1) The document discusses connecting learners as knowledge nodes through personal learning partnerships in a digital age. 2) It argues that understanding how networks work is one of the most important literacies of the 21st century and that the means of communication and connecting should be held publicly. 3) The presentation explores moving from segregated and predetermined learning models to more integrated, dynamic, flexible and personalized models that incorporate real-world projects and connections through hybrid online and in-person environments.

1. Personal Learning
Through Partnership:
Connecting Learners as Knowledge Nodes
Dr. Valerie Irvine @_valeriei
#LLSAB on Oct 16, 2015
(Major, 2015)

2. #LLSAB

3. The Technology Integration and
Evaluation (TIE) Research Lab

4. Dr. Valerie Irvine
Assistant Professor, EdTech
Co-Director, TIE Research Lab
University of Victoria
http://valerieirvine.ca
@_valeriei
virvine@uvic.ca

5. From Hierarchy to Flatness

7. Flickr@Care_SMC--CCBYND2.0

8. How We Show What We Know
in a Digital Age
- JasonOhler.com

10. Flickr@marumeganechan-CCBYNCND2.0

11. Flickr@booleansplit CCBY-NC-2.0

12. Flickr@jfchenier-CC BY-NC 2.0

13. Learning Pathways (Major, 2015)

16. Flickr@healthbrandon

18. Salt Spring Island Tour
with Ministry of Education & John Abbott
February 14, 2012

19. Science Education Symposium
At Science World during AAAS
February 15, 2012

22. Observed Score
= True Score + Error

23. O = T + E
0.4 reliability…

24. Is act of O harming T?
Instead of Error being a
threat to validity…
Is the act of O an error in and
of itself?

25. Harprit Nijjar
@harpritN1
Biology 12 teacher
Delta School District
“Pecha Kucha final exam”

26. Potential =
Personalization +
Connectedness +
Openness +
Assessment for learning +
Access

28. COMMUNITY

29. KEY POINTS
• Digital Literacy
• Understanding
Understanding how
networks work is one of the
most important literacies of
the 21st century.
Howard Rheingold
(2010)

30. Via @courosa

31. Link to video

32. Link to video

35. Link to Tweet

39. Link to video

41. Link to gdoc

44. Link to haiku deck

48. Subjects
Segregated ------------------------------------------------------------------- Integrated
Curriculum
Predetermined ---------------------------------------------------Co-created
Design
Learning Outcomes ------------------------------------------------------ Personalized
Grouping
Age/Grade ----------------------------------------------------------------------- Dynamic
Environment
Classrooms of 30 ------------------------------------------------------------------------Flexible
Connections
Hypothetical ------------------------------------------------------------- Real world projects
Mode of Access
Face-to-Face or Online ------------------------------------------------------------ Hybrid Mix

49. Open Access Research
• “The means of
communication should
be held by the public,
the very basis of how we
connect should be a
public utility. That
principle we are trying
to bring to research and
scholarship.”

50. Teacher Discourse on How to Unlearn
or Innovate is a Public Utility

52. For Learners
How to Engage in Inquiry
Requires Connections

53. When learners are at the
beginning of a journey,
it is the point they have the most
to contribute.

55. Irvine, V. (2013). Multi-Access Learning

56. FACE TO FACE ONLINEOR

57. FACE TO FACE ONLINE*AND*

58. F2F ONLINEMULTI-
ACCESS

59. Remote Online Pod (3 F2F) F2F On-Campus Class
Remote Online Blended (F2F & Online)

61. WORK FAMILY
STUDENT PRESSURES, SOCIAL JUSTICE,
& PRIVILEGE
SELF-CARECOMMUTE
COST
(transportation, parking, tuition, etc.)
Flickr@kshathriya-CCBYNCND2.0

62. Flickr@wwward0-CC BY-ND 2.0