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Uploaded byTerry Anderson
Leicester 2011
The document discusses the importance of openness in distance education, emphasizing student control and freedom as essential components for effective learning. It touches on the dynamics of social networks, collaboration, and the balance between public and private information sharing in educational contexts. Additionally, it addresses the benefits and challenges of adopting open practices in learning environments, highlighting the need for strategies to manage openness while ensuring safety and reliability.
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- 1. Fun and Fear in Open Spaces Media Zoo University of Image from kurtxio Leicester Jon Dron and Terry Anderson
- 2. Unpaid ADVERTISEMENT Issues inDistance Education Series aupress.ca www.irrodl.org
- 3. Values We can (andmust) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience. Student control and freedom is integral to 21st Century life-long education and learning. Education for elites is not sufficient for planetary survival
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- 5. University as aMore Open Community 5
- 6. agoraphobia the fear ofopen spaces 2
- 7. agoraphilia the love ofopen spaces 3
- 8. Which networks doyou use and find useful? Why? Anyothers?
- 9. Social forms collective net set group
- 10. The Learning ManagementSystems or VLE • Fixed periods of engagement • limited learner control • teaching-led • Closed • Private group
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- 12. A Wordle viewof Landing rationale 5
- 13. An open spaceto share... Anyone can share anything with anyone. Open in time and in space.
- 14. 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 Centres and departments 15
- 15. “Your Friends Makeyou Fat” Fowler & Christakis (2007) A study of Obesity http://www.world-science.net/othernews/070725_obesity.htm
- 16. They can alsomake you smart! Fowler & Christakis (2007) A study of Obesity http://www.world-science.net/othernews/070725_obesity.htm
- 17. The Closed Gardenversus Facebook • Boutique networks • Differentiating work, from school, from fun • Context is king • social networking a feature, not a destination
- 18. A Guided Tourof the Landing https://landing.athabascau.ca 18
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- 20. Tool Instances Users: 2657 Messages: 21762 Files: 3561 Blog posts: 3348 Wire posts: 1921 Bookmarked items: 1550 Discussion topics: 1305 Pages: 853 Photos: 788 Top-level pages: 530 Event Calendar: 171 Albums: 109 Bookmark Folder: 87 Polls: 69
- 21. New Users Addedper Month
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- 23. Landing Groups •271 Groups •Averageof 9 .39 members each •42% of population a member of one or more groups •Of these, members of 8 groups (on average)
- 24. Social networking a feature, not a destination • 35% of people followed by someone else (long tail shown here) • 22% following someone else • 17% reciprocal • 4% members of nets and not groups • 24% in groups but not nets
- 25. Content creation and the long tail • 28% are content creators • 61% of content created by 1% of those • 33% by next 10% • 90% of the 28% of people creating content create 6% of it
- 26. A soft space 24
- 27. Public vs private •It all depends on context and purpose... PUBLIC SET NET GROUP Blogs 36% 50% 2% 11% Wikis (8.5% 18% 45% 2% 26% private) Bookmarks 9% 65% 0.5% 24% Images 6% 75% 6% 10% 25
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- 29. Groups • Safety • familiarity (in education) • formality • trust group • scaffolding • structure • Reliability • Group think Scariness • Cliques, hidden curriculum 27
- 30. Networks • Connectivity • strength of weak ties • blurred boundaries • shifting contexts net • risk • insecurity • partial openness Scariness • (appear) unstructured 28
- 31. Sets • anonymity • Openness • Aggregated traces • analytics set • Danger • Imposed structure • loss of identity Scariness • unreliability 29
- 32. Why open? • Greater interaction and feedback • Transparency • Social capital • Self-promotion • Altruism • Course requirements • Good ideas 30
- 33. Why not open? • Fear of .... • loss of face • loss of privacy • legal issues • loss of control • permanence • freeloaders • being unkind (especially wikis) • exposure • the unknown
- 34. Original Metrics To increasethe ease and effectiveness with Quantitative which people at AU can create, sustain and Spread of social networks (number of users) Profile Use discover relationships and work collaboratively, both professionally and Qualitative personally Interviews Focus groups
- 35. Original Metrics To increasethe ease with which Quantitative information and knowledge can be Number and change in wire useage shared outside formal channels Creation of groups Number of blog posts Use by university leaders Qualitative Interviews Focus groups
- 36. Original Metrics Integrate ofservices with existing Quantitative provisions Successful integration of software with Moodle, external blogs, twitter, Wonderland,Zimbra, library, etc Effectiveness of single sign on
- 37. Original Metrics To enablethe use of such services in Quantitative formal as well as informal education and Use in formal courses research Use by research groups Creation of „learning‟ groups (task, subject focused) Number of “beyond the course” learning groups Qualitative Interviews Focus groups
- 38. Strategies for opennessin social spaces • Selective access control • Context control • Use of defaults • Establishment of norms • Valorisation of open content • Help and resources • Open discussion • Policies and rules 32
- 39. Final Questionable Implication equivalencytheorem.info 39
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- 42. The Interaction Equivalency(EQuiv) Website http://equivalencytheorem.info/ Anderson, T. (2003 )Getting the Mix Right Again: An updated and theoretical 42 rationale for interaction.
- 43. OERu • Can OERs+ Student Networking eliminate the cost of teachers?? 43
- 44. OERu as a DisruptiveTechnology Clayton Christiansen 2012
- 45. • “The pessimistcomplains about the wind, the optimist expects it to change, the realist adjusts the sails.” William Arthur Ward (1921 – 1994)
- 46. https://landing.athabascau.ca/pg/profile/jond Your comments and questions are most welcomed https://landing.athabascau.ca/pg/profile/terrya