education in abundance: network literacies & learning
TRANSCRIPT
EDUCATION IN ABUNDANCE: Network Literacies & Learning
Bonnie Stewart @bonstewart
University of Prince Edward Island #Elearning16
https://commons.wikimedia.org/wiki/File:Network_bot_drill_down_compromised_areas.JPG
me at work, last APRIL 17th
So. Yes. Thank you for inviting me. J
knowledge scarcity
knowledge abundance
open practices
public models
market models
closed practices
Personalizing Beyond Content… in Changing Times
NETWORKS
Digital + network tools connect people to each other
(When we let them)
• How we think about tools shapes what we can do with them.
• How we think about learning shapes what we can do with
education.
What does it mean to be literate in the 21st century?
Literacies = tools + concepts
https://www.flickr.com/photos/zzpza/3269784239/
Literacy, 400 BCE = Threat to Knowledge
Literacy, 1500 CE = Control of Knowledge
Literacies, 2016 BCE = Management & Synthesis of Knowledge
Expanding & expanding……
https://www.jisc.ac.uk/guides/developing-digital-literacies
What literacies are you working on?
Where are YOUR strengths?
THINK : PAIR : SHARE What literacies are you working on?
What literacies are the faculty & students you work with working on?
LITERACIES OF ABUNDANCE
Knowledge Abundance
https://www.flickr.com/photos/oakleyoriginals/4142641838/
"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
Abundance = integration of media into
daily life
…and education.
Sometimes abundance can be overload
http://www.flickr.com/photos/striatic/2191408271/
Structure of Abundance = Networks
https://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801
Networks are not JUST digital
h"ps://www.flickr.com/photos/ironypoisoning/8133705441
Networking: many-to-many communications
http://upload.wikimedia.org/wikipedia/it/thumb/d/d8/Do_Not_Adjust_Your_Set.jpg/280px-Do_Not_Adjust_Your_Set.jpg
https://www.flickr.com/photos/ooohoooh/1350774613/
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
…Like a party line with various private/public options
https://www.flickr.com/photos/94342662@N00/3869483214/
http://www.flickr.com/photos/21031300@N02/4076687726/
And permanence.
Abundance = the internet as the world’s biggest small town
Educating in Abundance = Network Learning
So. Trying to map network literacies over systems of education:
What does that LOOK like?
Many-to-many communications, & org structures CAN co-exist
http://www.telecomtv.com/articles/tablets/retro-chic-apples-original-macintosh-reimagined-12100
Just add technology?
Architecture of participation
This was the promise of Web 2.0
http://img12.deviantart.net/f1e6/i/2008/081/e/7/web_2_0___everybody_contribute_by_sulich.png
It cannot be achieved by just putting content online.
https://www.flickr.com/photos/sepblog/3649959481
Literacy 1: IDENTITY
Identity = Price of Admission
https://www.flickr.com/photos/mkhmarketing/8468788107
Digital identity = reputation built through repeated interactions
In institutional structures, an
individual has a role.
In a networked culture, an individual
has an identity, which it is his/her job to
differentiate.
Digital identity = control
You need to work on your identity before it will work for you
Identity need not be fully public, but should allow in-group identification
Should scaffold & extend conversations & resource-sharing
@hypothes_is!
Should open new conversations
Should model how to navigate many-to-many communications
with minimal harm / damage
http://www.flickr.com/photos/ooocha/2632434274/sizes/z/in/photostream/
To lead networked learning, facilitators need to be
networked too.
BUT THEY DO NOT NEED TO BE EXPERTS.
To get started (in any network)…
Building network literacies on your campus = choices
https://www.flickr.com/photos/42386632@N00/8528725328/
Literacy 2: CONTRIBUTION
Visitors & Residents
https://www.flickr.com/photos/mistergc/20550559482/
There is no such thing as a digital native.
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 (& content) behind
• Synthesis is priority
https://www.flickr.com/photos/jiscinfonet/12947691804/in/album-72157641903755433/
Where are YOUR practices?
Emphasizing content & consumption prioritizes visitor approaches
https://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg
But learners must learn to be productive residents in a world of knowledge
abundance.
…and algorithms? and data?
???
Literacy 3: CONNECTION
Networked learning = learning with an audience
https://www.flickr.com/photos/tattoodjay/4129779298/
http://www.flickr.com/photos/tmesis/21126825/
Audiences = people The Internet = people
WHAT YOU NEED TO ASK:
• What kinds of conversations do you want to have access to?
• What audiences do you want for your learners? What audiences matter to them?
• What do you – and your learners – have to offer that isn’t being seen right now?
Connect beyond the walls of the classroom
https://www.flickr.com/photos/danieldslee/5523383653
Support students to build real audiences for their work
Support professionals to, too. #s enable connection across distance,
over shared interests.
• #highered • #OpenEd • #edchat • #digped • #BYOD • #educolor • #lrnchat • #digilit • #MinecraftEdu • #edtech
Create #s to focus conversations or build awareness of upcoming events
NETWORKED LEARNERS:
CONTRIBUTE TO ABUNDANCE.
CONNECT.
CHANGE.
Be the change that will help people navigate change
knowledge scarcity
knowledge abundance
open practices
public models
market models
closed practices
