Making sense of complexity in open information environments George Siemens October 26, 2011
Preview:
Citation preview
- Slide 1
- Making sense of complexity in open information environments
George Siemens October 26, 2011
- Slide 2
- Openness is a control tradeoff And it means we have to do
different things
- Slide 3
- Where are our control points?
- Slide 4
- Our curriculum?
- Slide 5
- Our teaching?
- Slide 6
- Fragmentary experience Conversations, content, context not
(only) shaped by the school/educator Learners are in control
Fragmentation is a new reality. Our learning models need to embrace
(reflect) it.
- Slide 7
- Coherence is an orientation about the meaning and value of
information elements based on how they are connected, structured,
and related Antonovsky 1993
- Slide 8
- Existing coherence forming systems Books Newspapers TV news
programs Magazines (anything that is structured and that the end
user cant speak into and alter)
- Slide 9
- Openness messes up coherence (and control)
- Slide 10
- Fragmentation of information requires that we weave together
elements into some type of coherent framework Youtube Blogs Twitter
Facebook TEDtalks Kahn Academy Online news/information sites
Traditional coherence frameworks
- Slide 11
- Networked information doesnt have a centre
- Slide 12
- Information fragmentationloss of narratives of coherence
- Slide 13
- the rise of millions of fragmented discussions across the world
tend instead to lead to fragmentation of audiences into isolated
publics Habermas 2006
- Slide 14
- Argument: we socialize to make sense of information i.e. it is
our ability to work with information (abstraction, representation,
point to) that defines humanity
- Slide 15
- As information quantity and complexity increase We adopt two
approaches: 1.Better technical systems 2.Better connected social
systems
- Slide 16
- setnet group collective Social forms Jon Dron & Terry
Anderson
- Slide 17
- Slide 18
- Slide 19
- ... information foraging refers to activities associated with
assessing, seeking, and handling information sources Piroli and
Card, 1995
- Slide 20
- What is sensemaking?
- Slide 21
- Sensemaking is about labelling and categorizing to stabilize
the streaming of experience Weick et al. 2005
- Slide 22
- a motivated, continuous effort to understand connections... in
order to anticipate their trajectories and act effectively Klein et
al. 2006
- Slide 23
- Cynefin Framework Dave Snowden
- Slide 24
- Domains of Sensemaking
- Slide 25
- Complicated is not complex.
- Slide 26
- When an answer and path is known, but requires time and effort,
it is complicated.
- Slide 27
- When an answer is not known, or when agents interact in
unpredictable ways, it is complex.
- Slide 28
- Education system is treating a complex problem as a complicated
one. Lessons #1 in Paths to Failure:
- Slide 29
- Complex unknown problems require: 1.Mind of a scientist 2.Mind
of an artist
- Slide 30
- What is wayfinding?
- Slide 31
- the process that takes place when people orient themselves and
navigate through space Raubal and Winter 2002
- Slide 32
- is the cognitive element of navigation it does not involve
movement of any kind but only the tactical and strategic parts that
guide movement. Darken and Peterson 2002
- Slide 33
- Slide 34
- The Landing
- Slide 35
- 2008, 2009, 2011 Finding complex information environments:
research spaces
- Slide 36
- The data set Connectivism and Connective Knowledge 2008
(CCK08)
- Slide 37
- Tools used by learners
http://www.irrodl.org/index.php/irrodl/article/view/643/1402 Fini,
2009 Roughly anything.
- Slide 38
- The methods 1. Social network and participation analysis 2.
Corbin & Strauss (1990) version of grounded theory
- Slide 39
- SNA & Participation Habits
- Slide 40
- CCK08 Weekly Forum Posts
- Slide 41
- CCK08: Introduction forum Limited interaction. Most are
isolated
- Slide 42
- Introduction forum posts: CCK08 Dialogue limited: Group too
large?
- Slide 43
- Week 12 forum posts: CCK08 More equitable distribution? Due to
smaller #s of participants?
- Slide 44
- Slide 45
- Open coding using Cohere http://cohere.open.ac.uk
- Slide 46
- Axial Coding
- Slide 47
- Slide 48
- Self-organization and sub-networks Sensegiving through artefact
creation and sharing Sensemaking/giving through language games
Knowledge domain expansion Wayfinding cues, symbols Social
organization through creating sharing
- Slide 49
- Coherence expression (sensegiving) Artifacts Narratives
- Slide 50
- Participatory sensemaking: the coordination of intentional
activity in interaction, whereby individual sense-making processes
are affected and new domains of social sense-making can be
generated that were not available to each individual on her own De
Jaegher and Di Paolo 2007
- Slide 51
- Artefacts re-centre the learning conversation
- Slide 52
- Artifacts of sensemaking
- Slide 53
- Organizing course content Dolors Capdet
- Slide 54
-
http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
Image of course structure created by course participant
- Slide 55
- Language/externalization reduces the occult character of mental
images. Wittgenstein Language gives birth to thought Vygotsky
- Slide 56
- Language games Storytelling Debate, dialogue Descriptions
Clarification Metaphors Analogies Examples Resonance Narratives of
sensemaking
- Slide 57
- change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog
http://www.solaresearch.org/ Learning Analytics & Knowledge
2012: Vancouver http://lak12.sites.olt.ubc.ca/