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My keynote presentation to the AADES conference in Melbourne 2013. Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers? In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
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AUSTRALASIAN ASSOCIATION OF DISTANCE EDUCATION SCHOOLS ANNUAL CONFERENCE 2013 – MELBOURNE SEPTEMBER 11 - 13
Learning in a networked
world
THE FUTURE?
• Remember the Jetsons? • Robots cleaning house • Machines in the kitchen
that cook food instantly • Video phones • Doors that open
automatically • What was their vision for
schooling?
THE FUTURE OF SCHOOL
• What’s different? • Focus of attention on the
front of the room • Desks in rows • Text books replaced by
technology • Robots teaching the
class
WHAT’S CHANGED? • Focus of attention on front
of room • Desks in rows • Teacher the primary
focus of instruction • Technology adopted to
support traditional practices
“Most of today’s classrooms are designed with the teacher at the centre. But if the classroom is focused on the learner instead, the learning becomes paramount!” Rick Dewar
“Flipped classroom”
Virtual schools
THE EMERGING PARADIGM…
F2F Classrooms
Distance Educa9on
Teaching & Instruc9on
F2F using WWW
DE using LMS
Knowledge
Networkss
Online/eLearning
Blended learning
Networked Learning
First Then Now Next
WHAT ARE THE GAME CHANGERS?
AGENCY
• “The power to act” • “Sense of ownership” • “Executing and controlling
one’s own actions” • “Self-efficacy” • “Personalisation”
STUDENT EXPECTATIONS
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know about me and my interests and talents?
Do I find what the school is teaching relevant to my interests?
Do I have opportunities to apply what I am learning in real world settings and contexts?
Do I feel appropriately challenged in my learning?
Can I pursue my learning out of the standard sequence?
Do I have sufficient time to learn at my own pace?
Do I have real choice about what, where and how I learn?
Do I have opportunities to explore and make mistakes?
Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
WE LIVE IN A PERSONALISED WORLD
• My watchlist (on Trademe) • My personal banking • My travel planner • MySky • My portfolio • My Youtube channels • My… • AGENCY is key!
EXAMPLE ONE: KHAN ACADEMY
• It’s all about me! • Onine support • Badges • Ideas for classroom
use
EXAMPLE TWO: NIKE TRAINING CLUB
• Tailored to me!! • Use own playlist to work
out • During the workout it’s
easy to understand what is gong in – with voice commands that give pointers and countdown like a trainer does
• And a nice summary at the end
THE RHIZOMATIC (FREE AGENT) LEARNER
• Self directed learning
• Un-tethered to traditional school/institution
• Expert at personal data aggregation
• Power of connections
• Creating new communities
• Not tethered to physical networks
• Experiential learning
• Content developer
• Process as important as knowledge gained
CHALLENGES
• Do our learners have to adapt to our way of doing things, or do we adapt to theirs?
• Are we focused on delivery – or learning experience?
MOBILE TRENDS
• mLearning – in the classroom and workplace
• BYOD – Bring your own device
• “snack” learning • Location-based
integration and workplace training
• Cloud computing • Rewind learning
http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/
THREE WORLDS CONVERGING
Internet capable, mobile devices
Wireless connectivity
Cloud services
CHALLENGE
Have we grasped how significantly student access to technology has changed their expectations as learners?
In a world where information is always accessible, how will teaching and learning change?
OPEN-NESS
CHALLENGES
• Is the content you develop available under a CC license?
• How open are you prepared to make your programmes?
• “Having a sense of being a part of something that is bigger than ones self”
• It’s not about the technology, but it’s all about being connected.
• This is having an impact on all areas of human activity
CONNECTEDNESS
>1 Billion
(100 billion connections)
>500 Million >150 Million
>14 million articles >6 Billion images
Sources from service providers and also http://econsultancy.com
3.5 Billion views/day 70 hours/minute
>400 Million
>170 Million (55 million posts per day)
SOCIAL MEDIA USE IN 2013
RHIZOMATIC LEARNING
Knowledge constructed by self- aware communities adapting to environmental conditions
MAKING CONNECTIONS
• In Connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning.
• (It’s not what you know, but who you know)
• Open • Distributed • Scalable • Social
generative • Networked • Self-organised • Adaptive • Global
An education system that fails to emulate the characteristics of information in an era of knowledge is doomed to fail. Information today is…
George Siemens: Connectivism – a theory of learning for the networked age http://www.connectivism.ca/
NETWORK LITERACIES
“Understanding how networks work is one of the most important literacies of the 21st century” (2010)
Howard Reingold
CLUSTER SCHOOLS
School A
School A
School A
Services
Internet
School
School
School
Public Library
University
N4L
Aggregation Point
THE VLNC
The Virtual Learning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. “Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7”
http://www.vln.school.nz
SUPERLOOP FORUM
www.superloop.org.nz
NETWORKS
• redefine communities, friends, citizenship, identity, presence, privacy, publics, geography.
• enable learning, communication, sharing, collaboration, community.
• networks form around shared interests & objects
NETWORK LITERACIES
“Understanding how networks work is one of the most important literacies of the 21st century” (2010)
Howard Reingold
www.superloop.org.nz
How will your institution negotiate the new ecology of learning? What will a distance education institution look like in the future?
THE FUTURE OF LEARNING
School A
Schools
NETWORKED LEARNING
Network PLN
Collection of entities Informal Semi-structured Complex Group knowledge Federally organised
Formal groupings Elemental Defined by mass/structure Knowledge transfer Externally organised
Association of entities Informal Unstructured Complex Personal knowledge Personally organised
The way networks learn is the way individuals learn
EVOLUTION OF PROGRAMME DESIGN
Product Orienta9on
Student need orienta9on
Standardiza9on
Customiza9on
Reconcilia9on??
www.myins9tu9on.com
www.mylearning.com
What might that reconciliation look like in your institution?
