De presentatie geeft argumenten voor de geschiktheid van leernetwerken voor post-initieel, non-formeel leren, en beschrijft de belangrijkste elementen van zo'n leernetwerk.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
The document discusses networked lifelong learning. It describes knowledge workers and their role in today's workforce as individuals who solve non-routine problems using creative and critical thinking. It also outlines the demands that lifelong learners place on education, including flexibility in location, content, instruction mode, and support for disadvantaged learners. The document proposes a networked learning approach to meet these demands and discusses models of centralized versus distributed control of educational resources and content.
This document discusses theoretical models used in ordinary research to understand phenomena, and artefactual models used in design research to develop artifacts that control targeted outcomes. Theoretical models use vocabulary, rules, and generalizations to describe and predict behaviors, which are tested against real-world observations. Artefactual models describe how artifacts will behave based on relevant theoretical models and untested assumptions, and are tested through simulations and empirical tests. Both aim to improve models and control the world, with design research focusing on developing useful artifacts.
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
The document discusses networked lifelong learning. It describes knowledge workers and their role in today's workforce as individuals who solve non-routine problems using creative and critical thinking. It also outlines the demands that lifelong learners place on education, including flexibility in location, content, instruction mode, and support for disadvantaged learners. The document proposes a networked learning approach to meet these demands and discusses models of centralized versus distributed control of educational resources and content.
This document discusses theoretical models used in ordinary research to understand phenomena, and artefactual models used in design research to develop artifacts that control targeted outcomes. Theoretical models use vocabulary, rules, and generalizations to describe and predict behaviors, which are tested against real-world observations. Artefactual models describe how artifacts will behave based on relevant theoretical models and untested assumptions, and are tested through simulations and empirical tests. Both aim to improve models and control the world, with design research focusing on developing useful artifacts.
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
This document discusses strategies for networked continuous professional development (CPD). It addresses the dilemma of instruction for informal, networked learning where professionals learn on their own. Several strategies are proposed, including relying on self-regulation and support from peer learners. Technology can help match learners to peers by analyzing profiles, questions, portfolios and online behaviors. Recommender systems, latent semantic analysis, game theory and tag analysis can all be used to find suitable peers. Trust must also be established for effective peer collaboration. Carefully crafted profiles can help build initial trust between learners.
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
This document summarizes a presentation on professional networked learning. It discusses how knowledge workers require new learning styles using networks of peers and experts. Tools like social networking sites, collaborative filtering, and awareness support can help learners find the right peers to solve complex problems. While social networking platforms and social virtual learning environments work for novices, experts rely more on personal learning networks across different tools and sites.
The document summarizes a workshop on lifelong learning and the role of online networks. It discusses the necessity of lifelong learning in today's knowledge society. It also examines the role of formal and informal learning and how educational institutions need to adapt. Specifically, it argues that lifelong learning is best done in learning networks, and discusses how to build such networks through connective technologies and peer support structures.
Presentation for a doctoral seminar at the University of Lancaster, Lancaster, UK, March 24, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in non-formal settings.
Presentation for a doctoral seminar at the Glasgow Caledonian University Glasgow, UK, March 25, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in the non-formal settings that are needed for professional development to thrive.
The document discusses orchestrating networked innovation and collaboration. It provides an agenda for a session on collaborative creativity including introductory remarks, a discussion on collaborative creativity led by participants, and a reporting back portion. It discusses the need for new ways of sharing and creating knowledge through networked learning and innovation. It presents examples of community-based innovation and describes the workflow and features of an innovation service. Finally, it discusses challenges around networked innovation and orchestrating people into collaborative communities within large networks.
The document discusses the past, present, and future of the IMS Learning Design (LD) specification. It describes how LD was developed to formalize instructional design and enable reuse of learning designs. However, LD also faces weaknesses like complexity and lack of adoption. While threats include resistance to change and competition, opportunities exist in applying LD to new contexts like serious gaming and learning networks. The future of LD remains complex and dependent on adoption through innovation diffusion strategies.
A presentation about quality assurance for e-learning. Does e-learning pose new challenges? Existing quality frameworks suffice for instrumental implementations of e-learning, that aim to add or substitute functionalities; they do not for transformative e-learning that seeks to explore new forms of learning. CC, attribution, share alike
The presentation connects a variety of open movements (open standards, open learning, open source, open innovation) and argues for the viability to open innovation of a modern approach to open learning, i.e. learning networks.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
This document discusses strategies for networked continuous professional development (CPD). It addresses the dilemma of instruction for informal, networked learning where professionals learn on their own. Several strategies are proposed, including relying on self-regulation and support from peer learners. Technology can help match learners to peers by analyzing profiles, questions, portfolios and online behaviors. Recommender systems, latent semantic analysis, game theory and tag analysis can all be used to find suitable peers. Trust must also be established for effective peer collaboration. Carefully crafted profiles can help build initial trust between learners.
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
This document summarizes a presentation on professional networked learning. It discusses how knowledge workers require new learning styles using networks of peers and experts. Tools like social networking sites, collaborative filtering, and awareness support can help learners find the right peers to solve complex problems. While social networking platforms and social virtual learning environments work for novices, experts rely more on personal learning networks across different tools and sites.
The document summarizes a workshop on lifelong learning and the role of online networks. It discusses the necessity of lifelong learning in today's knowledge society. It also examines the role of formal and informal learning and how educational institutions need to adapt. Specifically, it argues that lifelong learning is best done in learning networks, and discusses how to build such networks through connective technologies and peer support structures.
Presentation for a doctoral seminar at the University of Lancaster, Lancaster, UK, March 24, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in non-formal settings.
Presentation for a doctoral seminar at the Glasgow Caledonian University Glasgow, UK, March 25, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in the non-formal settings that are needed for professional development to thrive.
The document discusses orchestrating networked innovation and collaboration. It provides an agenda for a session on collaborative creativity including introductory remarks, a discussion on collaborative creativity led by participants, and a reporting back portion. It discusses the need for new ways of sharing and creating knowledge through networked learning and innovation. It presents examples of community-based innovation and describes the workflow and features of an innovation service. Finally, it discusses challenges around networked innovation and orchestrating people into collaborative communities within large networks.
The document discusses the past, present, and future of the IMS Learning Design (LD) specification. It describes how LD was developed to formalize instructional design and enable reuse of learning designs. However, LD also faces weaknesses like complexity and lack of adoption. While threats include resistance to change and competition, opportunities exist in applying LD to new contexts like serious gaming and learning networks. The future of LD remains complex and dependent on adoption through innovation diffusion strategies.
A presentation about quality assurance for e-learning. Does e-learning pose new challenges? Existing quality frameworks suffice for instrumental implementations of e-learning, that aim to add or substitute functionalities; they do not for transformative e-learning that seeks to explore new forms of learning. CC, attribution, share alike
The presentation connects a variety of open movements (open standards, open learning, open source, open innovation) and argues for the viability to open innovation of a modern approach to open learning, i.e. learning networks.
1. Leren en professionele ontwikkeling in
de context van Leernetwerken
Peter Sloep
FLOS Sittard, 16 april, 2009
Thursday, April 16, 2009
2. Overzicht
• Wat doe ik tegenwoordig zoal?
• Scenario’s voor levenslang leren
• Het ontwerpen van Leernetwerken
• NB context voor vandaag leraren als
professionals
Thursday, April 16, 2009
3. Wat doe ik?
• CELSTEC: Centre for Learning Sciences
and Technologies - expertisecentrum OU
• programmaleider ‘Leernetwerken’
• onderzoeken en ontwerpen van de sociale
en technische aspecten van gedistribueerd
en samenwerkend leren, kennisdelen,
innovatie, etc.
Thursday, April 16, 2009
4. Scenario’s voor
professionele
ontwikkeling
Thursday, April 16, 2009
5. Scenario 1
competenties
opwaarderen
Sebastiaan werkt al lang in het
onderwijs, maar vindt dat hij te
routineus handelt. Hij wil zijn
vakinhoudelijke maar ook zijn
pedagogisch-didactische
competenties aanscherpen.
Thursday, April 16, 2009
6. Scenario 2
spijtoptant &
zij-instromer
Elise werkt al enige tijd in het
bedrijfsleven, maar is ontevreden
over haar baan. Ze wil als docent
aan de slag, maar mist de
didactisch-pedagogische
achtergrond.
Thursday, April 16, 2009
7. Professie: Eliot Freidson
• professionalisering als vorm van sociale
organisatie
• via beroepsverenigingen, accreditaties,
scholingstrajecten, etc.
• focus op kwaliteitsbewaking, niet op
innovatie
Thursday, April 16, 2009
8. Professie: Donald Schön
• professionalisering vanuit perspectief van
individuele professional
• reflectie als middel om ‘bij’ te blijven
• rol van netwerken
• focus op innovatie
Thursday, April 16, 2009
10. Stelling 1
• Formeel onderwijs is ongeschikt voor de
geschetste scenario’s omdat het
• onvoldoende op innovatie is gericht
• niet voldoet aan de eisen voor logistieke,
pedagogische en inhoudelijke flexibiliteit
• Non-formeel onderwijs is wel geschikt
Thursday, April 16, 2009
11. Stelling 2
• Post-initieel onderwijs kan het best worden
aangeboden in de context van
Leernetwerken
• Een Leernetwerk is een online, sociaal
netwerk dat is ontworpen om levenslang
leren te ondersteunen en bevorderen
• (ik negeer even non-formeel, initieel)
Thursday, April 16, 2009
12. Stelling 3
• Het (formele) initieel onderwijs moet
leerlingen al voorbereiden op post-initieel
leren, de competenties daarvoor
aanbrengen
• Anders heeft levenslang leren geen kans
van slagen
Thursday, April 16, 2009
14. Inspiratiebronnen
• Online gebruikersnetwerken (archetype:
The Well)
• Open source-gemeenschappen (bekendste
voorbeeld: Linux)
Thursday, April 16, 2009
15. Competenties
• Competentiekaarten zijn nodig om
bestaande vaardigheden en ambities op af
te beelden
• Via competenties kun je equivalente
leeractiviteiten groeperen
Thursday, April 16, 2009
16. Zelforganisatie
• Zowel nabije vrienden in dezelfde
community als verre kennissen in andere
communities (vrienden van vrienden ..)
(Granovetter’s strength of weak ties)
• In de context van een Leernetwerk
ontstaat via ad hoc transient
communities een lappendeken van deels
overlappende communities
Thursday, April 16, 2009
17. Een veelheid aan
diensten
• zoek peers en experts (tutoring)
• zoek een volgende leeractiviteit (planning)
• zoek mogelijkheden om samen te werken
(groepsvorming)
• houd studiesucces bij (coaching)
• krijg hulp bij het maken van inhouden
Thursday, April 16, 2009
18. Architectuur
• geen institutionele ELO’s: dwingt
• wel een persoonlijke leeromgeving:
aanpasbaar, integreerbaar via open
standaarden
• diensten via widgets, portlets
• (techniek is remmende factor hier)
Thursday, April 16, 2009
19. Samenvattend
• ... online sociaal netwerk ontworpen voor
non-formeel leren ...
• ... competenties als sleutel ...
• ... ad hoc transient communities als
drijvende kracht achter zelforganisatie...
• ... een architectuur die faciliteert en
duurzaam is ...
Thursday, April 16, 2009