Learning, Living and researching in a Networked World


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Keynote at Athabasca University Graduate Students conference- Sept. 2012.

Published in: Education, Technology

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. LearningLiving 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 a Networked 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 group6
  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 is Emergent• 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)
  9. Two Genre’s of Moocs 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
  10. Massive Open Online Courses (MOOCs)Coursera Hits 1Million Students,With Udacity CloseBehind (Aug. 2012)Follow MadelaineBefus’ Landing Blog athttps://landing.athabascau.ca/blog/owner/madelainebe
  11. MITx - Stanford xMOOC• 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??
  12. ConnectivistMoocGordon Lockharthttp://gbl55.files.wordpress.com/2011/03/mooc3.png
  13. Your opportunity to enroll 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
  14. Join an ATHABASCA MOOC• MOOC on Openness in Education: http://open.mooc.ca/about.htm
  15. The Modes of Interaction by Anderson and Garrison (1998) The COI model(Garrison, Anderson, &Archer, 2000) Distance Teaching & Learning Conference 2011, Madison, Wisconsin 16
  16. The Interaction Equivalency Theorem 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
  17. Open Scholars Use and Contribute Open Educational Resources Because it saves time!!!
  18. You are a Learner and a Teacher
  19. Promising Signs of Change• 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
  20. Learning Summary• Lifelong Learning options and quality are expanding very quickly.• Is your day expanding as well???
  21. Living in Networked Era
  22. • Creating Your Personal Learning Environment http://steve-wheeler.blogspot.ca/2010/07/physiology-of-ple.html
  23. • The Trick is to blend appropriate amounts of social, tech, learning, earning and living.
  24. Your Online Networks
  25. 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
  26. Networks Celebrate and Stimulate Cognitive DiversityArises 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)
  27. Consumer Reports surveyed 2,002 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 dont use privacy controls. Almost 13 million users saidthey had never set, or didn’t know about, Facebook’s privacytools. And 28 percent shared all, or almost all, of their wallposts 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.
  28. Athabasca’s Social Network
  29. What is the Landing?• 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
  30. Multiple rationales collectiveSustaining ties CooperationMaking ties SharingAd hoc networks SerendipityKnowledge diffusion net set Interest -orientationSocial capital Sense-makingSocial presence Collective intelligence Intentional discovery group Courses Committees Research groups Study groups 34 Centres and departments 34
  31. group net set Where to look first
  32. Popular activities Wiki photosub- wiki page Blog posts (4135)Discussion topics bookmarks Files (4023) Wire posts (2335)
  33. Hard spaces
  34. Filling gaps with people
  35. Stretching tools
  36. Filling gaps the Landing way
  37. The Landing Platform1,424 plugins available, our installation using about 90Fairly strong development team, plotted roadmap 42
  38. Usage Data 2011-present4,176 users and 313 groups as of Sept. 2012
  40. Weekly Blog Posts
  41. What Type of Networked Academic Persona Have you Created?Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona throughthe World Wide Web. First Monday, 17(9).http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3969/3292.
  42. Diagram by Peter Sloep
  43. 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
  44. 3. Researching in Networked World
  45. 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
  46. 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
  47. Open Scholars Self Archive Quality scholarship is peer and public reviewed, accessible, persistent syndicated, commented and transparent.
  48. Open Scholars Apply their research
  49. 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
  50. Open Scholars License, Use (and re-use ) Open Data
  51. http://www.concede.cc/index.php/products/open-data-set-on-ugc-in-higher-education/ EU Project
  52. Open Scholars Filter and Share With Others Using Twitter for research projects
  53. Open Scholars Know How to License Their Work for Maximum Impact
  54. A Tale of 3 BooksCommercial publisher E-Learning for the 21st Open Access Century934 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
  55. Open Scholars Write and ReadOpen Access Booksaupress.cawww.irrodl.org
  56. Open Scholars Publish in 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
  57. Are you Ready to 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.”
  58. Multiple Rationales and Means: Learning, Living, Researching collectiveSustaining ties CooperationMaking ties SharingAd hoc networks SerendipityKnowledge diffusion net set Interest -orientationSocial capital Sense-makingSocial presence Collective intelligence Intentional discovery group Courses Committees Research groups Study groups 63 Centres and departments 63
  59. 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 storiesContributing to Athabasca’s by Learning, Living and Researching in a Networked era Follow her on the Landing!!
  60. CU on the Landing !!Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org