NWeLearn Keynote
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The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
NWeLearn Keynote
- 1. Online Learning in a Networked Age NWeLearn 2010 Vancouver, WA By Dr. Alec Couros University of Regina
- 2. #nwelearn
- 3. me
- 6. The Blur
- 9. “Web 2.0 tools exist that might allow academics to reflect and reimagine what they do as scholars. Such tools might positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose to build serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students.” (Greenhow, Robella, & Hughes, 2009)
- 10. influences
- 11. “given enough eyeballs, all bugs are shallow” (Linusʼ Law, Raymond 1997)
- 12. “Open source software communities are one of the most successful -- and least understood -- examples of high performance collaboration and community building on the Internet today.” (Kim, 2003)
- 13. “A key to transformation is for the teaching profession to establish innovation networks that capture the spirit and culture of hackers - the passion, the can-do, collective sharing.” (Hargreaves, 2003)
- 14. • philosophical stance • power & control • access open(ness) • design attributes (short version) - privacy/publics - audience - transparency - accountability
- 15. open(ness) (short version) open education free software open source software open educational resources open content open access publication open access courses open teaching open accreditation
- 16. • pedagogical & pragmatic stance connected • knowledge exchange, curating, wayfinding, (ness) crowdsourcing, (short version) collaboration, problem solving • personal learning network/environment (PLN/PLE)
- 19. context
- 20. “Tell me ... what it is I am educating and what sort of world we live in, and I will tell you what I am aiming at.” (Garforth, 1962)
- 21. David Weinberger The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.” @dweinberger
- 22. connected reality http://www.youtube.com/watch?v=ImAD8BOBOhw
- 23. conditions ...
- 25. @jonmott
- 29. Access
- 32. Age of Networks http://www.flowtown.com/blog/the-2010-social-networking-map
- 35. quick stats (2009) • 90 trillion emails sent annually from 1.4 billion email users • 234 million websites • 1.73 billion Internet users • 126 millions blogs • 350 million Facebook users • 4 billion images on Flickr • 1 billion Youtube videos served daily. Stats as of Jan 22/10 via Royal Pingdom
- 36. Michael Wesch Youtube & other social media mitigate “connection without constraint”. Often, this leads to the development of “tremendously deep communities”. @mwesch
- 46. Personalization
- 49. Owing a domain name is about claiming your piece of the internet. You’re no longer renting, you’re a home owner. http://www.flickr.com/photos/35723943@N00/2379057597/
- 51. Shifting Roles
- 55. Private Public Closed Open
- 56. “Understanding how networks work is one of the most important literacies of the 21st century.” (Rheingold, 2010)
- 57. Ze Frank “any individual entity that pretends to understand the rules that guide this space is under an illusion” @zefrank
- 63. practice
- 66. Guiding Principles • Open access, low-cost. • Rethink space/interaction (walled gardens, open spaces) • Learning spaces controlled and/or owned by students. • Tagging, aggregation, & other info literacies. • Advocacy/integration/use/creation of/for FOSS & open content wherever possible & when beneficial to learning. • Pedagogy focused more on connecting & interactions; content important, but secondary. • Development of sustainable, long-term, learning connections.
- 77. “I was able to go out and learn throughout the entire week, the entire year, and Iʼm still learning with everyone.” “The best part of the course is that itʼs not ending. With the connections weʼve built, it never has to end.”
- 78. “The course ... has been the most profound pd experience Iʼve ever had. It forced me to critique & review my practice. I never knew how important social networks were. Now, I couldnʼt be a teacher without being connected. Itʼs drastically changed my view of education.”
- 79. moving forward
- 80. Suggestions • Begin or continue to explore social tools that can replace or augment the CMS/LMS experience. • Explore the concept/implications of PLE/PLN - dive in. • Find online learning opportunities that are right for you. If there arenʼt any, create them. • Understand, promote, teach Creative Commons. • Learn about OER/Openness initiatives in your state - participate, advocate, create, share. • Take charge of your own learning - and get your institutions to support self-directed PD. • Continue to reinvent, reshape, retool your role as educator.
- 82. “We need to move beyond the idea that education is something that is provided for us, and toward the idea that an education is something that we create ourselves.” (Downes, 2010)
- 83. couros.wikispaces.com/nwelearn web: couros.ca twitter: courosa google: couros couros@gmail.com Text