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Learning, Living and researching in a Networked World
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
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Learning, Living and researching in a Networked World
- 1. Athabasca Grad Students Research Conference Edmonton, Sept. 2012 Terry Anderson (with lots of help from Jon Dron)
- 2. Learning Living Researching
- 3. • Learning – Pedagogies – Connectivism – MOOCs • Living – PLEs – Social Networks – Athabasca Landing • Researching – Open Access Press, Journals and Citations – Julie’s Blog
- 4. Learning in aNetworked 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 isEmergent • 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)
- 10. Two Genre’s ofMoocs 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 OnlineCourses (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 - StanfordxMOOC • 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??
- 13.
- 14. Your opportunity toenroll 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 ATHABASCAMOOC • MOOC on Openness in Education: http://open.mooc.ca/about.htm
- 16. The Modes ofInteraction by Anderson and Garrison (1998) The COI model (Garrison, Anderson, &Archer, 2000) Distance Teaching & Learning Conference 2011, Madison, Wisconsin 16
- 17. The Interaction EquivalencyTheorem 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 Useand Contribute Open Educational Resources Because it saves time!!!
- 19. You are aLearner and a Teacher
- 20. Promising Signs ofChange • 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 • LifelongLearning options and quality are expanding very quickly. • Is your day expanding as well???
- 22.
- 23. • Creating YourPersonal Learning Environment http://steve-wheeler.blogspot.ca/2010/07/physiology-of-ple.html
- 26. • The Trickis to blend appropriate amounts of social, tech, learning, earning and living.
- 27.
- 28. Networks add diversityto 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 andStimulate 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)
- 31. Consumer Reports surveyed2,002 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.
- 32.
- 33. What is theLanding? • 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
- 35. group net set Where to look first
- 36. Popular activities Wiki photosub- wiki page Blog posts (4135) Discussion topics bookmarks Files (4023) Wire posts (2335)
- 38.
- 39. Filling gaps withpeople
- 40.
- 41. Filling gaps theLanding way
- 42. The Landing Platform 1,424plugins available, our installation using about 90 Fairly strong development team, plotted roadmap 42
- 43. Usage Data 2011-present 4,176users and 313 groups as of Sept. 2012
- 44. Landing Groups • 313Groups • 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)
- 45.
- 46. What Type ofNetworked 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.
- 47. Diagram by PeterSloep
- 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
- 49. 3. Researching inNetworked World
- 50. Open Scholar • “theOpen 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 SelfArchive Quality scholarship is peer and public reviewed, accessible, persistent syndicated, commented and transparent.
- 53. Open Scholars Applytheir research
- 54. Open Scholars doOpen 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
- 55. Open Scholars License,Use (and re-use ) Open Data
- 56.
- 57. Open Scholars Filterand Share With Others Using Twitter for research projects
- 58. Open Scholars KnowHow to License Their Work for Maximum Impact
- 59. A Tale of3 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
- 60. Open Scholars Writeand Read Open Access Books aupress.ca www.irrodl.org
- 61. Open Scholars Publishin 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 Readyto 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 andMeans: 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 theLanding !! Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org
Editor's Notes
- #3 Blended Solutions