the connectivist learning environment
Post on 18-Oct-2014
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DESCRIPTION
Overview of the model of learning informing the design of the first MOOCs, including a look at some aspects of the gRSShopper software we have been using to support the MOOCs.. October 8, 2012 at Tele-Task Symposium, Potsdam, Germany. For audio please see http://www.downes.ca/presentation/301TRANSCRIPT
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The Connective Learning Environment
Stephen DownesTele-Task Symposium
Potsdam, October 8, 2012
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Rethinking the Learner
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How People Learn
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The First MOOC: CCK08
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Source: http://101friends.wordpress.com/2011/01/25/connectivism-new-ways-of-learning-through-connections-cck11/
How to Participate in CCK08
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MOOC Design Logic
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The Structure of Knowledge
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http://grsshopper.downes.ca/
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Learning the lecture recording make for horrible radio
Ed Radio
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The Structure of a MOOC
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Course Design Principle
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Feed Harvesting
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Viewing and Posting
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Mixing and Publishing
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Course Content Network
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Unstable Networks
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Unstable Networks
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Stable Networks
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The Semantic Principle
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Factors affecting epistemic states
Capacity to act on epistemic states
Scope and range of autonomous behaviour
Effects of autonomous behaviour
A Model of AutonomyStephen Downeshttp://www.downes.ca/post/54222
Experience
EmpowermentEngagement
Effect
4-factor Model of Autonomy
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1. While at the same time emphasizing the personal, maximize effect range and impact
Connectivist courses support massive participation and growing impactful engagement in community
Connectivism and Effect (1)
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1. Recognize and support the potential for improvements both social and personal
The impact of connectivist courses is measured by one’s engagement and improvement in the wider knowledge community
Connectivism and Effect (2)
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There are not specific bits of knowledge or competencies, but rather, personal capacities
We recognize this
By perfomance in this
Learning Outcomes
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2010: Stephen Downes, Rita KopCritical Literacies & PLENK 2010
PLENK 2010 involved a significant research efforthttp://connect.downes.ca/
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PLENK Analytics
Supporting ongoing MOOC participationhttp://www.irrodl.org/index.php/irrodl/article/view/882
Rita Kop
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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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2011: Year of the MOOC
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Connectivism & Connective Knowledge
http://www.youtube.com/watch?v=eW3gMGqcZQc
CCK11: How to Learn in a MOOC
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How to be Successful in a MOOC
http://www.youtube.com/watch?v=r8avYQ5ZqM0
Dave Cormier
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Learning Analytics
http://scope.bccampus.ca/course/view.php?id=365
LAK11: How to measure success in a MOOC
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MobiMOOC
http://mobimooc.wikispaces.com/
Supporting Mobile Learning Technology
Inge de Waard
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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
Large, well publicized, but not very interactive
http://sites.google.com/site/edumooc/
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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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AI-Class: Redefining Massive
More than 100,000 people signed up for pre-registration
http://www.ai-class.com/
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Change 2011
http://change.mooc.ca
Downes, Cormier and Siemens try again
Image: http://steve-wheeler.blogspot.com/2011/04/running-mooc.html
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Stephen Downeshttp://www.downes.ca