Open & Networked Learning for #ECI831
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The document discusses the importance of open and networked learning in education, emphasizing collaboration, knowledge sharing, and personal learning environments. It highlights the challenges and potential transformative power of these approaches in fostering a more connected and engaging educational experience. The text also raises questions about the role of technology in learning and the necessity of adapting to the evolving media landscape.
Open & Networked Learning for #ECI831
- 1. Introduction to Open & Networked Learning Dr. Alec Couros University of Regina EC&I 831
- 2. influences
- 3. “given enough eyeballs, all bugs are shallow” (Linusʼ Law, Raymond 1997)
- 4. “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)
- 5. “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)
- 6. • philosophical stance • power & control • access open(ness) • design attributes (short version) - privacy/publics - audience - transparency - accountability
- 7. 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
- 8. David Wiley “openness is the only means of doing education” “if there is no sharing, there is no education” @opencontent http://www.youtube.com/watch?v=Rb0syrgsH6M
- 9. Dean Shareski “the moment we focus on protecting our work we are in someways the antithesis of a teacher” @shareski http://k12onlineconference.org/?p=610
- 10. • pedagogical & pragmatic stance connected • knowledge exchange, curating, wayfinding, (ness) crowdsourcing, (short version) collaboration, problem solving • personal learning network/environment (PLN/PLE)
- 13. Personal Learning Environments ... systems that help learners take control of and manage their own learning. This includes providing support for learners to • set their own learning goals • manage their learning; managing both content and process • communicate with others in the process of learning http://en.wikipedia.org/wiki/History_of_personal_learning_environments
- 14. Challenges “An institution-controlled tool presents the user with a fixed interface of controls (instruments) that the user must learn to use effectively if they are to access the service provided. It is a feature of the current Web environment that the use of a large number of these interfaces creates an obstructive user experience, made worse by the lack of flexibility the user has for integrating the different services they access. To operate within this environment, the user must manage a number of different dispositions and skills required for different interfaces. (Johnson et al, 2006) http://en.wikipedia.org/wiki/History_of_personal_learning_environments
- 15. Challenges (continued) “... the change from content that was developed by expert and/or teachers towards possibilities and challenges to make use of the bazaar of learning opportunities and content leads to the necessity of advanced self-organizing and searching in the Web - in other words: media competent learners. (Schaffert & Hilzensauer, 2008) http://en.wikipedia.org/wiki/History_of_personal_learning_environments
- 16. What are your thoughts, considerations or challenges on PLE/PLNs so far? Are they important/necessary for present or future learning? Do they potentially challenge or augment what we do in formal learning environments? Is this all hype - some sort of corporate-driven, ʻtechno utopianismʼ?
- 17. context
- 18. “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)
- 19. David Weinberger The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.” @dweinberger
- 20. connected reality http://www.youtube.com/watch?v=ImAD8BOBOhw
- 21. affordances ...
- 23. @jonmott
- 27. Access
- 30. Age of Networks http://www.flowtown.com/blog/the-2010-social-networking-map
- 33. 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
- 34. Stats as of March 17/10 via Mashable
- 35. Michael Wesch Youtube & other social media mitigate “connection without constraint”. Often, this leads to the development of “tremendously deep communities”. @mwesch
- 40. The Web as Random Acts of Kindness • Technical infrastructure of the web. • Wikipediaʼs content & form • ʻHitchhikingʼ exists through Internet-facilitated kindness, collaboration, & sharing. @zittrain
- 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
- 54. Private Public Closed Open
- 55. Shifts standard based to interest based place/time to anytime/anywhere individual to networked group private to public paper to digital linear to distributed synchronous to asynchronous @willrich4
- 56. Have we seen a significant change in the media landscape? Is there any truth to the often stated effects of the ʻdigital ageʼ (e.g., are kids different?) If these shifts are real, how do educators adapt to these changes?
- 57. “Understanding how networks work is one of the most important literacies of the 21st century.” (Rheingold, 2010)
- 58. Ze Frank “any individual entity that pretends to understand the rules that guide this space is under an illusion” @zefrank
- 65. Example #1 - Connecting to Experts @kathycassidy
- 66. Example #2: Publishing in the Open ps22chorus.blogspot.com
- 67. Example #3: Use of Public Content @christianlong
- 69. Example #5: Social Reading
- 70. Example #6: Global Mentoring
- 71. Example #7: Real-time Feedback
- 72. Example #8: PD Anytime/Anywhere
- 73. What can we learn from non-edu. culture (e.g., sub culture)? Can you offer examples of exemplary networked practice? Are there implications for teacher education or ProD?
- 74. Obsolescence never meant the end of anything, itʼs just the beginning. ~ Marshall McLuhan
- 75. web: couros.ca twitter: courosa google: couros couros@gmail.com