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Presented to American University, January
Citation preview
Social networked learning in complex information environments
George SiemensJanuary 13, 2012
Presented to: American University
Washington, D.C.
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Global message
Higher education is broken
It risks losing relevance
Scope of learning in HE is too narrow
Universities as reluctant innovators
Fear of losing students to other online providers
Allen, Seaman (2011)
US taxpayer support of education (2004-2005):
K-12: $536 billionHigher Ed: $373 billion
http://www2.ed.gov/about/overview/fed/10facts/index.html
Ed-tech startups
With transformations already underway in news, music, videos/movies, startup gold rush now turning focus to education
Openness
Open education resourcesOpen teachingOpen coursesOpen accreditation
2008, 2009, 2011
Open online courses
“MIT will make the MITx open learning software available free of cost, so that others — whether other universities or different educational institutions, such as K-12 school systems — can leverage the same software for their online education offerings.”
MIT (2011)
Personalization and adaptive learning at a large scale
Mobiles blur physical/virtual worlds
Jasleen Kaur, 2010
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Barry Kade, 2009
Complexity (dynamic connectedness) of knowledge and knowledge spaces
Education systems track the architecture of information of an era
To understand what tomorrow’s education system will look like, we have to understand the architecture of information today:how is it createdhow is it sharedhow is it iterated
Our education system faces information and conversations that are:
OpenAccessibleDistributedScalableSocialNetworkedSelf-organizingDerivative and iterative improvementsAdaptiveGlobalMultimedia-based
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Information fragmentation produces loss of coherence
Existing coherence forming systems
BooksNewspapersTV news programsMagazinesCoursesPrograms
(anything that is structured and that the end user can’t speak into and alter)
Structures formed in advance versus structures that emerge and are created by individuals
Fragmentation of information requires that we weave together elements into some type of coherent framework
YoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworksBlogsTraining and developmentClient feedback
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Networked information doesn’t have a centre
So we (socially) create temporary centres:
#Temporary Centres
Artifacts re-center the learning conversation
Sharing personal sensemakingartifacts
http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
Image of course structure created by course participant
The context of changeWhat are complex information environments?CoherenceArtifacts and collaborative sensemakingSocial networks
Wellman (2002)
Social and academic connection to the universityBoyer (1987), Tinto (1993)
Psychological sense of community:“Acknowledged interdependence”
Sarason (1974)
Place without spaceNegroponte (1995)
Current generation of learning tools mirror a priori content and planned conversations
Next generation tools will mirror the information,power relationships,
and fluid social structure
of networks
Reeds Law
Utility of a (social) network scales exponentially with the overall size of a network
When a network is large enough, sub-groups and individual-controlled formations emerge
What are the principles that influence education in open settings and
social networks?
Learner autonomySelf-organizationTransparent learning=teachingParticipatory pedagogySensemaking artifactsShareable learning paths
Network opportunities and frictionless sharing in higher education
Giving individuals control of information filters and structure
i.e. if structure doesn’t exist a priori, learners need tools to create and share structure
change.mooc.ca
Twitter: gsiemens
www.elearnspace.org/blog
http://www.solaresearch.org/
Learning Analytics & Knowledge 2012: Vancouver
http://lak12.sites.olt.ubc.ca/