle of education is MOOCs & $49 credits?
- 27. Education: Changing Narratives knowledge scarcity knowledge abundance open systems public models market models closed systems
- 28. Abundance
- 30. Abundance = integration of media into daily life
- 31. "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, Context for Communication
- 32. Structure of Abundance = Networks h"ps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801
- 33. Networks are not JUST digital h"ps://www.flickr.com/photos/ironypoisoning/8133705441
- 35. Networks are not just for consuming, but connecting h"ps://www.flickr.com/photos/baggyjumper/6635779085/
- 36. Many-to-many communications make communicators into network nodes, forming webs of visible (& invisible) connections
- 37. This cannot be achieved by just putting content online. h"ps://www.flickr.com/photos/sepblog/3649959481
- 38. We need to shift the communications structures by which we think about what we do in education. https://www.flickr.com/photos/jurgenappelo/5201869924!
- 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
- 41. h"ps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-72157641903755433/ Where are YOUR practices?
- 42. Emphasizing content prioritizes visitor approaches. h"ps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg
- 43. But learners must learn to be productive residents in a world of abundance. h"ps://www.flickr.com/photos/duluoz_cats/3557845780/
- 44. Networked education looks like THIS h"ps://www.flickr.com/photos/122135325@N06/15117809516/in/dateposted/
- 45. NOT LIKE THIS. h"ps://svpow.com/2012/01/13/the-obscene-profits-of-commercial-scholarly-publishers/
- 47. All brilliance?
- 48. No guarantees.
- 50. Beyond here there be dragons?
- 52. So. Connecting beyond content. HOW?
- 53. 1. Presence - Garrison, Anderson, & Archer, 2000
- 54. Builds a sense of residency
- 55. Builds threads of connection
- 56. There is no such thing as a digital native.
- 59. Online demands MORE presence
- 60. 2. Enforcing Independence Teaching the rhizome http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
- 62. They follow their own paths. h"p://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg
- 63. But we need to measure learning
- 64. The fact that we NEED to measure learning doesn’t make it possible
- 66. Learning contracts: Supporting accountability 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.” - Ed 366, UPEI
- 67. Analytics
- 68. Insiders
- 69. Outsiders
- 70. Community as both vehicle for curriculum and goal of curriculum The community IS the curriculum.
- 72. In a digital space
- 74. In institutional structures, an individual has a role. In a networked culture, an individual has an identity, which it is his/her job to differentiate.
- 75. You need to work on digital identity before it will work for you
- 76. Digital identity can offer control…
- 77. h"p://www.flickr.com/photos/theeerin/331217199/ Though never all the controls
- 78. Networked platforms can reduce identity to algorithms
- 79. Networked identities can amplify vulnerability via commodification + re-inscription of societal biases
- 80. Networked identities can be difficult to contain & compartmentalize
- 81. Can also open new relationships
- 82. + bring care
- 84. Sites of connection & residency
- 86. Networked practices = scholarship • Scholarship of discovery • Scholarship of integration • Scholarship of application • Scholarship of teaching ! - Boyer, 1990
- 87. But a scholarship of abundance. h"ps://www.flickr.com/photos/92998734@N03/8466586880/
- 88. davcormier@upei.ca bstewart@upei.ca How will YOU connect?