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CONNECTING BEYOND CONTENT:
Education in Abundance
Dave Cormier & Bonnie Stewart UPEI/ Edactive Technologies Inc.
@davecormier @bonstewart #mootca15
h"ps://www.flickr.com/photos/imlichenit/4186656788
What counts as education in a digital age?
h"p://www.telecomtv.com/ar=cles/tablets/retro-‐chic-‐apples-‐original-‐macintosh-‐reimagined-‐12100
• WHY A Brief History of Content
Enter Knowledge Abundance
• HOW Presence
Individualization Network Learning
The making of content
Rome to Rhodes (62 BCE)
Content is people
h"p://upload.wikimedia.org/wikipedia/commons/0/04/Telemachus_and_Mentor1.JPG
“Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University of Toulouse] the books of Aristotle which were
forbidden at Paris.”
- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)
Paris to Toulouse (1229 CE)
"Carlo Crivelli 007" by Carlo Crivelli (circa 1435–circa 1495) -‐ Via The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-‐ROM, 2002. ISBN 3936122202. Distributed by DIRECTMEDIA Publishing GmbH.. Licensed under Public domain via Wikimedia Commons -‐ h"p://commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg
Content is dead people
h"p://upload.wikimedia.org/wikipedia/commons/d/d3/Johann_Heinrich_Pestalozzi.jpg
Switzerland (1798 CE)
“I assert definitely, that a school-book is only good when an ���
uninstructed schoolmaster can use it at need, [almost as well as an
instructed and talented one].”
-‐ Pestalozzi, 1801, How Gertrude Teaches her Children.
Content is textbooks
The internet (1996 CE)
h"ps://chronologicaldot.files.wordpress.com/2013/03/lego1996.jpg
Content is teacherpacks
The advantages to students are tremendous including: • loca=on and =me independent delivery of course
material, • the ability to serve a large number of students at
a poten=ally reduced cost, • a simple, familiar interface.
Goldberg, M., Salari, S. & Swoboda, P. (1996) ‘World Wide Web – Course Tool: An Environment for Building WWW-‐Based Courses’ Computer Networks and ISDN Systems, 28:7-‐11 pp1219-‐1231
h"p://kenleyneufeld.com/2008/04/18/moodle-‐facebook-‐twi"er-‐and-‐teaching-‐online/
The internet (2001 CE)
h"p://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm
Content is Open Educational Resources
h"ps://pixabay.com/en/triangle-‐warning-‐sign-‐traffic-‐sign-‐30522/
The internet (2005 CE)
Content is WIKI
h"p://image2.spreadshirtmedia.com/image-‐server/v1/composi=ons/105959029/
The internet (2012 CE)
Content is MOOCs
h"ps://twi"er.com/dkernohan/status/250889990828089344
So…the pinnacle of education is MOOCs & 4-minute instructional videos?
Education: A Changing Culture
knowledge scarcity
knowledge abundance
open / diverse systems
public, institutional values
market values
closed systems
"For the first time in human history, two related propositions are true. One, it no longer
is possible to store within the human brain all of the information that a human needs.
Second, it no longer is necessary to store within
the human brain all of the information that humans need.
Education needs to be geared toward the handling of data rather than the
accumulation of data.” - Berlo, 1975
Knowledge Abundance
h"ps://www.flickr.com/photos/oakleyoriginals/4142641838/
Abundance = integration of media into
daily life
…and education.
Structure of Abundance = Networks
h"ps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801
Networking: many-to-many communications
h"p://upload.wikimedia.org/wikipedia/it/thumb/d/d8/Do_Not_Adjust_Your_Set.jpg/280px-‐Do_Not_Adjust_Your_Set.jpg
h"ps://www.flickr.com/photos/ooohoooh/1350774613/
Networks are not just for consuming, but connecting
Many-to-many communications allow us to create ourselves as
network nodes, forming webs of visible (& invisible) connections
This was the promise of Web 2.0.
h"p://img12.deviantart.net/f1e6/i/2008/081/e/7/web_2_0___everybody_contribute_by_sulich.png
Education is not what we teach but HOW.
Learning is what people do with it.
h"p://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm
But this cannot be contained by a “teacherpack.”
It cannot be achieved by just putting content online.
h"ps://www.flickr.com/photos/sepblog/3649959481
We need to shift the communications structures & concepts by which we
think about what we do in education.
Visitors & Residents
h"ps://www.flickr.com/photos/mistergc/20550559482/
Visitors & Residents • The web as an
untidy garden tool shed
• Actions are instrumental - users leave no social trace
• Task is priority
• The web as a human, social, connected place
• Engagement leaves social traces & connections (as well as content) behind
• Synthesis is priority
h"ps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-‐72157641903755433/
h"ps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-‐72157641903755433/
Where is YOUR Moodle usage ?
Emphasizing content prioritizes visitor approaches.
h"ps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg
But learners must learn to be productive residents in a world of
knowledge abundance.
The history of education shows that as we scale, we
depersonalize learning.
We can use technology to have both scale and personalization. We
can connect beyond content.
So. Connecting beyond content. HOW?
Presence
h"p://www.uwb.edu/learningtech/hybrid-‐and-‐online-‐learning/hybrid-‐learning/faculty-‐hybrid/hybrid-‐intro
Individualization
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
Network learning
#ed1to1
In an age of abundance, online education needs to be more
than this. J
1. Presence
Build a sense of residency
Build threads of connection
Presence ≠ Content.
h"p://dubioblog.com/2012/01/08/how-‐to-‐learn-‐the-‐how-‐learning-‐domains/
Learning is Multi-faceted
Presence is Multi-faceted
h"p://www.uwb.edu/learningtech/hybrid-‐and-‐online-‐learning/hybrid-‐learning/faculty-‐hybrid/hybrid-‐intro
There is no such thing as digital natives.
Online demands MORE presence
2. Individualized learning
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/
h"p://www.flickr.com/photos/98857801@N00/2145231725/
Rhizomes are difficult to contain
They follow their own paths.
h"p://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg
Learning contracts Evaluation Method:
Student work in this course is evaluated by
‘contract’ – meaning that each of you decide how much work you would like to do
for what grade. Individual assignments are given a ‘satisfactory ’ or ‘unsatisfactory ’
assessment upon completion, with the option for you to resubmit unsatisfactory
assignments within a given timeframe. Satisfactory assignment are those that show
a reasonable amount of effort.
Learning contracts
h"p://cdn.meme.am/instances/500x/57386448.jpg
Learning Analytics
Insiders
Outsiders
3. Network Learning
Sites of Connection & Residency
h"ps://www.flickr.com/photos/mkhmarke=ng/8468788107
Your LMS is your friend
But not the end of the known universe
h"ps://en.wikipedia.org/wiki/Here_be_dragons
more.
h"p://hyperboleandahalf.blogspot.ca/2010/06/this-‐is-‐why-‐ill-‐never-‐be-‐adult.html
Scaffold & extend conversations & resource-sharing
@hypothes_is!
Open new conversations
#ed1to1