institutional knowledge (see description for link to video)
DESCRIPTION
A lecture given to a class of KMDI 1002: Knowledge Media Design: Contexts and Practices, where I introduced P2PU, and began to think about applying the theories of knowledge building and connectivism to open learning. Video synced with slides here: http://vimeo.com/12407128 Audio can be downloaded here: http://reganmian.net/files/KMDI%201002%20May%2027.mp3TRANSCRIPT
by Stian Håklevfor KMDI 1002 summer course, 27/5/10
Creative Commons BY 3.0
Institutional Knowledge
CC BY Juhansonin @ flickr
2
!"#$%&'$()$*(&+#&+$,-./-0+1
2.3304#$56(7.6$'#-/#.3#$0&$-(3+38$-(9:6#;0+1$.&'$-(66.7(/.+0(&8
2.3304#$<&-/#.3#$0&$-(&4#&0#&-#$.&'$.--#33
OpenLib frontpage
doaj
4
mit ocw course
5
6
egyan tsp course
7
8
!"#$$%&$'$#()*+',%+-%./$0*1/$%2$(#'*'3%4$5(3+3*$,
!" #$%&'()*+(,-./)01(-('$2!"#$%&'(")*%+,)-.-)/'#%
!0/)1%
3" /)1,-+*4-('(,- 234/56
5" /)11$4-('(,- 7"084396%',)%:4##"(0-."6
9
!"#$%&$'(!)'$&*&+,(-)./0)1%&$'(2,3)142#5*&65,(7,61,8,$*.*&)$8965&*:.**,$*&)$(,;;,<*=.1&.>&5&*4(?;;,<*2#5*&:3,/&.(,;;,<*(
@!"#$%&'()**+,
OLI CMU mainpage
11
intro open ed I
12
Intro Oed schedule
Intro Oed Participants introducing themselves
RSTM week 1 top
RSTM week 1 small
RSTM Week 1 comments
Designing for flexible learning practices
Facilitating online communities
Eval elearning best practices
intro dw II
21
The Chronicle of Higher Education, Oct 24, 2008
23
Courses - March 2010
Courses - March 2010
Introduction to Finance & Economics Cidadania e Redes Digitais Civic Hacking Climate Resilient Cities Copyright for Educators, Cycle 2 Creative Nonfiction Writing V2.0: Exploring Conflict through Open WritingGreen Action: Creating Sustainable Communities Intro ao Pensamento de Paulo Freire Intro to Concepts in Behavioral Economics and Decision Making Introduction to Cyberpunk Literature Kitchen Science Managing Election Campaigns Mashing Up The Open Web Music Theory 1 Solve Anything! Building Ideas through Design Transformational Art; The Mural Project
Research possibilities/challenges
Organization of classes: kinds of materials, communication/interaction tools
Motivation, retention
Actual learning happening
Accessibility to different learners
Appropriateness of different subjects/levels (project-based, OLI-link)
Link between iterations of courses
Pathways to formal accreditation
Alternative ways of demonstrating learning
Groups Networks
Groups Networks
limited in size (binary, you’re in or you’re out)possibly limited in time (12 week class)internal power structure, explicit or implicitshared goal?division of labor/cognitive rolespotential for “shared cognition”closed to the outer world (to various degrees)homogenous?
Groups Networks
limited in size (binary, you’re in or you’re out)possibly limited in time (12 week class)internal power structure, explicit or implicitshared goal?division of labor/cognitive rolespotential for “shared cognition”closed to the outer world (to various degrees)homogenous?
no definitive size or time framecan participate more or lessconnections by weak and strong linksgreat diversity, low homogeneitydriven by self-interest (capitalism, invisible hand)
Groups Networks
limited in size (binary, you’re in or you’re out)possibly limited in time (12 week class)internal power structure, explicit or implicitshared goal?division of labor/cognitive rolespotential for “shared cognition”closed to the outer world (to various degrees)homogenous?
no definitive size or time framecan participate more or lessconnections by weak and strong linksgreat diversity, low homogeneitydriven by self-interest (capitalism, invisible hand)
Knowledge Building
Groups Networks
limited in size (binary, you’re in or you’re out)possibly limited in time (12 week class)internal power structure, explicit or implicitshared goal?division of labor/cognitive rolespotential for “shared cognition”closed to the outer world (to various degrees)homogenous?
no definitive size or time framecan participate more or lessconnections by weak and strong linksgreat diversity, low homogeneitydriven by self-interest (capitalism, invisible hand)
Knowledge Building Connectivism/MOOC
Aspects
Kinds of learners
Openness
Persistent knowledge
Depth of learning / convergence / idea centredness
Motivation
Tools
Kinds of learners
from Leigh Blackall’s blog
CC BY Bert K @ flickr
Blogging can be very lonely...
34
35
The other 80%
The other 80%
Two kinds
37
Openness
Openness
- completely open to the world, anyone can read/write- read-only to the world, course members can write. (alternatively, there could be a mechanism for "world" members to contribute, that would be separate. for example by tagging their external blog posts with a certain tag, and having this sucked into a box on the side, etc)- only open to the defined group- within defined group, have conversations that are only open to certain members...
Identity/anonymity
- the world can see everybody's full (real) names- as above, but using robots.txt or something to prevent Google from indexing the site, to avoid people Googling your name. (Not likely to be a perfect solution, but still an interesting concept, to explore _why_ people are uncomfortable with having their contributions public)- interesting permutations, like only class mates can see real names, the world only sees a username. (I would love to be able to read the contributions by the class at OISE bout OER for example. But I don't really need to know who is behind it, and it doesn't have to be "trackable" back to that person... but for the people in the course, it might be important to be able to link online and in-class contributions etc)- everyone sees a username, which is constant - an online identity (which can have a profile, get points, be recognized etc). possibly the instructor sees the real person.- nobody use any usernames at all, every comment is anonymous, like writing on a toilet wall
Identity/anonymity
Persistence/organization of knowledge
A research portal. In more established fields such as cancer research, there is a consensus map of the structure of the field, the major research questions, and the different sub-communities and associated methodologies. It is possible to place oneself on the map, and to coordinate effort in a well understood way.
Persistence/organization of knowledge
42
Text
43
44
Motivation
Tools
Aspects
Kinds of learners
Motivation
Depth of learning / convergence / idea centredness
Openness
Persistent knowledge
Tools
Aspects
Kinds of learners
Motivation
Depth of learning / convergence / idea centredness
Openness
Persistent knowledge
Tools Thank you!
Stian Hå[email protected]://reganmian.net/blog