New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning - 5 views
-
The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
-
paul_size on 04 Sep 14I like this line about physical structures delaying innovation.
-
-
long timeline of slow change
-
almost all technological advancements related to information and communication have influenced three dimensions: 1. Our ability to create and share information and content 2. Our ability to connect and dialogue with others, a progressive minimization of the tyranny of space and time 3. Our ability to experience a simulated reality
- ...75 more annotations...
-
barriers to the creation of content and information
-
This timeline has enabled anyone with access to an internet connection to create and share information.
-
The barriers of expense and technical expertise - such as printing presses - are now lowered to the ease of creating a blog or podcast.
-
validating information accuracy
-
increased ease of content creation is the ability for conversations to occur,
-
in both real and delayed time, on a global level. Through tools such as mobile phones, Skype[2], video conferencing, instant message, and microblogging tools such as Twitter[3], conversations are no longer confined by space and time
-
For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
-
While technology is the undercurrent that has influenced much of the development in society and our ability to communicate, share, and create content, technology creates a different dimension not fully reflected in those advancements.
-
unattainable due to cost and access
-
Knowledge - the core product and source of engagement in education - has become increasingly fluid
-
What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual. (p. 207)
-
-
Border-less education - such as is evident by global universities like Open University (UK) and Athabasca University (Canada) Private for-profit - as defined by organizations such as University of Phoenix and Laureate Education Corporate universities - such as Defense Acquisition University. (Scott, 2002, pp. 4 - 5)
-
vital combat of lucidity
-
his era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge.
-
The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
-
adoption of innovation and systemic views of change.
-
adoption of innovation and systemic views of change.
-
A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning.
-
New trends drive innovation
-
when educators, school systems, and research groups begin to adopt new approaches for learning.
-
Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces.
-
Given the opportunities of technology to extend access to content, experts, and peer learners, does an existing classroom model still make sense? Do one-instructor classrooms need to give way to more diverse approaches of many instructors and many peer learners? How should curriculum be developed? How much structure needs to be applied to this type of model in the development of curricula and in the planning of instruction? Does instructional design similarly need to be rethought?
-
Once spaces
-
complex problem solving through collaboration, and new relationships between educational institutions and society are all possible as systems ch
-
catalyst and push-back factors
-
Social pressures were building that resulted in the eventual eruption of political reorganization.
-
Prior Learning Assessment and Recognition
-
Yet learning occurs in many places, formats, and process
-
limitless dimensions exist in our learning (
-
n addition to formal education, learning occurs through games and simulations, mentoring and apprenticing, performance support at the point of a learning need, self-learning that arises through critical and creative thinking, communities of practice and personal learning networks, as well as the many informal learning situations that arise through conferences, reading, volunteering, and hobbies.
-
(a) long-term trends influencing information creation, interaction, and technological change; (b) the nature of systemic change; and (c) the multi-faceted, dimension-less nature of learning. Consideration can now be given to a creative exploration of what educational structures might look like if created on the premises presented thus far.
-
Many of the assumptions that influence current school design are challenged when learners and educators have the ability to form global learning networks outside of the realm of traditional education. As we create "space and place, we create ourselves" (Cannatella, 2007, p. 632). Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments. Oblinger (2006) addressed the link between space design and opportunities for learning:
-
Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)
-
carrier of patterns of previous reasoning
-
hierarchical mindset exists with regard to educational content
-
classification schemes of individuals such as Aristotle and Linnaeus
-
The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification
-
structure content and interaction into hierarchical structures.
-
The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design.
-
an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
-
suggests a certain view of
-
learning
-
Learning is seen as bounded, structured, managed by a single expert (the teacher),
-
different affordances
-
ecology of learning with
-
If ecologies are the spaces of learning, then networks are the structures of learning.
-
They arise in a space that both supports and confines their creation. The last decade has generated much thought on networks. A range of researchers from physics, mathematics, and sociology (Barabasi, 2002; Watts, 2003; Wellman, 1999) have explored the nature of networks and how they are a central component in all aspects of society, biology, and physics. The centrality of networks as an organizing scheme is also reflected in education, teaching, and learning (Siemens, 2006) under the concept of connectivism. Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks. The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
-
A pedagogy of participation
-
Davidovitch (2007) suggested, "The call for a new pedagogy to accompany new instructional technologies, however, has largely remained unanswered."
-
The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms.
-
duplicate the structure of a classroom, little innovation is seen
-
pedagogy of oppression
-
discussion of participatory pedagogies
-
Learners are able to contribute to existing curricula.
-
Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
-
progressively rigid intellectual property laws or increased emphasis on learning outcomes
-
an attempt to create an educational system that recognizes the fluidity of learning and knowledge,
-
Questions shaping future directions
-
When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around
-
Content is not filtered according to the ideology of one professor.
-
MIT's OpenCourseWare
-
A fluid network of relationships
-
Accreditation is a value statement.
-
learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation
-
Some prefer a high degree of social interaction, while others prefer a more individual approach.
-
The motivation of peer-contact and schedule of learning activities and events may provide critical support to ensure learners do not drop out of their
-
Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might
-
brokering
-
funding model of universities relates to providing support for educators and i
-
societies to participate in the information and knowledge age. The critical challenges facing humanity are many. A highly connected and well educated populace appears to hold the greatest prospect for meeting these challenges.
-
-
Why is there still large investments being made in brick and mortar and not alternative deliveries?
-
-
e primacy of the educator and the role of the learners as receptive agents
-
learning management systems
-
Subscription fees to
-
as a source of guidance
-
Paper/presentation by Siemens talks about the difficulty of change and tries to develop a new view of teaching, learning and research. The abstract of the presentation is... "Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning."
