beyond borders: global learning in a networked world
DESCRIPTION
In this talk I addresse the phenomenon of open online learning, and in particular the massive open online course (MOOC), and discusses how it opens new frontiers in learning. Through theior use of open educational resources and a student-centered pedagogy, MOOCs make learning accessible to people no matter where they live. This is resulting in the transformation of the global education system such that advanced and formal learning is becoming increasingly accessible and affordable. In this talk I talks about the transformation of educational systems talking place, the policy implications of open online learning, and the practical implementation of open online courses.TRANSCRIPT
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Beyond Borders: Global Learning in a Networked
World
Stephen DownesYerevan, ArmeniaNovember 2, 2014
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Beyond Borders…
•We speak many different languages•This is both the challenge and the opportunity
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The MOOC Revolution
http://mfeldstein.com/mooc-history-presented-aacn13-conference/
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What does it mean?
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The point of the MOOC is to be open
But that means more than just free stuff, and more than just online videos
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It’s a way of thinking, a way of relating to the world
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It’s a way of creating harmony through diversityWhen each of us speaks a different language we all have something unique to say
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Open learning…
Open University opens in 1971Athabasca University (1970/72)Indira Gandhi National Open University (1985)
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Open learning (2)
•Over time – enhanced accessibility• distance learning• reduction of financial barriers• tuition reductions• subsidies
• progressive pedagogies• Creation of distance
learning pedagogies • Moore, Merrill, Gagne
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Open resources
• Project Gutenberg• Open Archives Initiative• BOAI• Dspace• ROAR
• Wikipedia• Curricki• Wikiversity• WikiEducator
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The OERu Logic Model
Taylor, J.C. 2007. Open courseware futures: Creating a parallel universe. e-Journal of Instructional Science and Technology (e-JIST), Vol 10, No. 1. Online: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/papers/full_papers/taylorj.htm
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Criticism of the Logic Model
• Traditional Curricular based approach• a focus on articulation & credit transfer• closed federation of traditional
institutes
• Tight link to traditional credentials
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It’s open delivery, but it’s not open learning…
Friere: it’s the banking method of education
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Open versus closed delivery• Learning objectives• concrete and stated Learning
Objectives vs. unstated and multiple objectives
•Organization of subject matter• knowledge of vs knowledge about• linear organization vs knowledge
community
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Open versus closed assessment• Subject and content-focused assessment, vs. performance-based and networked-based• Assessment against external criteria vs. self-assessment• Assessment by-instructor vs. 3rd-party assessment
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Free Learning
• Connectivist, or network, learning•Network design principles: distributed, disintermediated, dynamic•Design based on the ‘semantic principle’
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Learning is a matter of personal growth, not an accumulation of facts
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Connectivist Learning Design• A non-curricular based approach• course content is the ‘McGuffin’• learning takes places through interaction and
creativity
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But… why
• It’s a formal recognition that people have different destinations, different tastes• Based on an understanding that knowledge varies
according to these• Expresses the principle that networks –
communities – are stronger with multiple diverse perspectives• Knowledge learned is better – indeed, known
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In diversity, harmony and growth
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A Map of the Community
Connectivism: A Theory of Personal LearningStephen Downes, December 3, 2008, Educational Development Centre, Ottawahttp://www.downes.ca/presentation/208
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Our MOOC Model
• MOOC: Massive Open Online Course• There is no central core feature – no core content,
group, etc• Course design is a network, or a map, or a
community• Resources are distributed, and aggregated• Participants are encouraged to create their own
resources, communities, groups
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Connectivism & Connective Knowledge
http://www.youtube.com/watch?v=eW3gMGqcZQc
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How to be Successful in a MOOC
http://www.youtube.com/watch?v=r8avYQ5ZqM0
Dave Cormier
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The madness and mayhem of DS106
DS = Digital StorytellingDS106 redefined activities and participation
Jim Groom
http://ds106.us/
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eduMOOC underground
Jeff Lebow, Google+ hangout, and Livestream:Taking something ordinary, and making it something special – YOU make the MOOChttp://www.livestream.com/jefflebow/
Jeff Lebow
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2011: Year of the MOOC
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AI-Class: Redefining Massive
More than 100,000 people signed up for pre-registration – they got videos and online quizzeshttp://www.ai-class.com/
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2014: Year of the Anti-MOOC
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Transforming the system
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New cultures of learning
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AutonomyFreedom as the factors affecting mental states (empirical, cognitive, psychological)
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Freedom as the capacity to act on mental states (physical, social, structural, resources)
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Scope and range of autonomous behaviour (expression, association, selection, method)
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Diversity• Composition - many types of entities• Intention (of goals, desires (cf JS Mill))• Perspective (uniqueness of point of view, language)
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Mathematics of diversity (multiple inputs produce mesh networks)
http://lemire.me/fr/documents/publications/DiversityTechReport_October2008.pdf
• Putnam, Florida, and the rest of it
• Homophily and associationism
http://profesorbaker.wordpress.com/2011/01/30/homophily-and-heterophily-what-fires-together-wires-together-cck11/
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Openness• Open education, yes• Open content, teaching, assessment• Stages of openness and terminal path
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• Open networks (clustering instead of grouping)• Flow (input, output, feedback, plasticity)• Open Educational Resources as the
medium of communication
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Interactivity
• Influence vs emergence (thought-bubbles – “we perceive wholes where there are only holes”)
http://www.downes.ca/post/55001
http://connect.downes.ca/post/44222
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• Knowledge as pattern recognition• Ontological (real) vs perceptual
(recognized)
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Critical Literacies
Understanding how we use artifacts to communicate in online and other learning networks http://www.downes.ca/presentation/232
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New Roles for Government• Communications and Education
Infrastructure• Support for Open Educational Resources• Support for Free Learning• Management of assessments and
credentialing
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The Digital Infrastructure
• Public high-speed backbone networks• used not only for education but for other
public services: police, fire and emergency, hospital, municipalities, etc.
• Local Access• eg. Community Access Points
• Legal Framework• policy on digital rights and copyright• net neutrality and similar regulations
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A Note on SustainabilityWhatever we really want is sustainable
Like, say, highways and roads
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Sustaining Infrastructure• Support for existing programs and
services• cost reductions in communications overhead• improved efficiency of public service delivery
• Overhead on entertainment and commercial infrastructure• similar to broadcast ‘CanCon’ requirements
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Open Educational Resources• Traditional Resources• Already developed and
paid for by government• Open access initiatives
• Public Policy Resources• design to serve a public
end or objective• focus on basic literacies
& community empowerment
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Sustaining OERs
• Redirection of existing resource allocations• eg. OA mandates for grants and programs• community outreach for existing agencies
• eg, NASA
• Support for community-based OER process• integration of OER development and use
within publicly supported curricula• use of OERs in public services and programs- Stephen Downes, Models for sustainable Open Educational Rsources, ijklo.org/Volume3/IJKLOv3p029-
044Downes.pdf http://www.downes.ca/presentation/76- OER Help with Keynote Slides, OER-Forum http://lists.esn.org.za/pipermail/oer-forum/2011-October/thread.html
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Software and Service Support• Software and environment support• eg. Public Knowledge Project, • Open Journal Systems, Moodle, et
• Service networks and support• JISC / CETIS, EdNA, etc.• Common Services - eFramework
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Sustaining Support Systems• Development and systems research
support• Public adoption of open licensing• FLOSS
• GNU/GPL, BSD, etc• Creative Commons
• directs resources toward multi-sector development
• Community service requirement for commercially sourced software
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Assessment and Credentialing• Support for Personal Learning• provision of personal learning
environments and frameworks• promote lifelong learning• link to skills database, corporate training
registries• direct support for employment and funding
• personal portfolios and credential banks• voluntary, self-managed• optional identity frameworks
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The Old School 2.0
School 2.0 etoolkit http://etoolkit.org/etoolkit/
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New Models for Schools
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New Roles for Research
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Community = Interactions
•Not simply ‘spreading the word’•Not ‘amplification’• But rather, the creation of our own society, together• emergent from the free
actions of each of us• not based on the ideas
of one (or a small number) of individuals
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Open communities speak many languages
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Stephen Downeshttp://www.downes.ca