8. Collaboration and the Learning Zone
So easy
its boring
I can do
this easily
A bit
hard Too hard
Comfort Zone Anxiety Zone
Can be done with guidance &
encouragement from a More
Knowledgeable Other (MKO)
Learning Zone
10. ‘Teacher’ Role
• Demonstration and modeling Mutant
Learning.
• Learning contexts are based on PLE,
conversation, and sharing of information.
• Cooperation within networks and
collaboration within groups.
• Be prepared to share your own learning
networks.
• Encourage and reward participation.
12. Disengaged
• A Zombie Learner says,“I don’t
care.”
• They are not producing or
consuming— they are
decomposing.
• They have no desire to explore and
spend little to no effort learning
new things or opening themselves
up to new technologies of learning.
13. Learner
• This learner thinks,“I want to know.”
• These are the active consumers.
• This is how most of us learn everyday.
We seek knowledge – finding it,
reading it, and internalizing it.
• The means through which we gain
knowledge has increased and
dramatically changed due to
technological, mobile, and wireless
advances.
14. Initiator
• This learner initiates a conversation
by asking,“Do you know?”
• They are dynamic consumers of
knowledge.
• They instigate, prod, stir, and then
wait to see what answers they get.
15. Wanderer
• This learner says,“Look what I found.”
• They are an active contributor to the
online learning community.
• A wanderer is someone who
stumbles upon an interesting source
of knowledge somewhere on the web
and then shares it on Twitter,
Facebook, or another online
community.
16. Creator
• This learner says,“I will do it.”
• They are dynamic contributors of
knowledge.
• Creators can answer questions
confidently and respond withYouTube,
or blog, or other community post.
• Without these dynamic contributors the
perpetual growth and value of online
mutant communities would die.
27. Mutant Learning iMoot2013
by Soozie Bea (Susannah Brown)
is licensed under a
Creative Commons Attribution-ShareAlike
3.0 Unported License.
Content developed from:
How to Develop a Social Learning Lab
by Lime Green Labs
and
Vygotskys Social LearningTheory at learning-theories.com
Includes pictures of:
POPVinyl BobbleheadToys (which are awesome)
and other freely available icons
Editor's Notes
ConstructivismDesign is recursive, non-linear or chaoticPlanning is organic, developmental, reflective & collaborativeObjectives from design & developmentInstruction emphasising learning in meaningful contextsFormative evaluation is criticalSubjective data may be most valuableCommon issuesAbsence of specific learning objectives and outcomesSeen as inefficient and ineffectiveGreat for informal learning – but struggles with formal learning systemsEngagement and participation rates tend to the 1-9-90 or 10-20-70 patterns, with the majority sticking to the edges of the CommunityWestern-style traditional education is Read-Only Culture – passive consumptionRemix (or Read/Write) Culture – is still seen as a rebel, underground groupConnectivismDesign is chaos, complexity, emergence & self-organisationObjectives are multiple & personal, but inter-related through networksLearning is personal and social, and distributed across networksInstruction based on modelling & demonstrationFormative evaluation is secondary to learning. Peer evaluation emerges from interaction, conversation & negotiationCritical thinking, curation, digital literacy, remix and creation are centralConnectivism Principles Learning and knowledge rests in diversity of opinions.Learning is a process of curation & creation.Learning resides in community, network & database.Learning is more critical than knowing.Maintaining and nurturing connections.Perceiving connections is a core skill.Currency is the intent of learning activities.Decision-making is itself a learning process.
Vygotsky’s theory is one of the foundations of constructivism and is very strong in connectivism. Major themes: Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.Applications of the Vygotsky’s Social Development TheoryMany schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.
Demonstration and modeling Mutant LearningLearning contexts are likely based on PLE (personal learning environments) and conversation and sharing of information.PLE is supporting learners to set their own goals, manage their learning (content and process), and communication with othersCooperation within networks and collaboration within groups, though small group collaboration and personal learning based on lurking emerge as self-organizing phenomena rather than imposition by outside bodiesBe prepared to share your own learning networks.Encourage and reward participation.
Zombie Learners – the disengaged are half alive, morbidly going through the motions day in and day out. They do just enough to get by in their jobs and personal lives, only learning when forced to attend in- person training or when regulations and law requires them to. Zombie Learners rarely explore the incredible universe of learning tools so easily accessible in today’s ultra-connected world. Mutant Learners, on the other hand, are rapidly adapting, evolving and changing to effectively harness today’s explosion of learning. They are actively looking for new information and, even more importantly, contributing and sharing their knowledge with the rest of the world. These individuals are collaborative innovators and the thought leaders of the future. Given a choice between the two, we hope that you would choose to be a Mutant Learner. To survive in today’s constantly progressing world of knowledge, you need to kill your inner zombie and embrace your inner mutant. The AXISES:VERTICALActive = mildly engaged in learning, occassionally sharingDynamic = vigorously engaged, seeking answers, regularly helping othersHORIZONTALConsumer = primarily learning from others’ knowledgeContributor = focussed on creating and sharing knowledge
The Zombie. A Zombie Learner says, “I don’t care.” They are not producing or consuming— they are decomposing. They have no desire to explore and spend little to no effort learning new things or opening themselves up to new technologies of learning. These people are also referred to as Luddites, people who hold on so tightly to their old ways of business that it strangles innovation and new modes of learning.
The Learner. This learner thinks, “I want to know.” These are the active consumers. This is how most of us learn everyday. We seek knowledge – finding it, read- ing it, and internalizing it. While there is nothing new about this category, the means through which we gain knowledge has exponentially increased and dramati- cally changed due to technological, mobile, and wireless advances.
The Initiator. This learner initiates a conversation by asking, “Do you know?” They are dynamic consum- ers of knowledge. These are the individuals who ask questions in a social networking site like Facebook and LinkedIn and wait for the community to answer. They instigate, prod, stir, and then wait to see what answers they get.
The Wanderer. This learner says, “Look what I found.” They are an active contributor to the online learning community. A wanderer is someone who stumbles upon an interesting source of knowledge somewhere on the web and then shares it on Twitter, Facebook, or another online community. While their initial intent may not have been to learn anything new, their online activity accidentally led them to learn something of value, which they then wanted to share with others. We want to make it clear that being a wanderer is not necessarily a bad trait, in fact, JRR Tol- kien once said, “Not everyone who wanders is lost.” As long as you don’t spend mostof your learn- ing bandwidth wandering, accidentally stumbling across learning fragments can be a refresh- ing change to the regimented practice of looking for specific information.
The Creator. This learner says, “I will do it.” They are dynamic contributors of knowledge. They know the answer to the Initiator’s questions, and can confidently articulate their response via a blog, wiki, community post, or other online tool. Creators are the life blood of the Mutant Learning age. Without these dynamic contributors the perpetual growth and value of online mutant communities would die.
Socialise:ChatForumSpecialise:ForumGlossaryChatCollaborate:ForumChatWiki(Groups & Groupings)