In search of connected learning: Exploring the pedagogy of the open web
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Transcript of In search of connected learning: Exploring the pedagogy of the open web
In search of connected learning:
Exploring the pedagogy of the
open webeLearning@Ed 2016
Laura Gogia, MD, PhD @googleguacamole -
lauragogia.comVirginia Commonwealth University
U.S.A.
Photo by NASA (CC BY 2.0)
@googleguacamole #elearningedPhoto by Laura Gogia (CC BY 2.0)
Photo by opensource.com
@googleguacamole #elearninged
@googleguacamole #elearninged
Connected LearningInclusiveExperiential Participatory Authentic Ito, M., et al. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.
Photo by NASA (CC BY 2.0)
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Connected Learning is progressive education for a networked world.
Photo by Mickey G Ottowa (CC BY 2.0)
Digital Participatory CultureInteractiveCreativeSharing/contributingInformal mentoringJenkins, H. et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.
@googleguacamole #elearninged
@googleguacamole #elearninged
Digital WorkflowFILTER / AGGREGATECRITIQUE REMIX AMPLIFYSiemens, G. (2005). Connectivism: A learning theory for the digital age.
Photo by Abd Allah Foteih (CC BY 2.0)
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What might connected learning look like in higher education?
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Learning experiences that draw from web structure & culture to (potentially) support connected learning & student agency, engagement, & success.Photo by NASA (CC BY 2.0)
Openly Networked Connected Learning
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RamPages
To date, RamPages is 16,000 websites large and still growing.
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Connected CoursesOpenly networked digital spacesNetworked participatory activitiesAuthentic learning products @googleguacamole
#NLC2016
IND
IVID
UAL
STU
DEN
T BL
OG
S
COURSE WEBSITE
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Openly Networked
Course Structure
PubliclyVisible
SAMPLE Student Blog
rampages.us/coveringthecoverage
SAMPLE Course Bloggregate
Photo by Isaac Vigniole (CC BY 2.0)
Openly Networked supportsstudent agency & discovery
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DIG
ITAL
CO
MPO
SITI
ON
COLL
ABO
RATI
ON
CR
OW
DSO
URC
IN
G
Reflective Content/Topic DrivenMultimodalCommentingReceiving Feedback
COURSE WEBSITE
RSS FeedsHyperlinks
Networked Participation
greatvcubikeracebook.net
greatvcubikeracebook.net
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Photo by Brian Palmer (rampages.us/bxpnyc)
SECTION WEBSITES
IND
IVID
UALS
TUD
ENT
WEB
SITE
S
“COVERING THE COVERAGE”
WEBSITE
http://rampages.us/fieldbotany
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http://rvarts.org
Multimodal Compositionfordigital fluency & multiple perspectives
@googleguacamole #elearningedPhoto by Corry, Flickr (CC BY 2.0)
Inspiration: DS106 (http://ds106.us), University of Mary Washington
Purpose: (1) Students process abstract course concepts. (2) Enhance digital fluency.
Sample: Find or make an image/video/recording to represent what “community” means to you.
Action: Embed & briefly explain your creative choice in a blog post. Posts are aggregated on the course website to inspire discussion.
#CuriousCoLab Creative Makes
Barnraising, Wikipedia (Public Domain)
Final Projects
http://toty89.wix.com/rememberhttps://kaurh5.atavist.com/multitaskingtechnology
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Photo by Cynthia del Rio(CC BY 2.0)
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Research
Connected Learning requires
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the recognition and creation of connections with people and across
concepts, contexts, and time.
Can we capture connected learning through student digital annotation?
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Student
InstructorTeaching Assistant
Open ParticipantOther Participant
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BLOG POST HYPERLINKS Additional Resources Traditional Citations
Embedded Definitions/ExamplesPersonalized Timeline of Learning
Contextualize Work (for Audience?)
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1. For more info, 2. check out: 3. NY Times article 4. CNN article 5. Local news article
STUDENT BLOG TEXT
1.
2.
3. Additional resource4. Additional resource5. Additional resource
THEMATIC ANALYSIS
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1. Smith (2010) 2. states that verbal 3. and nonverbal 4. communication can 5. impact…
STUDENT BLOG TEXT
1. Traditional citation2.
3. Embedded description 4.
5.
THEMATIC ANALYSIS
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1. As part of this course, 2. I have created a 3. framework and 4. design structure for…
STUDENT BLOG TEXT
1. Audience (?) context2.
3. Personal timeline4. Personal timeline
THEMATIC ANALYSIS
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AESTHETIC ILLUSTRATION EXTENSION
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Role of Images in Blog Posts
Students tweeted with hyperlinks to contribute
or promote items..
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Interesting article about student loans bitly.com/123 #course
@Student might find this on financial aid interesting bitly.com/123 #course
HYPERLINKS AS CONTRIBUTION
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bitly.com/123 just confirms what was said by the speaker last week #course
My post on social network analysis bitly.com/123 #courseI blogged on social network analysis as #dataviz for #connectedlearning bitly.com/123 #course
HYPERLINKS AS PROMOTION
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Conclusions: Digital Annotations
Nuanced areas for research & discussion Students seldom mentioned peer efforts
Lack of targeted contribution Lack of source identification for images
Hashtags!Course design & instructor behavior
matters
A lot of my classmates don’t get the importance of working with eachother. You know, you spend all that time in high school where you’re toldto write an essay and you don’t get much back besides a graded essay. Andthen maybe you put it on a shelf somewhere. That’s it.But early on in college I had this professor who didn’t just put agrade on my paper. He gave me real feedback. He’d say,‘This is great buthave you thought about this?’ Suddenly I saw that getting feedback, not just from one person but a lot of other people, would be extremely helpful.I was nervous about taking an online class, because I understandhow important interaction and group work is, but if anything this onlinecourse has had more opportunities for participation than any other classI’ ve taken.I get a little frustrated when I post and all I get for comments is threeclassmates telling me“Oh, that’s so great!” I want to have a discussion,and that’s not a discussion.But there are so many other people in this open forumcommenting on my posts too. It’s not like just having one teacher, it’s likehaving six or ten or twelve teachers giving me feedback and showinginterest in what I’m doing. It can be a little overwhelming, but a good kindof overwhelming.I think I’
ll send my final class project [on math educationreform] to the Board of Education. It probably won’t changeanything but will anything change education?It’
s really coolto think that I can send my work to people and make adifference. It’s a long way from just writing a paper for a class and stickingit on a shelf after it’s graded.I wish for every learning environmentto be an open space, bothemotionally and physically. I want space to move around and talk topeople. And I want to be able to experiment without people getting all judgy or biased. You know that virtual spaces are wide open, right?The problem with laboratory classesis that they have manuals, soeven though they are hands-on they aren’t the right kind of hands-on. Yougo in and there’s instructions waiting for you, telling you what to do andhow to do it.
4Say“
Ok, build a capacitor.”
Don’t say“Ok, build a capacitor andhere’s how you do it.” Hands-on. I mean creating, making something. Groups of studentsfiguring things out and sharing what they ’ ve found. We need to teach ourselves if we really want to learn.
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- VCU Undergraduate Student
@googleguacamole #elearningedPhoto by Laura Gogia (CC BY 2.0)
Photo by Jonathan Simcoe (CC BY 2.0)
Thank You.ADDITIONAL RESOURCES lauragogia.com
CONTACT INFORMATIONLaura Gogia, MD, PhD@[email protected]