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Transcript of Interaction and 3 generations for italian instit. for ed tech genoa 2017
Interaction Learning
and Teaching
Terry Anderson
Professor Emeritus
Centre for Distance Education
Athabasca University
34000 students 700 courses
100 distance education
Graduate and Undergraduate programs
Master amp Doctorate
Distance Education
ldquoBack to the land farmer and woodworkerrdquo 1971-86
The Tuft of Flowers
Robert Frost (1874ndash1963)
I went to turn the grass once after oneWho mowed it in the dew before the sun
The dew was gone that made his blade so keenBefore I came to view the leveled scene
I looked for him behind an isle of treesI listened for his whetstone on the breeze
But he had gone his way the grass all mownAnd I must be as he had been -alone
lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo
I thought of questions that have no replyAnd would have turned to toss the grass to dry
But turned first and led my eye to lookAt a tall tuft of flowers beside a brook
A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Athabasca University
34000 students 700 courses
100 distance education
Graduate and Undergraduate programs
Master amp Doctorate
Distance Education
ldquoBack to the land farmer and woodworkerrdquo 1971-86
The Tuft of Flowers
Robert Frost (1874ndash1963)
I went to turn the grass once after oneWho mowed it in the dew before the sun
The dew was gone that made his blade so keenBefore I came to view the leveled scene
I looked for him behind an isle of treesI listened for his whetstone on the breeze
But he had gone his way the grass all mownAnd I must be as he had been -alone
lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo
I thought of questions that have no replyAnd would have turned to toss the grass to dry
But turned first and led my eye to lookAt a tall tuft of flowers beside a brook
A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
ldquoBack to the land farmer and woodworkerrdquo 1971-86
The Tuft of Flowers
Robert Frost (1874ndash1963)
I went to turn the grass once after oneWho mowed it in the dew before the sun
The dew was gone that made his blade so keenBefore I came to view the leveled scene
I looked for him behind an isle of treesI listened for his whetstone on the breeze
But he had gone his way the grass all mownAnd I must be as he had been -alone
lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo
I thought of questions that have no replyAnd would have turned to toss the grass to dry
But turned first and led my eye to lookAt a tall tuft of flowers beside a brook
A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The Tuft of Flowers
Robert Frost (1874ndash1963)
I went to turn the grass once after oneWho mowed it in the dew before the sun
The dew was gone that made his blade so keenBefore I came to view the leveled scene
I looked for him behind an isle of treesI listened for his whetstone on the breeze
But he had gone his way the grass all mownAnd I must be as he had been -alone
lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo
I thought of questions that have no replyAnd would have turned to toss the grass to dry
But turned first and led my eye to lookAt a tall tuft of flowers beside a brook
A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
I thought of questions that have no replyAnd would have turned to toss the grass to dry
But turned first and led my eye to lookAt a tall tuft of flowers beside a brook
A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The mower in the dew had loved them thusBy leaving them to flourish not for us
Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim
The butterfly and I had lit uponNevertheless a message from the dawn
That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
And felt a sprit kindred to my own
So that henceforth I worked no more alone
But glad with him I worked as with his aid
And weary sought at noon with him the shade
And dreaming as it were held brotherly speech
With one whose thought I had not hoped to reach
lsquoMen work togetherrsquo I told him from the heart
lsquoWhether they work together or apartrsquo
Robert Frost (1874ndash1963)
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Valuesbull We can (and must) continuously improve
the quality effectiveness appeal cost and
time efficiency of the learning experience
bull Student control and freedom is integral to
21st century life-long education and
learning
bull Continuing education opportunity is a
basic human right
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Learning as Dance (Anderson 2008)
bull Technology
sets the
beat and
the timing
bull Pedagogy
defines the
moves
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Whatrsquos the Big Deal About
Interaction
ldquoLearning is experience
everything else is just
informationrdquo
Albert Einstein
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Defining Interaction
ldquoReciprocal events that
require at least two objects
and two actions Interactions
occur when these objects
and events mutually influence
one anotherrdquo
(Wagner 1994p 8)
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Value of Interaction
bull At heart of engagement and active
learning
bull 5 of 7 principles for good practice in
undergraduate education (Chickering amp
Gamson 1987)
bull Associated with retention and integration
(Tinto 1987 Schertzer amp Schertzer 2004
bull Associated with higher achievement
(many correlation studies)
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Functions of interaction in educational
contexts
bull pacing
bull elaboration
bull confirmation
bull navigation
bull inquiry
Hannafin (1989)
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
MOORErsquoS THREE
INTERACTIONS
CONTENT
PEERS
TEACHERS
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
(Garrison Anderson amp Archer 2000)
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Comparison
Moore (1989) Anderson and
Garrison (1998)
learnerndashcontent studentndashcontent
learnerndashinstructor studentndashteacher
learnerndashlearner studentndashstudent
teacherndashteacher
teacherndashcontent
contentndashcontent
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18
OthersLearner-Interface (Hillman et al 1994)
Learner-Environment(Burnham and Walden 1997)
Vicarious Interaction(Sutton 2000)
Learnerrsquos view
point
Multi-agentsrsquo
view points
including
nonhuman
agents
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The Interaction Equivalency Theorem Anderson (2003)
bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience
bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences
Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Interaction Through Three Generations
of Online Learning Pedagogy
1 BehaviouristCognitive ndash
2 Social Constructivist ndash
3 Connectivist
Anderson T amp Dron J (2011) Three generations
of distance education pedagogy
IRRODL 12(3) 80-97
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
1 BehaviouralCognitive
Pedagogies
bull ldquotell lsquoem what yoursquore
gonna tell lsquoem
bull tell lsquoem
bull then tell lsquoem what you
told lsquoemrdquo
Direct Instruction
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Gagnersquos Events of Instruction (1965)
1 Gain learners attention
2 Inform learner of objectives
3 Stimulate recall of previous information
4 Present stimulus material
5 Provide learner guidance
6 Elicit performance
7 Provide Feedback
8 Assess performance
9 Enhance transfer opportunities
Instructional Systems Design (ISD)
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Enhanced by the ldquocognitive
revolutionrdquo
bull Chunking
bull Cognitive Load
bull Working Memory
bull Multiple Representations
bull Split-attention effect
bull Variability Effect
bull Multi-media effect
ndash (Sorden 2005)
ldquolearning as acquiring and using conceptual and cognitive structuresrdquo
Greeno Collins and Resnick 1996
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Focus is on the Content and the Individual Learner
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Learning Alone
bull Maximizes Freedom
ndash Space time pace
bull Allows and promotes
individualization
bull Freedom from ldquogroup thinkrdquo
bull Power of auto-didacticism
bull Freedom from groups
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Nature of Knowledge
bull Knowledge is logically coherent existing independent of perspective
bull Context free
bull Capable of being transmitted
bull Assumes closed systems with discoverable relationships between inputs and outputs
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Interaction with Technologies in
1st generationbull CAI text books One way Lectures Video
and audio broadcasts and webcasts with
advancements
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Open Educational Resources
Because it saves time
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Oregon Students
Demanding OER
Participation
httpopenoregonorg
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Publisherrsquos Response to OERs
All resources linked to national learning outcomes
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
POERUP Map of OER
Initiatives
httppoerupreferatacomwikiMaps
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Open Online Course
Canto a Tenore
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Learning Analytics - Dashboard
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Big Data amp Education
1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets
2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions
3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy
Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for
a Cultural Technological and Scholarly Phenomenon
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
1st Generation
Conclusionbull Interaction is mostly one on one
bull Large and important role of student-
content interaction
bull OERs and analytics promise to reduce
costs and increase efficiency of
interactions
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
36
2nd Generation
Constructivist Pedagogybull Group Orientated
bull Membership and exclusion closed
bull Not scalable - max 50 studentscourse
bull Classrooms - at a distance or on campus
bull Hierarchies of control
bull Focus on collaboration and shared purpose
group
ldquoCreating a successful online community is
dependent on knowing what works in the face-
to-face environment and implementing
effective parallels onlinerdquo
ldquoCuthbertson amp Falcone 2014)
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Constructivist Knowledge is
bull Socially constructed
bull Arrived at through dialogic encounters (Bakhtin)
bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo
ndash Wegerif R
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
bull ldquoIs it not pleasant to
learn with a constant
perseverance and
applicationrdquo
bull Is it not delightful to
have friends coming
from distant quartersrsquo
Confucius Analects translated by Legge
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
bull Increase in learning outcomes social skills positive attitudes to learning BUT
bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo
Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering
Education 101(1) 119-137
Social Constructivist Learning
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The Power of Synchronous
Learning in Groups
bull Immediacy
bull Pacing
bull Social Modeling
bull Comfort level for student
and teachers but DONrsquoT fall
into classroom lectures
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Immersion
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
httpsvoicethreadcomu316369
httpsvoicethreadcomu316369b394099i4835363
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Group Management
bull Need good tools
to allow group to
work effectively
and efficiently to
build trust and
work effectively
at a distance
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
httpwwwcollaborativelearningorgsciencebiolo
gyhtml
OERs at work
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Social Constructivist Social
Formbull Group based
bull Limited in size
ndash Dunbarrsquos Max ~150 for a tribe
ndash Max 50 personssection in post secondary
bull Mutual awareness of each other
bull Teacher domination and dependency
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Social Constructivism and
Moocs ndash Swinnerton et al 2017
Swinnerton B Hotchkiss S amp Morris N (2017)
Comments in MOOCs who is doing the talking and does it help
Journal of Computer Assisted Learning 33(1) 51-64
bull Those who comment tend to complete
bull Some learners complete without social
interaction
bull Instructional design (reuqest for comment
etc) increase participation
bull Commentors more likely older more
educated and have more time
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
2nd Generation
Social Constructivist Pedagogy
Summary
bull Not scalable Expensive in terms of time
and money
bull New group tools enhance efficiency
bull Helps teachers and learners transition to
online learning
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
3rd Generation Connective
Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From
Andragogy to Heutagogy
bull Chaos Theory
bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier
bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that
they use in their interactionsrdquo
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Connectivist Knowledge
bull Is created by linking to appropriate people and
objects
bull May be created and stored in non human
devices
bull Is as much about capacity as current
competence
bull Assumes the ubiquitous Internet
bull Is emergent
George Siemens
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Connectivist Learning
Persistence
Accessibility
Network Effects
ldquoConnectivyingrdquo your course
httpterryaedublogsorg20121218connectivy-your-course
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
NOT Learning in a Bubble
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Disruptions of Connectivism
bull Demands net literacy and
net presence of students
and teachers
bull Openness is scary
bull New roles for teachers
and students
bull Artifact ownership
persistence and privacy
bull Too manic for some
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
ldquoexperience is the outcome of
some sort of interaction of the
individual with the
environment
Moreover this interaction
cannot be separated from the
environment (or surroundings)
in which it occursrdquo
ndash Dewey J (1938) Experience
and Education
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The Social Aggregation makes a
Difference to Interaction
bull Available from
AUPress ndash CC
license
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
The Social Aggregations of
Generation 3 Connective
Pedagogies
bull Individuals
bull Groups
bull Networks
bull Sets
3rd Gen Connectivist
2nd Gen Social
Constructivist
1st
Gen
CB
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Social Forms of Connectivism
Networks and Sets
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Social Networks
bull Facebook LinkedIn
bull Academia
bull Twitter
bull Blogs
bull Listservs
bull Privatendash NING
ndash ELGG
ndash Drupal
ndash Word Press
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Set Model of social aggregation
bull Aggregation of all peoplethings sharing
a particular interest commonality
bull Examples Set of all graduates of X all
psychology resources all physics teachers
bull Often set members curat resources with
social involvement limited to votes
comments links
bull Sets MAY develop into networks or
groups
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Most Common Set Tool
Tag Cloud or Twitter Hash Tag
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Classic Set Those editing (or
reading) a Wikipedia article
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Digital Citizenship
httpcitizen-excom
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Slide from Catherine Cronin
Slide from Catherine Cronin
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Moocs-
Set of all people with content
Interest
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Set Tools Pinterest Learnist Google
Collections
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Engrami
Moving from a Set
to a Net
to a Group
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
68
Connectivist freedoms
bull Locationwhere
bull Subjectwhat
bull Timewhen
bull Approachhow (pedagogy process)
bull Pacehow fast
bull Sociabilitywith whom (if anyone)
bull Technologyusing what (mediumtools)
bull Delegabilitychoosing to choose
setnet
group
notional levels of choice once a typical lsquocoursersquo is in progress
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Connectivist Learning Summary
bull Born on the Net
bull Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
bull Is emergent and can be disruptive
bull For advanced learners only
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Future of Institutional Educational
Systems1 who has control
2 who has ownership of the data
and the technology
3 how well are the technologies
integrated with other toolsets
and the experiences of
learners
4 what is the nature of the
learning structure in terms of
centralization and
decentralization
Siemens Gašević ampDawson (2015)
Future Technology Infrastructures for Learning
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed
Conclusions
bull Interaction is complicated
bull Interaction critical for learning
bull There is no one model context depth
intensity or aggregation that supports
interaction for everyone
bull The Net not only sustains an abundance
of informationcontent but also a wealth of
interaction opportunities
slides available on Slideshare
httpbitly20nqXdt
Terry Anderson terryaathabascauca
virtualcanuckca
Skype terguy
Your comments and questions
most welcomed