living, learning, communicating in an immediate world
DESCRIPTION
A discussion on how the future of education needs to be based on deep understanding, not shallow awareness...and the "disciplines of understanding" needed to achieve thisTRANSCRIPT
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Living, Learning, Communicating in an
Immediate World
ADETA, October 2007George Siemens
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
For the most part, educational futurism is a mixture of trendiness, bad psychology, and technological impressionability
Carl Bereiter
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Mixed messages
1. Networks and tools2. Access and impact3. Granovetter meets Gibson4. Students and employees5. Their World6. Our need7. Our response?
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
1. Networks & Tools
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Learning
• Neural network
• Conceptual network
• Physical network– People– Content
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
What do networks do?
Understanding yields understanding
Nodes increase opportunities for more connections (history, multi-faceted understanding of disciplines)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
...the tools we use, when learning, shape and very largely determine what and how we can learn
Kieran Egan
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Immediately?
• Access: OER,
• Find:
• Connect:
• Communicate: Mobile
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Immediately?• Locate:
• Collaborate: wikis
• Create:
• Share: Presently
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Immediately?
• Plan:
• Publish: blogs
• Interact: two-way dialogue &
• Tie it together:
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
We shape our tools and then our tools shape us
McLuhan
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
What have tools done?
Opened accessDistributed controlRaised noiseImmediacy
Symmetry of effect everything gets impacted (information)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Rhetoric of the
electrical sublime
long-standing, naive, and utopian expectations
Carey & Quirk
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
2. Access and Impact
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Education’s future will be shaped in
developing countries
China: HE enrolment doubled, 2000 – 2003 16 million. Exceeds US
India: by 2010, 40% of all
HE education will be distance
Carnegie Foundation (2006)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Access• 70+% level in many countries (Net)
• Mobile/PDA (21%) web access – doubled in 2003-2005-2007
• 88% have mobile
• Steep decline after age 55
Oxford Internet Institute
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
IT Ownership73% own laptops
91% have high speed
86% mobile phone
Net Generation age group is more highly engaged than older students in technologies that enable socializing
ECAR Study (2007)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
We live in a society in which the “channels for distribution of change” are carried with us as part of daily life.
Sharples, Taylor, Vavoula
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Mobile computing, portable devices, and ubiquitous broadband mean that we have access to people, information, and data wherever we may be
Horizon Report (2007)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
What is the impact of immediate?
Control shiftWeakened filter
Can you spare $4 billion?
Real is fake
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
3. Granovetter meets Gibson
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Weak ties
Empirical evidence that the stronger the tie connecting two individuals, the more similar they are, in various ways
Mark Granovetter (1973)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Weak ties
weak ties of communication
weak ties of information
(content is not understanding)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Gibson’s Affordances
• Action potential• Preconditions for activity• Agent, object, interaction• Affordance is a property of this
interaction
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Nature of ties is an affordance of the medium
object, actor, activity
– Parent/child (twitter, IM)– Friends– Colleague– Some one you’ve never met f2f
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
A new medium does not add something; it changes everything.
Neil Postman
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
4. Students and employees
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
This isn't the MTV generation we're talking about this is the everything, all-the-time generation
Tim Blackmore
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Millennials
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Coddled, narcissistic praise junkies
US Navy
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Engagement
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Participative web: user-created contentOECD
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Capturing
Capturing what used to be transitory– Mobile phones– Justin.TV
Their lives are being captured and shared
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Their view of IT in courses
• 60% - improved my learning• 40% - more engaged when IT is used• 73% - more prompt feedback• 58% - helps me better communicate
with classmates• 59% - better control of course
activitiesECAR Study (2007)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
5. Their World
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
What type of world will our
students inherit?
• Complex• Information
saturated• Conflict-riddled• Self-destructing
• Hopeful• Democratic• Innovation• Equality
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Need for advanced learning
2 of every 3 new/replacement jobs require PSE
Canadian Council of Learning (2006)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
6. Our Need
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Understanding requires time, depth, sustained attention
Takes 10 years to become a master
Howard Gardner
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Complex tasks requiregreater engagement and focus
than weak attention ties permit
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Digital literacy
Information literacy
21st century skills
Harvard curriculum
Play, performance, networking, distributed cognition
(Jenkins)
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Depth...
Slow LearningGeetha Narayanan
Deep smarts
Deep understanding
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Disciplines of Understanding
Reflection
ReviewConnections
Socialization
Explication
Slow, deep, immersive
Multi-faceted
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
7. Our response?
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
How have these
changes impacted
education?
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
Stages
Adopt tools and methodsAdapt practicesAdjust policies
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Exist in the spaces they exist, understand their culture
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
What shall we change?
• Libraries• Classrooms• Policies• Schools• Accreditation• Experts• Curriculum
Change toward understanding.
NOT
Educator peer-pressure
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Learning Technologies Centrewww.umanitoba.ca/learning_technologies
www.elearnspace.orgwww.connectivism.ca
www.knowingknowledge.comhttp://ltc.umanitoba.ca/wordpress