CNIE Kamloops 2014 Media is the Pedagogy

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Slides from Jon Dron and myself presented at CNIE in Kamloops. Nets , sets, groups and Athabasca Landing

Transcript of CNIE Kamloops 2014 Media is the Pedagogy

  • The Media is the Pedagogy Jon Dron & Terry Anderson Athabasca University
  • Learning & Networks Trump Teaching, Innovation and Pedagogy
  • Values We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience. Student control and freedom is integral to 21st century life-long education and learning. Continuing education opportunity is a basic human right.
  • E-Learning is not the same
  • Learning as Dance (Anderson, 2008) Technology sets the beat and the timing. Pedagogy defines the moves.
  • learning together
  • The two biggest e-learning success stories so far?
  • The two biggest e-learning success stories so far?
  • A typology of social forms Learning Alone The group Hierarchies, membership, intentionality, collaboration, boundaries The net Personal connections, fuzzy boundaries, emergence The set Publication, aggregation, anonymity, cooperation The collective Computational agents, algorithms, analytics, visualization, crowd wisdom/mob stupidity
  • Learning AloneMaximizes Freedom: Space, time, pace, Allows and promotes individualization Freedom from group think Power of auto-didacticism Lifelong learning Freedom from groups
  • Self Directed or Self Paced learning Learner sets start date and the time to completion Continuous assessment Maximizes learner control Higher drop out Ted Talks, Khan Academy, OERU Only one of the Major MOOCs (Udacity) providers offers this option
  • Everyone can own a MOOC
  • Then there was groups
  • Constructivist Learning in Groups Long history of research and study Established sets of tools Classrooms Learning Management Systems (LMS) Synchronous (chat, video & net conferencing) Email, wikis, blogs Need to develop face to face, mediated and blended group learning skills Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
  • Increase in learning outcomes, social skills, positive attitudes to learning BUT the need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement need for patience and persistence students experienced in cooperative learning Hsiung, C.-m. (2012). The Effectiveness of Cooperative Learning. Journal of Engineering Education, 101(1), 119-137.
  • Flipped Classroom
  • Formal Education offers only these two models
  • then networks
  • Networks Emergent Persistent Bursty Span boundaries Easy entry & exit Often informal Communities of practice
  • Networks add diversity to learning People who live in the intersection of social worlds are at higher risk of having good ideas Burt, 2005, p. 90 Edge effects, estuary learning
  • Estuary Learning
  • Social Network Tools Tools for Building Personal Networks of people and Resources Means to reify and share knowledge Ownership and identity Supports long term networking partnerships, relationships, alumni Weak and strong ties Boundary crossing and serendipity Place for coalescence of sets into networks and groups, nets into groups. Discovery, external validation and cross network enrichment
  • Privacy Concern by AgePrivacy Concern by Age 26 Anderson, T., Poelhuber, B., & McKerlich, R. (2010). Self Paced Learners Meet Social Software: An exploration of Learners attitudes, expectations and experience. . Online Journal of Distance Education Administration, 13(3). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html.
  • There were always sets but we didnt pay much attention to them
  • Sets: People with shared attributes and a common virtual or physical space
  • Cooperation Sharing Curation Tagging Co-editing Co- creating
  • Co-operation: working independently for the greater good Collaboration: working together for the greater good
  • Why sets?
  • Eric Whitacers Virtual Choir (4)
  • Sets are good for finding answers finding people starting groups and networks diverse perspectives serendipit y learner choice freedo m reducing loneliness
  • Set of all people suffering from anxiety in online classes Please take my survey on anxiety in online classes: https://unt.az1.qualtrics.com/SE/?SID=SV_8qdDXVgm7vmYEtL This is a rather short survey (22 questions). It is for an in-class assignment, is a pilot for future study, and the results will not be published. More details are on the surveys informed consent form. Thank you! --Alana S. Phillips doctoral student University of North Texas alanaphillips@my.unt.edu Sets for Research as well as Learning
  • but
  • Why contribute to a set?
  • Focus
  • Depth and engagement
  • Trust The problem of evil The problem of stupidity The problem (?) of diversity
  • open unprotected disclosed exposed insecure closed protected private hidden safe Dron, J., & Anderson, T. (2014) Agoraphobia and the modern learner. Journal of Interactive Media in Education, 3. http://jime.open.ac.uk/article/2014-03/html.
  • Collectives
  • Capture information and actions of the crowd Proces s Feedback processed information to the crowd captur e proces s feedbac k
  • Collective concerns filter bubbles path dependencies intentional abuse selection bias Matthew Effect missing pedagogical models
  • setnet group Universities departments companies nations Tribes Social networks - friends, work, community Subject areas Geographically collocated people Classes Tutorial groups Seminars Project teams ad-hoc learning networks clubs & societies Communities of practice Wikipedia editors Subject area mailing lists alumni networks Blends and combinations
  • Generations of distance learning pedagogies 1.Behaviourist/Cognitive Self Paced, Individual Study, 2.Social constructivist Groups, classes 3.Connectivist Networks 4.Holist - Sets and Collectives Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. PrivatePublic net group set individual
  • Is the LMS BAD? Bricolage the LMS as Enterprise Systems doesnt allow or cater for bricolage. Affordances resulting in an inability to leverage the affordances of technology to improve learning and teaching. Distribution the idea that knowledge about how to improve L&T is distributed and the implications that has for the institutional practice of e-learning." http://davidtjones.wordpress.com/David Jones
  • Walled Gardens (with windows) Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
  • Athabasca Landing User owned and generated tool kit
  • Enactment At Athabasca Landing
  • Landing.athabascau.ca Elgg based, open source Walled garden WITH windows very fine permissions controls Beyond the LMS Adoption issues
  • The Social Aggregations and Tech of 3 Generations of Conne