connecting beyond content: education in abundance

CONNECTING BEYOND CONTENT:

Education in Abundance

Dave Cormier & Bonnie Stewart UPEI/ Edactive Technologies Inc.

@davecormier @bonstewart #mootca15

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What counts as education in a digital age?

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• WHY A Brief History of Content

Enter Knowledge Abundance

• HOW Presence

Individualization Network Learning

The making of content

Rome to Rhodes (62 BCE)

Content is people

h"p://upload.wikimedia.org/wikipedia/commons/0/04/Telemachus_and_Mentor1.JPG

“Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University of Toulouse] the books of Aristotle which were

forbidden at Paris.”

- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)

Paris to Toulouse (1229 CE)

"Carlo Crivelli 007" by Carlo Crivelli (circa 1435–circa 1495) -‐ Via The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-‐ROM, 2002. ISBN 3936122202. Distributed by DIRECTMEDIA Publishing GmbH.. Licensed under Public domain via Wikimedia Commons -‐ h"p://commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg

Content is dead people

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Switzerland (1798 CE)

“I assert definitely, that a school-book is only good when an ��

uninstructed schoolmaster can use it at need, [almost as well as an

instructed and talented one].”

-‐ Pestalozzi, 1801, How Gertrude Teaches her Children.

Content is textbooks

The internet (1996 CE)

h"ps://chronologicaldot.files.wordpress.com/2013/03/lego1996.jpg

Content is teacherpacks

The advantages to students are tremendous including: •  loca=on and =me independent delivery of course

material, •  the ability to serve a large number of students at

a poten=ally reduced cost, •  a simple, familiar interface.

Goldberg, M., Salari, S. & Swoboda, P. (1996) ‘World Wide Web – Course Tool: An Environment for Building WWW-‐Based Courses’ Computer Networks and ISDN Systems, 28:7-‐11 pp1219-‐1231

h"p://kenleyneufeld.com/2008/04/18/moodle-‐facebook-‐twi"er-‐and-‐teaching-‐online/


h"p://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm

Content is Open Educational Resources

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Content is WIKI

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Content is MOOCs

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So…the pinnacle of education is MOOCs & 4-minute instructional videos?

Education: A Changing Culture

knowledge scarcity

knowledge abundance

open / diverse systems

public, institutional values

market values

closed systems

"For the first time in human history, two related propositions are true. One, it no longer

is possible to store within the human brain all of the information that a human needs.

Second, it no longer is necessary to store within

the human brain all of the information that humans need.

Education needs to be geared toward the handling of data rather than the

accumulation of data.” - Berlo, 1975

Knowledge Abundance

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Abundance = integration of media into

daily life

…and education.

Structure of Abundance = Networks

h"ps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801

Networking: many-to-many communications

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Networks are not just for consuming, but connecting

Many-to-many communications allow us to create ourselves as

network nodes, forming webs of visible (& invisible) connections

This was the promise of Web 2.0.

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Education is not what we teach but HOW.

Learning is what people do with it.

h"p://ocw.mit.edu/resources/res-‐8-‐005-‐vibra=ons-‐and-‐waves-‐problem-‐solving-‐fall-‐2012/index.htm

But this cannot be contained by a “teacherpack.”

It cannot be achieved by just putting content online.

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We need to shift the communications structures & concepts by which we

think about what we do in education.

Visitors & Residents

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Visitors & Residents •  The web as an

untidy garden tool shed

•  Actions are instrumental - users leave no social trace

•  Task is priority

•  The web as a human, social, connected place

•  Engagement leaves social traces & connections (as well as content) behind

•  Synthesis is priority

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Where is YOUR Moodle usage ?

Emphasizing content prioritizes visitor approaches.

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But learners must learn to be productive residents in a world of

knowledge abundance.

The history of education shows that as we scale, we

depersonalize learning.

We can use technology to have both scale and personalization. We

can connect beyond content.

So. Connecting beyond content. HOW?

Presence

h"p://www.uwb.edu/learningtech/hybrid-‐and-‐online-‐learning/hybrid-‐learning/faculty-‐hybrid/hybrid-‐intro

Individualization

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Network learning

#ed1to1

In an age of abundance, online education needs to be more

than this. J

1. Presence

Build a sense of residency

Build threads of connection

Presence ≠ Content.

h"p://dubioblog.com/2012/01/08/how-‐to-‐learn-‐the-‐how-‐learning-‐domains/

Learning is Multi-faceted

Presence is Multi-faceted

h"p://www.uwb.edu/learningtech/hybrid-‐and-‐online-‐learning/hybrid-‐learning/faculty-‐hybrid/hybrid-‐intro

There is no such thing as digital natives.

Online demands MORE presence

2. Individualized learning

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Rhizomes are difficult to contain

They follow their own paths.

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Learning contracts Evaluation Method:

Student work in this course is evaluated by

‘contract’ – meaning that each of you decide how much work you would like to do

for what grade. Individual assignments are given a ‘satisfactory ’ or ‘unsatisfactory ’

assessment upon completion, with the option for you to resubmit unsatisfactory

assignments within a given timeframe. Satisfactory assignment are those that show

a reasonable amount of effort.

Learning contracts

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Learning Analytics

Insiders

Outsiders

3. Network Learning

Sites of Connection & Residency

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Your LMS is your friend

But not the end of the known universe

h"ps://en.wikipedia.org/wiki/Here_be_dragons

more.

h"p://hyperboleandahalf.blogspot.ca/2010/06/this-‐is-‐why-‐ill-‐never-‐be-‐adult.html

Scaffold & extend conversations & resource-sharing

@hypothes_is!

Open new conversations

#ed1to1