Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
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
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
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
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemo...Terry Anderson
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
Estonia E-Learning Conference 2011 - TartuTerry Anderson
This is an 'evolving" and growing set of slides on Jon Dron and my 3 Generations of Distance Education Pedagogy. Similar to earlier keynotes on 'generations"
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
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
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.
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.
6. Values We can (and must) 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.
7. Harmonizing Disruptive Technologies “Managing and aligning pedagogical, technical and administrative issues is a necessary condition of success when using emerging technologies for learning” But it takes leadership and disruption Gregor Kennedy et al. , Melbourne Educating the Net Generation: A Handbook of Findings for Practice and Policy , 2009
8. Recent history of Higher education Innovation Last systemic innovation was the emergence of the community colleges and open and alternative colleges of the 1960’s Last 40 years of reform: Examples: Problem based learning, faculty development, community, collaborative, technology enhanced learning Peripheral and outside of main stream rewards and strategic planning “ We can no longer pursue an add-on approach to the changing faculty role” Rice, Eugene. (2006). From Athens and Berlin to LA: Faculty Work and the New Academy
9. Promising Signs 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
10. Aligning with 21 Century students Students are NOT deeply digitally engaged, empowered, nor skilled and certainly not homogeneous But they “arrive at college with well-established methods of sorting, doubting, and ignoring” “odd kind of student — one who appears polite and dutiful but who cares little about the course work, the larger questions it raises, or the value of living an examined life” Tom Clysdale, 2009 Wake Up and Smell the New Epistemology Or is the life that we examine in formal education? We can no longer maintain interest and enthusiasm based on respect and superior knowledge
11. Net presence means Creating and Sustaining Social Capital “Relationships, more than information, determine how problems are solvedor opportunities exploited.” p. 17 Looi2001)
13. Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor : Virtual classroom 13
14. Formal Learning and Groups Long history of research and study Established sets of tools Classrooms, VLEs Synchronous (F2F, video & net conferencing) Email Need to develop face to face, mediated and blended group learning skills Garrison and Anderson, 2001
15. Critical Tools for Group Learning Environments Collaborative tools Document creation, management, versioning Time lines, calendars, Strong notifications Security, trust hosting on institutional space? Behind firewalls, away from search engines Decision making and project management tools Synchronous and asynchronous conversations/meetings
16. Groups as Communities of Practice Wengler’s ideas of Community of Practice mutual engagement – synchronous and notification tools joint enterprise – collaborative projects, “pass the course” a shared repertoire – common tools, VLEs, IM and doc sharing
17. Online communities are a means to help preserve and continue the interests, knowledge and culture of a group bound by common interests. Looi, C. K. (2001) Looi, C. K. (2001). Enhancing learning ecology on the Internet Journal of Computer Assisted Learning, 17(1), 13-20
19. Problems with Groups Restrictions in time, space, pace, & relationship - NOT OPEN Often overly confined by teacher expectation and institutional curriculum control Usually Isolated from the authentic world of practice “low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005 Group think (Baron, 2005) Poor preparation for Lifelong Learning beyond the course Relationships Paulsen (1993) Law of Cooperative Freedom
20. From Groups to Flocks ?? Michael Wesch Do groups still only make sense in education?
27. Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice 23
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. Collaborative Learning In Groups Cooperative Learning in Networks (Paulsen, 2008) Compelling, not compulsory activities
32. Communities of Practice Networks Distributed Share common interest Self organizing looser aggregation defined by a range of loose and tight links No expectation of meeting or even knowing all members of the Network Little expectation of reciprocity Contribute for social capital, altruism and a sense of improving the world/practice through contribution (Brown and Duguid, 2001)
33. Transparency The ability to view and share thoughts, actions, resources, ideas and interests of others. “radically increase learner awareness of others’ learning activities in the PLE” Marc van Harmelen Manchester PLE Dalsgaard, C., & Paulsen, M. (2009) Transparency in Cooperative Online Education
34. Major Challenges in Creating Incentives to Sustain Contribution to Networks The New Yorker September 12, 2005
35. "the network contains within it antagonistic clusterings, divergent sub-topologies, rogue nodes" Galloway and Thacker, 2007 p. 34 “There is crack in everything, that's how the light gets in” Leonard Cohen Image from http://www.flickr.com/photos/eeblet/423397690/
36. Connectivist Learning emergent practice, rather than prescribed education. Helping and scaffolding students to construct, connect, explore and mash resources and people to create contexts, that induce learning. George Siemens
37. Network Pedagogies 33 Connectivism Participatory Pedagogy- Students as content-co-creators, peer teaching Complexity Learning in environments in which activities and outcomes emerge in response to authentic need creates powerful learning opportunities Learning at the edge of chaos Complicity: An International Journal of Complexity and Education See the Networked Student by Wendy Drexler
43. Network Learning EnvironmentSummary Cooperative versus collaborative Compelling but optional interaction Persistence Transparency Finding, building and enriching connections inside and outside of the “course”
44. Group Network Collective ‘Aggregated other’ Unconscious ‘wisdom of crowds’ Stigmergic aggregation Algorithmic rules Augmentation and annotation More used, more useful Data Mining Never F2F Metaphor: Wisdom of Crowds 40
45. Formal Education and Collectives 41 “a kind of cyber-organism, formed from people linked algorithmically…it grows through the aggregation of Individual, Group and Networked activities” Dron & Anderson, 2007 Collectives used to aggregate, then filter, compare, contrast and recommend. Personal and collaborative search and filter for learning Allows discovery and validation of norms, values, opinion and “ways of understanding” Educational semantic web “They follow not the logic of the network but of the set. They are aggregations that appear in some ways as a single entity” Dron & Anderson, 2009.On the Design of Collective Applications
50. Personal Learning Environments Easy to use Personally configurable Gadgets, widgets Push and pull data Multiple machines, portable Reflective spaces, Creating net presence and social capital
54. 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
55. 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
56. Open Scholars Use and Contribute Open Educational Resources Because it saves time!!!
57.
58. Open Scholars Self Archive Quality scholarship is peer and public reviewed, accessible, persistent syndicated, commented and transparent.
60. 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
63. Open Scholars Publish in Open Access Journals Open Access Journals have increased citation ratings: Work in progress with Olaf Zawacki-Richter, Ferne University, Germany 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
64. Open Scholars Create Open Access Books Upcoming Emerging Technologies in DE edited by George Veletsiano
65. Open Scholars comment openly on the works of others Bookmarking and Annotation add value Cite-u-like, Brainify, Diigo, Delicious etc VLE additions like Margenalia.
69. Open Scholars Induce Open Students Students as co-creators Students gaining experience as writers, authors and teachers Getting over the use, but don’t contribute barrier Students engaged in meaningful work Extensive literature on value of peer instruction - especially for gifted students Empowering learners as future teachers
71. Open Scholars Teach Open Courses George Siemens & Stephen Downes Introduction au technologieémergentes Dave Cormier Alec CuorosOpen Access Course: Social Media & Open Education (Fall 2009)
73. Open Scholars are Change Agents Open scholars develop tools and techniques to help cross-pollination, sustain and grow effective learning networks. From (Looi 2001).
74. Open Scholars Battle with Time Save Time by using the efforts of others I haven’t got the time to save!
75. Open Scholars are Involved in the Future Through personal experience we forge an ecology of lifelong learning.
76. Conclusion “Open Access is more than a new model for scholarly publishing, it is the only ethical move available to scholars who take their own work seriously enough to believe its value lies in how well it engages many publics and not just a few peers.” Gideon Burton, Academic Evolution Blog
77. Slides available on CrowdVinehttp://altc2009.alt.ac.uk/attachments/0000/4595/ALT-C_Final.pptx Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Homepage: http://cde.athabascau.ca/faculty/terrya.php Blog: terrya.edublogs.org
Editor's Notes
So this new epistemology produces a rather odd kind of student — one who appears polite and dutiful but who cares little about the course work, the larger questions it raises, or the value of living an examined life. And it produces such students in overwhelming abundance. Tim ClydesdaleWe need to teach as if our students were colleagues from another department.