learning in context george siemens
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Learning in Context
George Siemenswww.elearnspace.orgwww.connectivism.ca
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Nature of Learning
• Climate in which learning occurs• Network creation (neural and social)
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Learning
• About• To do• To be• To transform
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Monochromatic
• Assuming that our current view is accurate all (or most) of the time
• Ignoring nuanced nature of learning, life, and situational specific aspect of intended learning
• Assumptions:– Each learning approach serves a unique
function– Each learning experience provides different
affordances
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We’re going “know-where”
“Know-where” is more important than “know-what” and “know-how”
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Know where…
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Connected Specialization
• Content• Social (collect
knowledge in my friends (Stephenson))
• Learning approach– Multi-dimensional– Multi-faceted– Multi-contextual
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Learning as a process, not event
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Formal Learning• What:
– Courses– Programs– Degrees– Defined by “established knowledge”– Structure imposed by experts in advance of
learning• Why: Structure, serve stakeholders, focused• Good for: initiating learners who are new
(foundation building)• Ineffective: when learning “at the point of
need” is required
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Experience/Game-based Learning
• What:– Problem Based Learning– Ill-defined learning targets– User defines process and space– Adaptive, flexible
• Why: Experiential (learning as a by-product of other activities)
• Good for: real life challenges• Ineffective: if foundations are not in place
(or the learning experience (as games) needs to provide foundation)
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Mentoring/Apprentice Learning
• What:– Personal– Guided and facilitated by “expert”
• Why: Accelerate personal performance• Good for: personal, relevant
knowledge/learning• Ineffective: foundation forming, “high-
bandwidth”
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Performance Support Learning
• What:– Learning at the point of need– Can rely on other learning approaches
• Why: Point of need, competence, assistive
• Good for: short, focused learning• Ineffective: Developing foundations
of a discipline
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Self-Learning
• What:– Meta-cognition– Learning about learning– Learning that is personally driven
• Why: Learning for pleasure, personal competence
• Good for: Exploring areas of personal interest
• Ineffective: How do learners know what they need to know?
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Community-based Learning
• What:– Diversity – “wisdom of the crowds”– Social/dialogue
• Why: create multi-faceted view of a space or discipline
• Good for: dialogue, diversity of perspective• Ineffective: foundational, “high time
requirement”
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Informal Learning
• What:– Conferences – workshops – colleagues
• Why: Serendipity, constant, ongoing, “in the stream”
• Good for: Continual, ongoing, multifaceted
• Ineffective: Chaotic, not always valued, scattered
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How do the pieces fit?
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Various types of learning
• Challenge: – how to integrate various perspectives,
learning, etc.– How do we create the whole?
• Tools don’t exist yet• Still modeled after classrooms
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Conversation, not Content
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Tools for the Task
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What’s wrong with courses?
• Courses can’t keep up with life today• Courses project start/stop learning• Schools need to transform/be
transformed by a particular era/culture
• Courses are “one-model” views (formal)
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Stop building courses
• Start building learning spaces that enable learning
• Provide learners with knowledge skills to learn for life– Teach learners how to build a personal
learning network– Assist learners to build conduits not
consume content
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Learning Ecology
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Learning Ecology
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Determining the approach
• Intended outcome• Nature of the learning task • Match task with appropriate medium• Consider profile and needs of learners• Meta-learning elements required (are
we trying to teach content or process?)• Diverse tools/spaces/ecologies
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