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Both these examples illustrate how students are taking control of their learning with the result that many currently perceived novices are actually becoming silent experts in how, where, and by whom they want to be educated (Alexander, 2003; Schmidt et al., 2009, on the emergence of peer-to-peer interaction)

e expected to be

The following are several specific examples of what the open standards and services must enable to make this new architecture for learning a reality: Digital content and applications must be easily, quickly (ideally, within a few minutes versus months), and seamlessly integrated into any platform that supports a set of vendor-neutral open standards and, importantly, are not trapped inside a single platform. User, course, and context information must be synchronized among selected applications so that neither the manual transfer of information nor multiple logins to different applications are required—thus making set-up and use of new software much easier for all concerned. Data that describes usage, activities, and outcomes must flow from learning content apps to the enterprise system of record, learning platforms, and analytics platforms. Systems, services, and tools must be virtualized and must increasingly move toward the elastic computing model that enables sharing scenarios across systems or other federations of users.Imagine what would happen if CIOs could safely add services and applications in a matter of days instead of months, if instructors could seamlessly combine these tools into their courses with one click, and if analytics data would begin to flow immediately thereafter. This new IT architecture would revolutionize the support for academic technology in the same way that the app movement has revolutionized what is available on mobile devices. A key difference with the new IT architecture, however, is that these educational apps are built using standards adopted and managed by the educational community and would be connected into the educational enterprise IT infrastructure.

The rise of the MOOC illustrates how important innovations often happen outside of established channels: by faculty who, interested in innovation, put together their own technology solutions outside their college or university. This should be a wake-up call for the higher education community to do better. Enterprise IT organizations need to enable such innovation, not stand in its way.

poll.

“Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”

learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age

it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic

We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising

“transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.

Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions

Learning is a process of connecting specialized nodes or information sources

The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.

When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.

‘As Student’

“It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”

Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).

‘As Student’

sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.

I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.

‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.

feeding forward’, as identified by Downes (2011).

“We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”

learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).

ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).

Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).

Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?

‘As Student’

‘As Student’

sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.

feeding forward’, as id

We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”

earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).

tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).

Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).

Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?

d social bookmarking in t

“Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”

‘The past always looks easy and the future always looks challenging’.

Our information overload is a filtering issue and we are having filter failure.

lexibility is the greatest strength.

online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f

Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.

“Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”

Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).

In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met

A key attribute of andragogy is self-directed learning

Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur

The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.

Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”

As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).

The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).

More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).

Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).

learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire

Recent research also indicates that the use of social media can support self-determined learning.

Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.

Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.

A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.

Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”

Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process

Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning

The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.

By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).

The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.

Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.  Simply put, “The capacity to know is more critical than what is actually known” (Siemens, 2008, para. 6)

The developmental implications of Downes’ definitions of learning and knowledge are far-reaching.  If learning transpires via connections to nodes on the network, then it follows that the maximization of learning can best be achieved through identifying the properties of effective networks, which is precisely what Downes sets out to achieve in Learning Networks and Connective Knowledge.

Siemens (2006b) highlights other factors that may inform the development of a new learning theory, namely “how we teach, how we design curriculum, the spaces and structures of learning, and the manner in which we foster and direct critical and creative thought in our redesign of education” (p. 6).

roponents of connectivism are “exploring a model of learning that reflects the network-like structure evident in online interactions,” (p. 12) but is this enough to constitute its formulation as a new learning theory, and does connectivism have anything new to offer?

the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education

A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.  Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.

written exams will have been replaced by assessment through multimedia portfolios of student work. These will show not only students’ current knowledge and competencies, but also their progression over time, and a range of equally important skills, such as their ability to work collaboratively, self-management of learning, and general communication skills. Assessment will be mainly on a continuous, on-going basis.

you are in a position to influence a different kind of vision

t will become increasingly difficult for institutions to protect student data and their privacy. This may turn out to be the biggest challenge for students, institutions, and government

Since content will be freely accessible, institutions’ reputation and branding will increasingly depend on the way they support learners. This will put much greater emphasis on instructors having good teaching skills as well as subject expertise.

They will have lost students to more prestigious universities and high status vocationally oriented institutions using online and flexible learning to boost their numbers.