connecting beyond content: education in abundance

CONNECTING BEYOND CONTENT:

Education in Abundance

Dave Cormier & Bonnie Stewart UPEI/ Edactive Technologies Inc.

@davecormier @bonstewart #mootca15

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What counts as education in a digital age?

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• WHY A Brief History of Content

Enter Knowledge Abundance

• HOW Presence

Individualization Network Learning

The making of content

Rome to Rhodes (62 BCE)

Content is people

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“Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University of Toulouse] the books of Aristotle which were

forbidden at Paris.”

- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)

Paris to Toulouse (1229 CE)

"Carlo  Crivelli  007"  by  Carlo  Crivelli  (circa  1435–circa  1495)  -­‐  Via  The  Yorck  Project:  10.000  Meisterwerke  der  Malerei.  DVD-­‐ROM,  2002.  ISBN  3936122202.  Distributed  by  DIRECTMEDIA  Publishing  GmbH..  Licensed  under  Public  domain  via  Wikimedia  Commons  -­‐  h"p://commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg  

Content is dead people

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Switzerland (1798 CE)

“I assert definitely, that a school-book is only good when an ���

uninstructed schoolmaster can use it at need, [almost as well as an

instructed and talented one].”

                                                                             -­‐  Pestalozzi,  1801,  How  Gertrude  Teaches  her  Children.  

Content is textbooks

The internet (1996 CE)

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Content is teacherpacks

The  advantages  to  students  are  tremendous  including:  •  loca=on  and  =me  independent  delivery  of  course  

material,  •  the  ability  to  serve  a  large  number  of  students  at  

a  poten=ally  reduced  cost,  •  a  simple,  familiar  interface.    

Goldberg,  M.,  Salari,  S.  &  Swoboda,  P.  (1996)  ‘World  Wide  Web  –  Course  Tool:  An  Environment  for  Building  WWW-­‐Based  Courses’  Computer  Networks  and  ISDN  Systems,  28:7-­‐11  pp1219-­‐1231  

h"p://kenleyneufeld.com/2008/04/18/moodle-­‐facebook-­‐twi"er-­‐and-­‐teaching-­‐online/  

The internet (2001 CE)

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Content is Open Educational Resources

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The internet (2005 CE)

Content is WIKI

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The internet (2012 CE)

Content is MOOCs

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So…the pinnacle of education is MOOCs & 4-minute instructional videos?

Education: A Changing Culture

knowledge scarcity

knowledge abundance

open / diverse systems

public, institutional values

market values

closed systems

"For the first time in human history, two related propositions are true. One, it no longer

is possible to store within the human brain all of the information that a human needs.

Second, it no longer is necessary to store within

the human brain all of the information that humans need.

Education needs to be geared toward the handling of data rather than the

accumulation of data.” - Berlo, 1975

Knowledge Abundance

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Abundance = integration of media into

daily life

…and education.

Structure of Abundance = Networks

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Networking: many-to-many communications

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Networks are not just for consuming, but connecting

Many-to-many communications allow us to create ourselves as

network nodes, forming webs of visible (& invisible) connections

This was the promise of Web 2.0.

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Education is not what we teach but HOW.

Learning is what people do with it.

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But this cannot be contained by a “teacherpack.”

It cannot be achieved by just putting content online.

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We need to shift the communications structures & concepts by which we

think about what we do in education.

Visitors & Residents

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Visitors & Residents •  The web as an

untidy garden tool shed

•  Actions are instrumental - users leave no social trace

•  Task is priority

•  The web as a human, social, connected place

•  Engagement leaves social traces & connections (as well as content) behind

•  Synthesis is priority

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Where is YOUR Moodle usage ?

Emphasizing content prioritizes visitor approaches.

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But learners must learn to be productive residents in a world of

knowledge abundance.

The history of education shows that as we scale, we

depersonalize learning.

We can use technology to have both scale and personalization. We

can connect beyond content.  

So. Connecting beyond content. HOW?

Presence

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Individualization

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Network learning

#ed1to1

In an age of abundance, online education needs to be more

than this. J

1. Presence

Build a sense of residency

Build threads of connection

Presence ≠ Content.

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Learning is Multi-faceted

Presence is Multi-faceted

h"p://www.uwb.edu/learningtech/hybrid-­‐and-­‐online-­‐learning/hybrid-­‐learning/faculty-­‐hybrid/hybrid-­‐intro  

There is no such thing as digital natives.

Online demands MORE presence

2. Individualized learning

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Rhizomes are difficult to contain

They follow their own paths.

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Learning contracts Evaluation Method:

Student work in this course is evaluated by

‘contract’ – meaning that each of you decide how much work you would like to do

for what grade. Individual assignments are given a ‘satisfactory ’ or ‘unsatisfactory ’

assessment upon completion, with the option for you to resubmit unsatisfactory

assignments within a given timeframe. Satisfactory assignment are those that show

a reasonable amount of effort.

Learning contracts

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Learning Analytics

Insiders

Outsiders

3. Network Learning

Sites of Connection & Residency

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Your LMS is your friend

But not the end of the known universe

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more.

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Scaffold & extend conversations & resource-sharing

@hypothes_is!

Open new conversations

#ed1to1