connectivism: museums as learning ecologies presented to canadian heritage information network march...
TRANSCRIPT
Connectivism: Museums as Learning Ecologies
Presented to Canadian Heritage Information
NetworkMarch 9, 2006
George Siemens
Learning TheoriesTheory Learning model Learning
resides
Behaviourism “Black box” Behaviour demonstration
Cognitivism Computer-model
In the mind of the individual – processed
Constructivism
Creation or construction of meaning (Building)
In the mind of the individual –constructed
Connectivism Networks and ecologies, connections
Distributed, in network
What is the museum’s view?
What is the museum’s definition of learning?
Function of museums
• Memory• Study/research• Knowledge sharing• Learning
How well are museums doing?
Challenge: how to improve learning
• Improving the learning aspect of museums:– In recognition of existence (public head space)
– Valuation– In process– In Method
• Online• Face to face• Blended
Democratizing Learning
• Let the learners decide• In all cases? What about educational
targets, standards, established criteria within fields?
• Link tool with intent– Facets - Bloom, Fink, Wiggins:
• Integral• “Small pieces, anywhere, any tool, any
time” (learning is in the aggregate)
The 5 C’s of learning today
What about community?
• Spaces for industry professionals to dialogue with each other…
• Spaces for learning providers to learn• Spaces for visitors to learn• Where does community fall short?
Where is the new value point?
• User-controlled Integration– Time– Device– Space– Format
• Content• Dialogue• Aspect of ecology
Blending realities
• Online and face-to-face• Online is physical is online
It’s coming undone…
• “Things fall apart; the Center cannot hold; Mere anarchy is loosed upon the world” (Yeats)
• Decentralization and distributed representation of knowledge– Critical in diverse, rapidly developing
knowledge spaces
• Conundrum: complex environments, without a filtered center, are overwhelming
What’s happening in libraries?
Intent: Relevance• Connections: people, technology,
information…in context• Device independent• Ubiquitous • Move to openness• Multi-faceted: experts, conversation-
based, information-coaching• “Learning commons” - integrated
Connectivism
• Learning as network creation• Knowledge rests in networks• Diversity• Non-human devices• “Know-where” more important than
“know-what” and “know-how”• Pattern recognition is key• Currency of knowledge is critical
Connectivism Taxonomy
• Awareness and Receptivity• Connection-forming• Contribution and Involvement• Pattern Recognition• Meaning-making• Praxis
Move from creating content to creating space in which content
is explored
Functionality of ecologies…
• DIVERSITY• Learning informally• Self-expression• Dialogue/debate• Archived knowledge• Structured learning (courses)• Apprentice/mentor• Tool-rich• Capacity for “centering elements”
Tools and death by buzzwords
• Blogs• Wikis• Podcasts• Games• Story telling• Immersive learning• Situated learning• Communities of
practice
• Social bookmarking• Tags and
folksonomies• Video logging• Wireless• Emergent• Ubiquitous• RSS• Aggregators
Transitioning museums
• Create ecologies• Teaching teachers• Networks/CoPs for practitioners• Extending technology (ubiquitous)• Blending
– Adding tech to F2F– Adding sociability to online
Begin…grow capacity