The document summarizes Terry Anderson's presentation on learning in a networked era. Some key points from the presentation include:
- Anderson discusses three generations of education pedagogy - behavioral/cognitive, constructivist, and connectivist approaches.
- Connectivist learning principles outlined by George Siemens emphasize connecting information sources, learning residing outside of humans, nurturing connections to facilitate continual learning.
- Two genres of MOOCs are contrasted - cMOOCs based on connectivist pedagogy and xMOOCs with a structured cognitive/behavioral approach.
- Athabasca University is highlighted as removing barriers to MOOCs by offering credit options for undergraduate courses completed through M
PARC: Apr 1, 2011
Contested Collective Intelligence: Resilience, Complexity & Sensemaking
Simon Buckingham Shum & Anna De Liddo
Knowledge Media Institute, Open Learning Network Project
Open University UK
http://people.kmi.open.ac.uk/sbs
http://people.kmi.open.ac.uk/anna
ABSTRACT
To thrive, organizational entities (learning communities; teams of analysts; formal companies) must make sense of a complex, changing environment. Our interest is in how sociotechnical “collective intelligence” infrastructures may augment this capacity. We are seeking conceptual lenses that illuminate this challenge, and draw ideas from resilience thinking, sensemaking, and complexity science. We propose that these motivate the concept of Contested Collective Intelligence (CCI), and give examples of how the Cohere platform is being designed in response to these requirements. This is a social/semantic web annotation and knowledge mapping environment, with tools for monitoring networks of ideas and generating novel analytics. We also report experimental integration with the Xerox Incremental Parser, in order to evaluate human+machine annotation of knowledge-level claims expressed through rhetorical moves in documents.
Simon Buckingham Shum is a Senior Lecturer and Associate Director (Technology) at the UK Open University’s Knowledge Media Institute (KMi), where he leads the Hypermedia Discourse Group. Following a PhD at U. York in HCI/Hypertext/Design Rationale (sponsored by Xerox EuroPARC) he has developed a human-centered computing perspective to the challenge of computer-supported sensemaking, reflected in the books Visualizing Argumentation and Knowledge Cartography. He co-founded the Compendium Institute and LearningEmergence.net. http://people.kmi.open.ac.uk/sbs
Anna De Liddo is a Research Associate in KMi, where she works with Simon on the Open Learning Network project (olnet.org), focusing on the design and development of a Collective Intelligence infrastructure for the Open Education Resources movement. She gained her PhD at Polytechnic of Bari, investigating ICT for Participatory Planning and Deliberation, after which she held a postdoctoral position in KMi evaluating human-centred argument mapping for Climate Change. http://people.kmi.open.ac.uk/anna
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
PARC: Apr 1, 2011
Contested Collective Intelligence: Resilience, Complexity & Sensemaking
Simon Buckingham Shum & Anna De Liddo
Knowledge Media Institute, Open Learning Network Project
Open University UK
http://people.kmi.open.ac.uk/sbs
http://people.kmi.open.ac.uk/anna
ABSTRACT
To thrive, organizational entities (learning communities; teams of analysts; formal companies) must make sense of a complex, changing environment. Our interest is in how sociotechnical “collective intelligence” infrastructures may augment this capacity. We are seeking conceptual lenses that illuminate this challenge, and draw ideas from resilience thinking, sensemaking, and complexity science. We propose that these motivate the concept of Contested Collective Intelligence (CCI), and give examples of how the Cohere platform is being designed in response to these requirements. This is a social/semantic web annotation and knowledge mapping environment, with tools for monitoring networks of ideas and generating novel analytics. We also report experimental integration with the Xerox Incremental Parser, in order to evaluate human+machine annotation of knowledge-level claims expressed through rhetorical moves in documents.
Simon Buckingham Shum is a Senior Lecturer and Associate Director (Technology) at the UK Open University’s Knowledge Media Institute (KMi), where he leads the Hypermedia Discourse Group. Following a PhD at U. York in HCI/Hypertext/Design Rationale (sponsored by Xerox EuroPARC) he has developed a human-centered computing perspective to the challenge of computer-supported sensemaking, reflected in the books Visualizing Argumentation and Knowledge Cartography. He co-founded the Compendium Institute and LearningEmergence.net. http://people.kmi.open.ac.uk/sbs
Anna De Liddo is a Research Associate in KMi, where she works with Simon on the Open Learning Network project (olnet.org), focusing on the design and development of a Collective Intelligence infrastructure for the Open Education Resources movement. She gained her PhD at Polytechnic of Bari, investigating ICT for Participatory Planning and Deliberation, after which she held a postdoctoral position in KMi evaluating human-centred argument mapping for Climate Change. http://people.kmi.open.ac.uk/anna
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Virtuous Learning: Ubiquity, Openness, Creativity
Virtuous does not mean only ‘virtual’
Virtuous also means more than ‘VLE’ or ‘VLC’
Virtuous learning which relies on ubiquity, openness and creativity encourages social and epistemic learning virtues
Information Literacy: Implications for Library PracticeFe Angela Verzosa
Lecture presented at the Information Literacy Forum sponsored by the Cavite Librarians Association held at the Imus Institute, Imus, Cavite, Philippines on 5 December 2008
The problem with ‘digital generation’: A study of adult digital content creat...Middlesex University
The problem with ‘digital generation’: A study of adult digital content creators
Karl Mannheim (1952 [1928]) wrote about problems associated with use of the term ‘generation’. He argued that generational consciousness within a generation is not necessarily homogeneous or coherent, as there will be divergent views and practices within any group. Indeed one of the main criticisms arising from comparisons and differentiation between people in pre-defined generational groups is that standardised assumptions and pre-conceptions are made about how they behave and their ability to learn. This is particularly problematic in the digital era when use of the terms ‘digital generation’ and ‘net generation’ (Tapscott, 2008) are used for the categorisation of age delineation (Buckingham, 2006).
This research investigates 36 UK adults using digital technology as they participate in the practices of content creation, distribution and sharing online as a form of vernacular creativity. It views participants not as members of a pre-defined generation, but as individuals within an age range. Consequently, generational preconceptions were suspended in favour of an approach linked to the modes of communication and technologies available and familiar to them in their early life and to their own personal circumstances and backgrounds. Research revealed that adopting digital technologies acted as enablers in facilitating the unlocking of suppressed behaviour and creative desires across the age spectrum. In addition the research findings offer a nuanced set of conclusions where both commonly held actions of purpose and age related circumstances are important. These are alternative to the over-simplistic and sometimes polemical perception that the so-called ‘digital generation’ are more digitally adept and literate than older internet users.
Bibliography
Buckingham, D. (2006), Is there a Digital Generation? In: David Buckingham & Willett, R. (eds.) Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum.
Mannheim, K. (1952 [1928]), The Problem of Generations. In: Kecskemeti, P. (ed.) Essays on the Sociology of Knowledge. New York, NY: Oxford University Press.
Tapscott, D. (2008), Grown Up Digital, New York, NY, McGraw-Hill.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Virtuous Learning: Ubiquity, Openness, Creativity
Virtuous does not mean only ‘virtual’
Virtuous also means more than ‘VLE’ or ‘VLC’
Virtuous learning which relies on ubiquity, openness and creativity encourages social and epistemic learning virtues
Information Literacy: Implications for Library PracticeFe Angela Verzosa
Lecture presented at the Information Literacy Forum sponsored by the Cavite Librarians Association held at the Imus Institute, Imus, Cavite, Philippines on 5 December 2008
The problem with ‘digital generation’: A study of adult digital content creat...Middlesex University
The problem with ‘digital generation’: A study of adult digital content creators
Karl Mannheim (1952 [1928]) wrote about problems associated with use of the term ‘generation’. He argued that generational consciousness within a generation is not necessarily homogeneous or coherent, as there will be divergent views and practices within any group. Indeed one of the main criticisms arising from comparisons and differentiation between people in pre-defined generational groups is that standardised assumptions and pre-conceptions are made about how they behave and their ability to learn. This is particularly problematic in the digital era when use of the terms ‘digital generation’ and ‘net generation’ (Tapscott, 2008) are used for the categorisation of age delineation (Buckingham, 2006).
This research investigates 36 UK adults using digital technology as they participate in the practices of content creation, distribution and sharing online as a form of vernacular creativity. It views participants not as members of a pre-defined generation, but as individuals within an age range. Consequently, generational preconceptions were suspended in favour of an approach linked to the modes of communication and technologies available and familiar to them in their early life and to their own personal circumstances and backgrounds. Research revealed that adopting digital technologies acted as enablers in facilitating the unlocking of suppressed behaviour and creative desires across the age spectrum. In addition the research findings offer a nuanced set of conclusions where both commonly held actions of purpose and age related circumstances are important. These are alternative to the over-simplistic and sometimes polemical perception that the so-called ‘digital generation’ are more digitally adept and literate than older internet users.
Bibliography
Buckingham, D. (2006), Is there a Digital Generation? In: David Buckingham & Willett, R. (eds.) Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum.
Mannheim, K. (1952 [1928]), The Problem of Generations. In: Kecskemeti, P. (ed.) Essays on the Sociology of Knowledge. New York, NY: Oxford University Press.
Tapscott, D. (2008), Grown Up Digital, New York, NY, McGraw-Hill.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
Visualising activity in learning networks using open data and educational ...Michael Paskevicius
Delivered October13, 2011 in Cape Town South Africa at the 2011 Southern African Association for Institutional Research forum
Abstract
As more student academic activities involve both institutional and social networks, educational analysts are needing to investigate ways in which this data can be collected and interpreted to enhance learning experiences. Data recorded as students explore personal learning environments is most often not accessible or incomplete. Here we explore some of the approaches that exist to use these social networking platforms along with information from the learning management system and academic records. Combining and analysing this data has allowed us to create a number of interesting visualizations exposing patterns which would have been impossible to glean from looking at the data alone. In an age of data abundance we reflect on using some of these new measures in relation to improving learning design, increasing academic responsiveness and enhanced student experiences.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Presentation to UniSA - Graduate Education at a distanceTerry Anderson
I stayed home and delivered this presentation via video conferencing at midnight on a cold night in March in Canada. Awww... my shrinking carbon footprint.
Requested topic was innovations in graduate education at a distance.
Similar to Learning, Living and researching in a Networked World (20)
Color Blindness: Part of the Problem or Part the Solution?Terry Anderson
A review of controversy over the idea that race itself causes racism and that we would be better off returning to the ideal of a color blind approach to each other.
Slides from Around the World virtual conference at University of Alberta, May 2018. Mostly personal reflections on early developments and my publications on Virtual Conferences
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. • Learning
– Pedagogies
– Connectivism
– MOOCs
• Living
– PLEs
– Social Networks
– Athabasca Landing
• Researching
– Open Access Press, Journals and Citations
– Julie’s Blog
4. Learning in a Networked Era
• Three Generations of Education Pedagogy
(Anderson &Dron, 2011)
• Cognitive –Behaviousim
• Constructivism
• Connectivism
5. Behaviourist/Cognitive Knowledge Is:
• Logically coherent, existing independent of
perspective
• Largely context free
• Capable of being transmitted
• Assumes closed systems with discoverable
relationships between inputs and outputs
• Readily defined through learning objectives
6. Constructivist Group model
• Membership and exclusion, closed
• Hierarchies of control
• Focus on collaboration and shared purpose
• teachers: guides
group
6
7. Connectivist Learning Principles
George Siemens, 2004
• Learning is a process of connecting specialized nodes or
information sources.
• Learning may reside in non-human appliances.
• Capacity to know is more critical than what is currently known.
• Nurturing and maintaining connections is needed to facilitate
continual learning.
• Ability to see connections between fields, ideas, and concepts
is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
8. Connectivist Learning is Emergent
• the very uncertainty and lack of predictability
of learning outcomes will be the key factor
that adds value to a learning community
• emergent systems will provide the necessary
triggers to enhance knowledge and
understanding
• emergent learning will be one of the critical
triggers to unleash individual creativity (Kays&
Sims, 2006,p. 411)
9.
10. Two Genre’s of Moocs
cMOOC
• OrigionalSeimen’s – Downes -Cormier
– Connectivist pedagogy “knowledge is actuated
through the process of a learner connecting to and
feeding information into a learning community” Kop &
Hill 2008
– Aggregates distributed posts, no centre
– Large enrollment, many ‘lurkers’ no formal
assessment
– Heavy involvement and communication with
‘teacher/facilitator”
– Ex. Change12, CCK08, EduMoo
11. Massive Open Online Courses
(MOOCs)
Coursera Hits 1
Million Students,
With Udacity Close
Behind (Aug. 2012)
Follow MadelaineBefus’ Landing Blog at
https://landing.athabascau.ca/blog/owner/madelainebe
12. MITx - Stanford xMOOC
• Structured learning activities, instructivist cognitive behaviourist
pedagogy
• Heavy content interaction, little to no teacher-student interaction
• Centralized admin via LMS/analytics engines
• 2011 Stanford AI course 160,000 registered, 25,000 completed all
exercises, -85% drop out?
• some accreditation by institutions – not Stanford
• Udacity, Coursera, venture capital, spin offs
• MITx – adds assessment and certificate of completion from
MIT/UCLA/Harvard
• Machine Marking and Questions of authenticity?
• Colorado State first to offer credit after challenge exam- Athabasca
to follow??
14. Your opportunity to enroll in an
Athabasca MOOC
• CDE courses MDDE 622: Openness in Education
– pay for credit, enroll for free
– Starts next week
– Teachers George Siemens and Rory McGreal
• AU removing MOOC barrier by offering credit for
undergrad courses through PLAR and Challenge
exams
• Don’t miss Inge de Ward’s session on MOOCs in
this conference
15. Join an ATHABASCA MOOC
• MOOC on Openness in Education:
http://open.mooc.ca/about.htm
16. The Modes of Interaction
by Anderson and Garrison (1998)
The COI model
(Garrison, Anderson, &Archer, 2000)
Distance Teaching & Learning Conference 2011, Madison, Wisconsin 16
17. The Interaction Equivalency Theorem
by Anderson (2003)
• Thesis 1. Deep and meaningful formal learning is supported
as long as one of the three forms of interaction (student–
teacher; student–student; student–content) is at a high
level. The other two may be offered at minimal levels, or
even eliminated, without degrading the educational
experience.
• Thesis 2. High levels of more than one of these three
modes will likely provide a more satisfying educational
experience, although these experiences may not be as cost-
or time effective as less interactive learning sequences.
Distance Teaching & Learning Conference 2011, Madison, Wisconsin 17
18. Open Scholars Use and Contribute
Open Educational Resources
Because it saves time!!!
20. Promising Signs of Change
• Ubiquity and multi-
functionality of web 2.0
• Growth of openness and
online resources, OERs
• Increasingly effective
pedagogical models and
learning activities
• Real educational
alternatives – including
private sector
• Death and retirement
21. Learning Summary
• Lifelong Learning options and quality are
expanding very quickly.
• Is your day expanding as well???
28. Networks add diversity to learning
“People who live in
the intersection of
social worlds are at
higher risk of having
good ideas” Burt,
2005, p. 90
29. Networks Celebrate and Stimulate
Cognitive Diversity
Arises when from:
• different types of information and knowledge
perspectives
• different ways of viewing the world or a specific problem
interpretations
• different ways of categorizing a problem or partitioning
perspectives
• heuristics yielding different ways of generating solutions
to problems
• predictive models - different ways of inferring causes and
effects (Fisher, L. (2009)
30.
31. Consumer Reports surveyed 2,002 online
households, including 1,340 that are active on
Facebook, for their annual State of the Net
report.
•Some people are sharing too much.
•Some don't use privacy controls. Almost 13 million users said
they had never set, or didn’t know about, Facebook’s privacy
tools. And 28 percent shared all, or almost all, of their wall
posts with an audience wider than just their friends.
•Facebook collects more data than you may imagine.
•Your data is shared more widely than you may wish.
•Legal protections are spotty
•Problems are on the rise.
33. What is the Landing?
• Walled Garden with Windows
• A Private space for AU
• A user controlled creative space
• Boutique social system
• Networking, blogging, photos,
microblogging, polls, calendars,
groups and more
• Differentiating and merging
work, from school, from fun
34. Multiple rationales
collective
Sustaining ties
Cooperation
Making ties
Sharing
Ad hoc networks
Serendipity
Knowledge diffusion net set Interest -orientation
Social capital
Sense-making
Social presence
Collective intelligence
Intentional discovery
group
Courses
Committees
Research groups
Study groups
34
Centres and departments
34
44. Landing Groups
• 313 Groups
• Average of 10.79 members each
Type of Landing Groups
LANDING ADMIN (LA), 3%
RESEARCH (R), 7%
STUDENT GOVERNMENT
(SG), 5% UNDEGRAD
COURSES (UC), 16% UNDEGRAD COURSES (UC)
SOCIAL (SO), 4%
GRAD COURSES (GC)
ADMIN (AD)
BEYOND COURSE (BC)
BEYOND COURSE
(BC), 12% SOCIAL (SO)
GRAD COURSES
(GC), 29% STUDENT GOVERNMENT (SG)
RESEARCH (R)
ADMIN (AD), 24% LANDING ADMIN (LA)
46. What Type of Networked Academic Persona
Have you Created?
Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through
the World Wide Web. First Monday, 17(9).
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
48. Summary
You are Living on the Net
• Need to customize your Net experience for
your needs and personality
• Networks add diversity to our lifes
• The landing offers a safe way to expand your
networking within an Athabasca context
50. Open Scholar
• “the Open Scholar is someone
who makes their intellectual
projects and processes digitally
visible and who invites and
encourages ongoing criticism of
their work and secondary uses of
any or all parts of it--at any stage
of its development”.
– Gideon Burton Academic Evolution
Blog
51. Open Scholars Create:
• A new type of education work maximizing:
– Social learning
– Media richness
– Participatory and connectivist pedagogies
– Ubiquity and persistence
– Open data collection and research process
– Creating connections
52. Open Scholars Self Archive
Quality scholarship is peer and public
reviewed, accessible, persistent
syndicated, commented and
transparent.
54. Open Scholars do Open Research
• Open Notebook: a laboratory notebook that is
freely available and indexed on common
search engines. …it is essential that all of the
information available to the researchers to
make their conclusions is equally available to
the rest of the world.
• —Jean-Claude Bradley
59. A Tale of 3 Books
Commercial publisher E-Learning for the 21st Open Access
Century
934 copies sold at $52.00 100,000 + downloads &
Commercial Pub.
Buy at Amazon!! 1200 sold @ $135.00 Individual chapters
2,000 copies in Arabic
Over 1500 hardcopies sold
Translation @ $8.
@ $40 Translated Chinese
61. Open Scholars Publish in
Open Access Journals
• Open Access Journals have increased citation
ratings:
– Zawacki-Richter, O., Anderson, T., &Tuncay, N. (2010).
The growing impact of open access distance education
journals – a bibliometric analysis. Journal of Distance
Education, 24(3)
– Analysis of Google citations for 12 Distance Education
Journals (using Harzing’s Publish or Perish tool)
– 6 open access, 6 commercially published
– Early results show roughly equal citations/paper, but
recent gains in citations by open access journals
62. Are you Ready to Take the Pledge??
• I pledge that:
– “ I will no longer submit my
work to closed
publications, nor participate
in review or editorial
functions for closed
publications.”
63. Multiple Rationales and Means:
Learning, Living, Researching
collective
Sustaining ties
Cooperation
Making ties
Sharing
Ad hoc networks
Serendipity
Knowledge diffusion net set Interest -orientation
Social capital
Sense-making
Social presence
Collective intelligence
Intentional discovery
group
Courses
Committees
Research groups
Study groups
63
Centres and departments
63
64. Summing Up – Landing Poster Star
Julie Shattuck
• EdD Candidate
• Documenting her mixed method’s
research process
• Started a group on Design-Based
research
• Posting personal reflections and stories
Contributing to Athabasca’s by Learning, Living and
Researching in a Networked era
Follow her on the Landing!!
65. CU on the Landing !!
Your comments and questions most
welcomed!
Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org