Peter Sloep
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Sociale media en een levenlang leren
Mei 31, 2012, DiemenPeter Sloep,
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vooraf: technologie
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Technology Push
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TechnologyPull
Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18, 245-261.
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• technologie duwt én trekt tegelijkertijd
• verstandige technologische innovatie kijkt zowel naar wat er met sociale media kan als naar wat het onderwijs ervan nodig heeft
innovatiestrategie
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• technologie is niet louter een instrument, technologische artefacten worden sociaal geconstrueerd
• bedoeld versus feitelijk gebruik
• houd hiermee in je ontwerp rekening; versterken, niet beperken van gebruiker
interpretatieve flexibiliteit
Pinch, T. J., & Bijker, W. E. (1984). The Social Construction of Facts and Artefacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit from Each Other. Social Studies of Science, 13(3), 399-441.
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agenda
• analyse maatschappelijke veranderingen en daaruit voortvloeiende nieuwe leerbehoeften
• voorstel voor hoe je daarin kunt voorzien: netwerkleren
• afsluiting
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maatschappelijke veranderingen &
nieuwe leerbehoeften
zie tekst science guide voor nadere uitwerking
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Peter Drucker: kenniswerker
Manuel Castells: netwerkmaatschappij,
informatiemaatschappij
Alvin Toffler: third wave
Castells, M. (1996). The information age: economy,
society and culture, part 1: the rise of the network society.
Oxford: Blackwell.
Toffler, A. (1980). The Third Wave. Morrow, New Jersey.
Drucker, P. F. (1993). The post-capitalist society. Oxford:
Butterworth Heinemann.
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Knowledge workers in today's workforce are individuals who are valued for their ability to act and communicate with knowledge within a specific subject area. ... Fueled by their expertise and insight, they work to solve those problems, in
an effort to influence company decisions, priorities and strategies. What differentiates knowledge work from other forms of work is its primary task of “non-routine” problem solving that requires a combination of convergent, divergent,
and creative thinking.
Reinhardt, W., Schmidt, B., Sloep, P. B., & Drachsler, H. (2011). Knowledge Worker Roles and Actions - Results of Two Empirical Studies. Knowledge and Process Management, 18(3), 150-174.
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[Knowledge workers] ‘require new work styles [...] localisation, selection and combination [of] artefacts (e.g.
information, tools, software) and of other people [...]’, ‘find themselves operating in distributed, dynamically-
changing and technologically-mediated [...] ill-defined, non-hierarchical environments within expanding geographical and time horizons; developing and maintaining networks with peers and expert communities and collaborating in
culturally diverse and geographically distributed teams [...] (learning) goals are emergent [...] there is no longer any
one authority that can tell you what you need to learn and when. [...] the ability to self-regulate one’s learning [...].
Margaryan, A., Milligan, C., & Littlejohn, A. (2009). Self-regulated learning and knowledge sharing in the workplace : Differences and similarities between experts and novices. Proceedings of 2009 Researching Work and Learning (RWL) Conference, Roskilde, Denmark (Vol. 68). Roskilde, Denmark.Wednesday, May 30, 12
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twee feiten en een veronderstelling
• scholen leiden geen kenniswerkers op die de complexe problemen van de kennismaatschappij kunnen oplossen
• eenlingen kunnen het evenmin
• teams van mensen die met elkaar leren en kennis creëren mogelijk wel
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hoe organiseer je dit soort leren?
• er is geavanceerde kennis nodig
• interdisciplinaire groepen moeten samenwerken
• samenstelling kennis en groep is probleemspecifiek
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twee voorbeelden
www.biekbracht.nlwww.handover.ou.nl/
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netwerkleren
als collectief leren in online sociale netwerken die zo ontworpen en geïnstrumenteerd zijn (onder meer met sociale media) dat zij het delen en creëren van kennis
bevorderen
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kennis komt steeds meer vrijelijk beschikbaar!
web 1.0 het informatieweb
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• zoekmachines, wikipedia, blogs, twitter, scoop.it, RSS feeds, ...
• Open Educational Resources
• Open Data, Open Journals, Open ...
• issue: hoe onderscheid je amateurs van experts?
Keen, A. (2005). The Cult of the Amateur: How Today’s Internet is Killing Our Culture. New York: Random House.Surowiecki, J. (2004). The Wisdom of the Crowds. New York: Random House.
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er komen steeds meer manieren om contact te leggen met elkaar!
web 2.0 het sociale/semantische web
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• fora, blogs, microblogs, ...
• generieke sociale netwerken als Facebook, Google+, LinkedIn, Plaxo, Yammer, Netvibes, ....
• specifieke sociale netwerken als Mendeley, Academia.org, ...
• NB: privacy issues en missende functies
Berlanga, A. J., & Sloep, P. B. (2011). Towards a Digital Learner Identity. In F. Abel, V. Dimitrova, E. Herder, & G.-J. Houben (Eds.), Augmenting User Models with Real World Experiences Workshop (AUM). In conjunction with UMAP 2011. July, 15, 2011, Girona, Spain. Girona, Spain.
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hoe ondersteun je didactisch het leren in
netwerken?
van sociale media naar sociale media voor leren
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• instructie en individueel leren
• participatie en sociaal leren
• leren in collectieven
Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor–An emergent epistemological approach to learning. Science & Education, 14(6), 535-557.Wednesday, May 30, 12
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• Connectionisme van Siemens en Downes
• Massive Open Online Courses
• Self-regulated/directed learning
• taakanalyse, doel vaststellen, zelfevaluatie/reflectie, aanpassing
Zimmerman, B. J. (2006). Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 705-722). Cambridge U.P.
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netwerk als leeromgeving
dynamiek in netwerken
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• lerende, losse collectieven van kenniswerkers
• georganiseerd in tijdelijke, ad-hoc groeperingen of gemeenschappen, gericht op oplossen specifiek probleem
• groepen maken deel uitmaken van grote, online, onderwerpspecifieke sociale netwerken
Sloep, P. B. (2009). Fostering Sociability in Learning Networks through Ad-Hoc Transient Communities. In M. Purvis & B. T. R. Savarimuthu (Eds.), (pp. 62-75). Heidelberg, Germany: Springer.
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• peer-ondersteuning creëert ad-hoc-groepen
• er ontstaan strong ties binnen de groepen, weak ties ertussen
• er komen makelaars die groepen verbinden
Fetter, S., Berlanga, A., & Sloep, P. B. (n.d.). Using Ad-Hoc Transient Communities to Socialize a Learning Network: A Theoretical Framework and Model. International Journal of Learning Technology.
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hoe ondersteun je netwerkleren technologisch?
specifieke technologieën
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• peer support
• social search engine
• remashed
• content recommender op basis van facebook, delicious, ...
Van Rosmalen, P. (2008). Supporting the tutor in the design and support of adaptive e-learning; SIKS Dissertation Series No. 2008-07. Onderwijstechnologische Expertisecentrum OTEC. Open Universiteit Nederland, Heerlen.
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afsluiting
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samenvattend
• informatiemaatschappij en kenniswerkers vragen om niet schools leren
• netwerkleren lijkt een antwoord
• het maakt gebruik van een mix van bestaande en speciaal ontworpen sociale media
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twitter: pbsloepdel.icio.us: pbsloepslideshare: pbsloep
www.scoop.it/t/networked-learning-learning-networks/
www.scoop.it/t/networked-learninghttp://pbsloep.blogspot.com/
www.mendeley.com/profiles/peter-sloep/
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