connecting beyond content - the impact of the digital on higher ed
TRANSCRIPT
CONNECTING BEYOND CONTENT:
The Impact of the Digital on Higher Ed
Dave Cormier & Bonnie Stewart University of Prince Edward Island
#T3 @davecormier @bonstewart
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What counts as education in a digital age?
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• NARRATIVES Print
Content Learning Objectives
• IMPACT Abundance
Networks Visitors & Residents
• CONNECTION Presence
Enforcing Independence Identity
The making of content
Rome to Rhodes, 62BCE
Content is people
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Charlemagne, circa 800
h"ps://en.wikipedia.org/wiki/Charlemagne#/media/File:Aachen_Domschatz_Bueste1.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)
From monastic to scholastic,1229
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commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg
Content is dead people
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Enter the printing machine, 1440
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Johann Heinrich Pestalozzi teaches Switzerland to read, 1798
“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
BIRMINGHAM STANDARD IV Reading – A few lines of poetry or prose, at the choice of the inspector. Writing – A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school. Arithmetic – Compound rules (common weights and measures).
- Report of the Federal Security Agency, US Office of Education 1876, p CLXII
Content is learning objectives
What was ‘the objective’?
Success is finishing.
Enter the database
The internet, 1996
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The internet, 2001
h"p://ocw.mit.edu/resources/res-8-005-vibragons-and-waves-problem-solving-fall-2012/index.htm
MOOCs, 2011
h"ps://twi"er.com/dkernohan/status/250889990828089344
Opening Accreditation, ASU 2016
So…the pinnacle of education is MOOCs & $49 credits?
Education: Changing Narratives
knowledge scarcity
knowledge abundance
open systems
public models
market models
closed systems
Abundance
Abundance ≠ Tech
h"p://www.telecomtv.com/argcles/tablets/retro-chic-apples-original-macintosh-reimagined-12100
Abundance = integration of media into
daily life
"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, Context for Communication
Structure of Abundance = Networks
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Networks are not JUST digital
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NETWORKS: many-to-many communications
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Networks are not just for consuming, but connecting
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Many-to-many communications make communicators into network
nodes, forming webs of visible (& invisible) connections
This cannot be achieved by just putting content online.
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We need to shift the communications structures by which
we think about what we do in education.
https://www.flickr.com/photos/jurgenappelo/5201869924!
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Visitors & Residents
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
- White & LeCornu, 2011
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Where are YOUR practices?
Emphasizing content prioritizes visitor approaches.
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But learners must learn to be productive residents in a world of
abundance.
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Networked education looks like THIS
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NOT LIKE THIS.
h"ps://svpow.com/2012/01/13/the-obscene-profits-of-commercial-scholarly-publishers/
All brilliance?
No guarantees.
Beyond here there be dragons?
Residents begin as
visitors.
So. Connecting beyond content. HOW?
1. Presence - Garrison, Anderson, & Archer, 2000
Builds a sense of residency
Builds threads of connection
There is no such thing as a digital native.
Presence ≠ Content
Presence is Multi-faceted
h"p://www.uwb.edu/learningtech/hybrid-and-online-learning/hybrid-learning/faculty-hybrid/hybrid-intro
Online demands MORE presence
2. Enforcing Independence Teaching the rhizome
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Rhizomes are difficult to contain
They follow their own paths.
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But we need to measure learning
The fact that we NEED to measure learning doesn’t make it possible
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Learning contracts: Supporting accountability
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.”
- Ed 366, UPEI
Analytics
Insiders
Outsiders
Community as both vehicle for curriculum and goal of
curriculum
The community IS the curriculum.
Communio
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In a digital space
3. Networked Identities
In institutional
structures, an individual has a role.
In a networked culture,
an individual has an identity, which it
is his/her job to differentiate.
You need to work on digital identity before it will work for you
Digital identity can offer control…
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Though never all the controls
Networked platforms can reduce identity to algorithms
Networked identities can amplify vulnerability
via commodification + re-inscription of societal biases
Networked identities can be difficult to contain & compartmentalize
Can also open new relationships
+ bring care
…and play.
h"p://cogdogblog.com/2015/04/the-one-the-only-rhizome-cowboy/
Sites of connection & residency
& networked learning
#ed1to1
Networked practices = scholarship
• Scholarship of discovery • Scholarship of integration • Scholarship of application • Scholarship of teaching
!
- Boyer, 1990
But a scholarship of abundance.
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