Interaction Learning

and Teaching

Terry Anderson

Professor Emeritus

Centre for Distance Education

Athabasca University

34000 students 700 courses

100 distance education

Graduate and Undergraduate programs

Master amp Doctorate

Distance Education

ldquoBack to the land farmer and woodworkerrdquo 1971-86

The Tuft of Flowers

Robert Frost (1874ndash1963)

I went to turn the grass once after oneWho mowed it in the dew before the sun

The dew was gone that made his blade so keenBefore I came to view the leveled scene

I looked for him behind an isle of treesI listened for his whetstone on the breeze

But he had gone his way the grass all mownAnd I must be as he had been -alone

lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo

Athabasca University

34000 students 700 courses

100 distance education

Graduate and Undergraduate programs

Master amp Doctorate

Distance Education

ldquoBack to the land farmer and woodworkerrdquo 1971-86

The Tuft of Flowers

Robert Frost (1874ndash1963)

I went to turn the grass once after oneWho mowed it in the dew before the sun

The dew was gone that made his blade so keenBefore I came to view the leveled scene

I looked for him behind an isle of treesI listened for his whetstone on the breeze

But he had gone his way the grass all mownAnd I must be as he had been -alone

lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo

ldquoBack to the land farmer and woodworkerrdquo 1971-86

The Tuft of Flowers

Robert Frost (1874ndash1963)

I went to turn the grass once after oneWho mowed it in the dew before the sun

The dew was gone that made his blade so keenBefore I came to view the leveled scene

I looked for him behind an isle of treesI listened for his whetstone on the breeze

But he had gone his way the grass all mownAnd I must be as he had been -alone

lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo

The Tuft of Flowers

Robert Frost (1874ndash1963)

I went to turn the grass once after oneWho mowed it in the dew before the sun

The dew was gone that made his blade so keenBefore I came to view the leveled scene

I looked for him behind an isle of treesI listened for his whetstone on the breeze

But he had gone his way the grass all mownAnd I must be as he had been -alone

lsquoAs all must bersquo I said within my heartlsquoWhether they work together or apartrsquo

I thought of questions that have no replyAnd would have turned to toss the grass to dry

But turned first and led my eye to lookAt a tall tuft of flowers beside a brook

A leaping tongue of bloom the scythe had sparedBeside a reedy brook the scythe had bared

The mower in the dew had loved them thusBy leaving them to flourish not for us

Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim

The butterfly and I had lit uponNevertheless a message from the dawn

That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground

And felt a sprit kindred to my own

So that henceforth I worked no more alone

But glad with him I worked as with his aid

And weary sought at noon with him the shade

And dreaming as it were held brotherly speech

With one whose thought I had not hoped to reach

lsquoMen work togetherrsquo I told him from the heart

lsquoWhether they work together or apartrsquo

Robert Frost (1874ndash1963)

Valuesbull We can (and must) continuously improve

the quality effectiveness appeal cost and

time efficiency of the learning experience

bull Student control and freedom is integral to

21st century life-long education and

learning

bull Continuing education opportunity is a

basic human right

Learning as Dance (Anderson 2008)

bull Technology

sets the

beat and

the timing

bull Pedagogy

defines the

moves

The mower in the dew had loved them thusBy leaving them to flourish not for us

Nor yet to draw one thought of ours to himBut from sheer morning gladness at the brim

The butterfly and I had lit uponNevertheless a message from the dawn

That made me hear the wakening birds aroundAnd hear his long scythe whispering to the ground

And felt a sprit kindred to my own

So that henceforth I worked no more alone

But glad with him I worked as with his aid

And weary sought at noon with him the shade

And dreaming as it were held brotherly speech

With one whose thought I had not hoped to reach

lsquoMen work togetherrsquo I told him from the heart

lsquoWhether they work together or apartrsquo

Robert Frost (1874ndash1963)

Valuesbull We can (and must) continuously improve

the quality effectiveness appeal cost and

time efficiency of the learning experience

bull Student control and freedom is integral to

21st century life-long education and

learning

bull Continuing education opportunity is a

basic human right

Learning as Dance (Anderson 2008)

bull Technology

sets the

beat and

the timing

bull Pedagogy

defines the

moves

And felt a sprit kindred to my own

So that henceforth I worked no more alone

But glad with him I worked as with his aid

And weary sought at noon with him the shade

And dreaming as it were held brotherly speech

With one whose thought I had not hoped to reach

lsquoMen work togetherrsquo I told him from the heart

lsquoWhether they work together or apartrsquo

Robert Frost (1874ndash1963)

Valuesbull We can (and must) continuously improve

the quality effectiveness appeal cost and

time efficiency of the learning experience

bull Student control and freedom is integral to

21st century life-long education and

learning

bull Continuing education opportunity is a

basic human right

Learning as Dance (Anderson 2008)

bull Technology

sets the

beat and

the timing

bull Pedagogy

defines the

moves

Valuesbull We can (and must) continuously improve

the quality effectiveness appeal cost and

time efficiency of the learning experience

bull Student control and freedom is integral to

21st century life-long education and

learning

bull Continuing education opportunity is a

basic human right

Learning as Dance (Anderson 2008)

bull Technology

sets the

beat and

the timing

bull Pedagogy

defines the

moves

Learning as Dance (Anderson 2008)

bull Technology

sets the

beat and

the timing

bull Pedagogy

defines the

moves

Whatrsquos the Big Deal About

Interaction

ldquoLearning is experience

everything else is just

informationrdquo

Albert Einstein

Defining Interaction

ldquoReciprocal events that

require at least two objects

and two actions Interactions

occur when these objects

and events mutually influence

one anotherrdquo

(Wagner 1994p 8)

Value of Interaction

bull At heart of engagement and active

learning

bull 5 of 7 principles for good practice in

undergraduate education (Chickering amp

Gamson 1987)

bull Associated with retention and integration

(Tinto 1987 Schertzer amp Schertzer 2004

bull Associated with higher achievement

(many correlation studies)

Functions of interaction in educational

contexts

bull pacing

bull elaboration

bull confirmation

bull navigation

bull inquiry

Hannafin (1989)

MOORErsquoS THREE

INTERACTIONS

CONTENT

PEERS

TEACHERS

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

Defining Interaction

ldquoReciprocal events that

require at least two objects

and two actions Interactions

occur when these objects

and events mutually influence

one anotherrdquo

(Wagner 1994p 8)

Value of Interaction

bull At heart of engagement and active

learning

bull 5 of 7 principles for good practice in

undergraduate education (Chickering amp

Gamson 1987)

bull Associated with retention and integration

(Tinto 1987 Schertzer amp Schertzer 2004

bull Associated with higher achievement

(many correlation studies)

Functions of interaction in educational

contexts

bull pacing

bull elaboration

bull confirmation

bull navigation

bull inquiry

Hannafin (1989)

MOORErsquoS THREE

INTERACTIONS

CONTENT

PEERS

TEACHERS

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

Value of Interaction

bull At heart of engagement and active

learning

bull 5 of 7 principles for good practice in

undergraduate education (Chickering amp

Gamson 1987)

bull Associated with retention and integration

(Tinto 1987 Schertzer amp Schertzer 2004

bull Associated with higher achievement

(many correlation studies)

Functions of interaction in educational

contexts

bull pacing

bull elaboration

bull confirmation

bull navigation

bull inquiry

Hannafin (1989)

MOORErsquoS THREE

INTERACTIONS

CONTENT

PEERS

TEACHERS

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

Functions of interaction in educational

contexts

bull pacing

bull elaboration

bull confirmation

bull navigation

bull inquiry

Hannafin (1989)

MOORErsquoS THREE

INTERACTIONS

CONTENT

PEERS

TEACHERS

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

MOORErsquoS THREE

INTERACTIONS

CONTENT

PEERS

TEACHERS

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

(Garrison Anderson amp Archer 2000)

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

Comparison

Moore (1989) Anderson and

Garrison (1998)

learnerndashcontent studentndashcontent

learnerndashinstructor studentndashteacher

learnerndashlearner studentndashstudent

teacherndashteacher

teacherndashcontent

contentndashcontent

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 18

OthersLearner-Interface (Hillman et al 1994)

Learner-Environment(Burnham and Walden 1997)

Vicarious Interaction(Sutton 2000)

Learnerrsquos view

point

Multi-agentsrsquo

view points

including

nonhuman

agents

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

The Interaction Equivalency Theorem Anderson (2003)

bull Thesis 1 Deep and meaningful formal learning is supported as long as one of the three forms of interaction (studentndashteacher studentndashstudent studentndashcontent) is at a high level The other two may be offered at minimal levels or even eliminated without degrading the educational experience

bull Thesis 2 High levels of more than one of these three modes will likely provide a more satisfying educational experience although these experiences may not be as cost- or time effective as less interactive learning sequences

Distance Teaching amp Learning Conference 2011 Madison Wisconsin 19

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

Interaction Through Three Generations

of Online Learning Pedagogy

1 BehaviouristCognitive ndash

2 Social Constructivist ndash

3 Connectivist

Anderson T amp Dron J (2011) Three generations

of distance education pedagogy

IRRODL 12(3) 80-97

1 BehaviouralCognitive

Pedagogies

bull ldquotell lsquoem what yoursquore

gonna tell lsquoem

bull tell lsquoem

bull then tell lsquoem what you

told lsquoemrdquo

Direct Instruction

Gagnersquos Events of Instruction (1965)

1 Gain learners attention

2 Inform learner of objectives

3 Stimulate recall of previous information

4 Present stimulus material

5 Provide learner guidance

6 Elicit performance

7 Provide Feedback

8 Assess performance

9 Enhance transfer opportunities

Instructional Systems Design (ISD)

Enhanced by the ldquocognitive

revolutionrdquo

bull Chunking

bull Cognitive Load

bull Working Memory

bull Multiple Representations

bull Split-attention effect

bull Variability Effect

bull Multi-media effect

ndash (Sorden 2005)

ldquolearning as acquiring and using conceptual and cognitive structuresrdquo

Greeno Collins and Resnick 1996

Focus is on the Content and the Individual Learner

Learning Alone

bull Maximizes Freedom

ndash Space time pace

bull Allows and promotes

individualization

bull Freedom from ldquogroup thinkrdquo

bull Power of auto-didacticism

bull Freedom from groups

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Gagnersquos Events of Instruction (1965)

1 Gain learners attention

2 Inform learner of objectives

3 Stimulate recall of previous information

4 Present stimulus material

5 Provide learner guidance

6 Elicit performance

7 Provide Feedback

8 Assess performance

9 Enhance transfer opportunities

Instructional Systems Design (ISD)

Enhanced by the ldquocognitive

revolutionrdquo

bull Chunking

bull Cognitive Load

bull Working Memory

bull Multiple Representations

bull Split-attention effect

bull Variability Effect

bull Multi-media effect

ndash (Sorden 2005)

ldquolearning as acquiring and using conceptual and cognitive structuresrdquo

Greeno Collins and Resnick 1996

Focus is on the Content and the Individual Learner

Learning Alone

bull Maximizes Freedom

ndash Space time pace

bull Allows and promotes

individualization

bull Freedom from ldquogroup thinkrdquo

bull Power of auto-didacticism

bull Freedom from groups

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Enhanced by the ldquocognitive

revolutionrdquo

bull Chunking

bull Cognitive Load

bull Working Memory

bull Multiple Representations

bull Split-attention effect

bull Variability Effect

bull Multi-media effect

ndash (Sorden 2005)

ldquolearning as acquiring and using conceptual and cognitive structuresrdquo

Greeno Collins and Resnick 1996

Focus is on the Content and the Individual Learner

Learning Alone

bull Maximizes Freedom

ndash Space time pace

bull Allows and promotes

individualization

bull Freedom from ldquogroup thinkrdquo

bull Power of auto-didacticism

bull Freedom from groups

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Focus is on the Content and the Individual Learner

Learning Alone

bull Maximizes Freedom

ndash Space time pace

bull Allows and promotes

individualization

bull Freedom from ldquogroup thinkrdquo

bull Power of auto-didacticism

bull Freedom from groups

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Learning Alone

bull Maximizes Freedom

ndash Space time pace

bull Allows and promotes

individualization

bull Freedom from ldquogroup thinkrdquo

bull Power of auto-didacticism

bull Freedom from groups

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Nature of Knowledge

bull Knowledge is logically coherent existing independent of perspective

bull Context free

bull Capable of being transmitted

bull Assumes closed systems with discoverable relationships between inputs and outputs

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Interaction with Technologies in

1st generationbull CAI text books One way Lectures Video

and audio broadcasts and webcasts with

advancements

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Open Educational Resources

Because it saves time

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Oregon Students

Demanding OER

Participation

httpopenoregonorg

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Publisherrsquos Response to OERs

All resources linked to national learning outcomes

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

POERUP Map of OER

Initiatives

httppoerupreferatacomwikiMaps

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Open Online Course

Canto a Tenore

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Learning Analytics - Dashboard

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

Big Data amp Education

1) Technology maximizing computation power and algorithmic accuracy to gather analyze link and compare large data sets

2) Analysis drawing on large data sets to identify patterns in order to make economic social technical and legal claims and design interventions

3) Mythology the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible with the aura of truth objectivity and accuracy

Boyd d amp Crawford K (2013) Critical Questions for Big Data Provocations for

a Cultural Technological and Scholarly Phenomenon

1st Generation

Conclusionbull Interaction is mostly one on one

bull Large and important role of student-

content interaction

bull OERs and analytics promise to reduce

costs and increase efficiency of

interactions

36

2nd Generation

Constructivist Pedagogybull Group Orientated

bull Membership and exclusion closed

bull Not scalable - max 50 studentscourse

bull Classrooms - at a distance or on campus

bull Hierarchies of control

bull Focus on collaboration and shared purpose

group

ldquoCreating a successful online community is

dependent on knowing what works in the face-

to-face environment and implementing

effective parallels onlinerdquo

ldquoCuthbertson amp Falcone 2014)

Constructivist Knowledge is

bull Socially constructed

bull Arrived at through dialogic encounters (Bakhtin)

bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo

ndash Wegerif R

bull ldquoIs it not pleasant to

learn with a constant

perseverance and

applicationrdquo

bull Is it not delightful to

have friends coming

from distant quartersrsquo

Confucius Analects translated by Legge

bull Increase in learning outcomes social skills positive attitudes to learning BUT

bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo

Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering

Education 101(1) 119-137

Social Constructivist Learning

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

36

2nd Generation

Constructivist Pedagogybull Group Orientated

bull Membership and exclusion closed

bull Not scalable - max 50 studentscourse

bull Classrooms - at a distance or on campus

bull Hierarchies of control

bull Focus on collaboration and shared purpose

group

ldquoCreating a successful online community is

dependent on knowing what works in the face-

to-face environment and implementing

effective parallels onlinerdquo

ldquoCuthbertson amp Falcone 2014)

Constructivist Knowledge is

bull Socially constructed

bull Arrived at through dialogic encounters (Bakhtin)

bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo

ndash Wegerif R

bull ldquoIs it not pleasant to

learn with a constant

perseverance and

applicationrdquo

bull Is it not delightful to

have friends coming

from distant quartersrsquo

Confucius Analects translated by Legge

bull Increase in learning outcomes social skills positive attitudes to learning BUT

bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo

Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering

Education 101(1) 119-137

Social Constructivist Learning

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

Constructivist Knowledge is

bull Socially constructed

bull Arrived at through dialogic encounters (Bakhtin)

bull ldquoDialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledgerdquo

ndash Wegerif R

bull ldquoIs it not pleasant to

learn with a constant

perseverance and

applicationrdquo

bull Is it not delightful to

have friends coming

from distant quartersrsquo

Confucius Analects translated by Legge

bull Increase in learning outcomes social skills positive attitudes to learning BUT

bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo

Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering

Education 101(1) 119-137

Social Constructivist Learning

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

bull ldquoIs it not pleasant to

learn with a constant

perseverance and

applicationrdquo

bull Is it not delightful to

have friends coming

from distant quartersrsquo

Confucius Analects translated by Legge

bull Increase in learning outcomes social skills positive attitudes to learning BUT

bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo

Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering

Education 101(1) 119-137

Social Constructivist Learning

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

bull Increase in learning outcomes social skills positive attitudes to learning BUT

bull ldquothe need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement hellipneed for patience and persistencehellip students experienced in cooperative learningrdquo

Hsiung C-M (2012) The Effectiveness of Cooperative Learning Journal of Engineering

Education 101(1) 119-137

Social Constructivist Learning

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

The Power of Synchronous

Learning in Groups

bull Immediacy

bull Pacing

bull Social Modeling

bull Comfort level for student

and teachers but DONrsquoT fall

into classroom lectures

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

Immersion

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

httpsvoicethreadcomu316369

httpsvoicethreadcomu316369b394099i4835363

Group Management

bull Need good tools

to allow group to

work effectively

and efficiently to

build trust and

work effectively

at a distance

httpwwwcollaborativelearningorgsciencebiolo

gyhtml

OERs at work

Social Constructivist Social

Formbull Group based

bull Limited in size

ndash Dunbarrsquos Max ~150 for a tribe

ndash Max 50 personssection in post secondary

bull Mutual awareness of each other

bull Teacher domination and dependency

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

bull Those who comment tend to complete

bull Some learners complete without social

interaction

bull Instructional design (reuqest for comment

etc) increase participation

bull Commentors more likely older more

educated and have more time

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

httpwwwcollaborativelearningorgsciencebiolo

gyhtml

OERs at work

Social Constructivist Social

Formbull Group based

bull Limited in size

ndash Dunbarrsquos Max ~150 for a tribe

ndash Max 50 personssection in post secondary

bull Mutual awareness of each other

bull Teacher domination and dependency

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

bull Those who comment tend to complete

bull Some learners complete without social

interaction

bull Instructional design (reuqest for comment

etc) increase participation

bull Commentors more likely older more

educated and have more time

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Social Constructivist Social

Formbull Group based

bull Limited in size

ndash Dunbarrsquos Max ~150 for a tribe

ndash Max 50 personssection in post secondary

bull Mutual awareness of each other

bull Teacher domination and dependency

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

bull Those who comment tend to complete

bull Some learners complete without social

interaction

bull Instructional design (reuqest for comment

etc) increase participation

bull Commentors more likely older more

educated and have more time

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

bull Those who comment tend to complete

bull Some learners complete without social

interaction

bull Instructional design (reuqest for comment

etc) increase participation

bull Commentors more likely older more

educated and have more time

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Social Constructivism and

Moocs ndash Swinnerton et al 2017

Swinnerton B Hotchkiss S amp Morris N (2017)

Comments in MOOCs who is doing the talking and does it help

Journal of Computer Assisted Learning 33(1) 51-64

bull Those who comment tend to complete

bull Some learners complete without social

interaction

bull Instructional design (reuqest for comment

etc) increase participation

bull Commentors more likely older more

educated and have more time

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

2nd Generation

Social Constructivist Pedagogy

Summary

bull Not scalable Expensive in terms of time

and money

bull New group tools enhance efficiency

bull Helps teachers and learners transition to

online learning

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

3rd Generation Connective

Pedagogiesbull Heutagogy ndash Hase S amp Kenyon C (2000) From

Andragogy to Heutagogy

bull Chaos Theory

bull Rhizomatic Learning ldquoThe community is the Curriculumrdquo Dave Cormier

bull Activity Theory amp Actor Network Theory (ANT)ndash ldquosystemic interactions of people and the objects that

they use in their interactionsrdquo

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Connectivist Knowledge

bull Is created by linking to appropriate people and

objects

bull May be created and stored in non human

devices

bull Is as much about capacity as current

competence

bull Assumes the ubiquitous Internet

bull Is emergent

George Siemens

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Connectivist Learning

Persistence

Accessibility

Network Effects

ldquoConnectivyingrdquo your course

httpterryaedublogsorg20121218connectivy-your-course

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

NOT Learning in a Bubble

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Disruptions of Connectivism

bull Demands net literacy and

net presence of students

and teachers

bull Openness is scary

bull New roles for teachers

and students

bull Artifact ownership

persistence and privacy

bull Too manic for some

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

ldquoexperience is the outcome of

some sort of interaction of the

individual with the

environment

Moreover this interaction

cannot be separated from the

environment (or surroundings)

in which it occursrdquo

ndash Dewey J (1938) Experience

and Education

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

The Social Aggregation makes a

Difference to Interaction

bull Available from

AUPress ndash CC

license

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

The Social Aggregations of

Generation 3 Connective

Pedagogies

bull Individuals

bull Groups

bull Networks

bull Sets

3rd Gen Connectivist

2nd Gen Social

Constructivist

1st

Gen

CB

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Social Forms of Connectivism

Networks and Sets

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Social Networks

bull Facebook LinkedIn

bull Academia

bull Twitter

bull Blogs

bull Listservs

bull Privatendash NING

ndash ELGG

ndash Drupal

ndash Word Press

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Set Model of social aggregation

bull Aggregation of all peoplethings sharing

a particular interest commonality

bull Examples Set of all graduates of X all

psychology resources all physics teachers

bull Often set members curat resources with

social involvement limited to votes

comments links

bull Sets MAY develop into networks or

groups

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Most Common Set Tool

Tag Cloud or Twitter Hash Tag

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Classic Set Those editing (or

reading) a Wikipedia article

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Digital Citizenship

httpcitizen-excom

Slide from Catherine Cronin

Slide from Catherine Cronin

Slide from Catherine Cronin

Slide from Catherine Cronin

Moocs-

Set of all people with content

Interest

Set Tools Pinterest Learnist Google

Collections

Engrami

Moving from a Set

to a Net

to a Group

68

Connectivist freedoms

bull Locationwhere

bull Subjectwhat

bull Timewhen

bull Approachhow (pedagogy process)

bull Pacehow fast

bull Sociabilitywith whom (if anyone)

bull Technologyusing what (mediumtools)

bull Delegabilitychoosing to choose

setnet

group

notional levels of choice once a typical lsquocoursersquo is in progress

Connectivist Learning Summary

bull Born on the Net

bull Focuses on student responsibility for their

own learning and building of their own

learning nets and sets

bull Is emergent and can be disruptive

bull For advanced learners only

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

Set Tools Pinterest Learnist Google

Collections

Engrami

Moving from a Set

to a Net

to a Group

68

Connectivist freedoms

bull Locationwhere

bull Subjectwhat

bull Timewhen

bull Approachhow (pedagogy process)

bull Pacehow fast

bull Sociabilitywith whom (if anyone)

bull Technologyusing what (mediumtools)

bull Delegabilitychoosing to choose

setnet

group

notional levels of choice once a typical lsquocoursersquo is in progress

Connectivist Learning Summary

bull Born on the Net

bull Focuses on student responsibility for their

own learning and building of their own

learning nets and sets

bull Is emergent and can be disruptive

bull For advanced learners only

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

Engrami

Moving from a Set

to a Net

to a Group

68

Connectivist freedoms

bull Locationwhere

bull Subjectwhat

bull Timewhen

bull Approachhow (pedagogy process)

bull Pacehow fast

bull Sociabilitywith whom (if anyone)

bull Technologyusing what (mediumtools)

bull Delegabilitychoosing to choose

setnet

group

notional levels of choice once a typical lsquocoursersquo is in progress

Connectivist Learning Summary

bull Born on the Net

bull Focuses on student responsibility for their

own learning and building of their own

learning nets and sets

bull Is emergent and can be disruptive

bull For advanced learners only

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

68

Connectivist freedoms

bull Locationwhere

bull Subjectwhat

bull Timewhen

bull Approachhow (pedagogy process)

bull Pacehow fast

bull Sociabilitywith whom (if anyone)

bull Technologyusing what (mediumtools)

bull Delegabilitychoosing to choose

setnet

group

notional levels of choice once a typical lsquocoursersquo is in progress

Connectivist Learning Summary

bull Born on the Net

bull Focuses on student responsibility for their

own learning and building of their own

learning nets and sets

bull Is emergent and can be disruptive

bull For advanced learners only

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

Connectivist Learning Summary

bull Born on the Net

bull Focuses on student responsibility for their

own learning and building of their own

learning nets and sets

bull Is emergent and can be disruptive

bull For advanced learners only

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

Future of Institutional Educational

Systems1 who has control

2 who has ownership of the data

and the technology

3 how well are the technologies

integrated with other toolsets

and the experiences of

learners

4 what is the nature of the

learning structure in terms of

centralization and

decentralization

Siemens Gašević ampDawson (2015)

Future Technology Infrastructures for Learning

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

Conclusions

bull Interaction is complicated

bull Interaction critical for learning

bull There is no one model context depth

intensity or aggregation that supports

interaction for everyone

bull The Net not only sustains an abundance

of informationcontent but also a wealth of

interaction opportunities

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed

slides available on Slideshare

httpbitly20nqXdt

Terry Anderson terryaathabascauca

virtualcanuckca

Skype terguy

Your comments and questions

most welcomed