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Living, Learning, Communicating in an Immediate World

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the tools we use, when learning, shape and very largely ... long-standing, naive, and utopian expectations. Carey & Quirk. Learning Technologies Centre ... – PowerPoint PPT presentation

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Title: Living, Learning, Communicating in an Immediate World


1
Living, Learning, Communicating in an Immediate
World
  • ADETA, October 2007
  • George Siemens

2
  • For the most part, educational futurism is a
    mixture of trendiness, bad psychology, and
    technological impressionability
  • Carl Bereiter

3
Mixed messages
  • Networks and tools
  • Access and impact
  • Granovetter meets Gibson
  • Students and employees
  • Their World
  • Our need
  • Our response?

4
1. Networks Tools
5
Learning
  • Neural network
  • Conceptual network
  • Physical network
  • People
  • Content

6
What do networks do?
  • Understanding yields understanding
  • Nodes increase opportunities for more
    connections (history, multi-faceted understanding
    of disciplines)

7
  • ...the tools we use, when learning, shape and
    very largely determine what and how we can learn
  • Kieran Egan

8
Immediately?
  • Access OER,
  • Find
  • Connect
  • Communicate Mobile

9
Immediately?
  • Locate
  • Collaborate wikis
  • Create
  • Share Presently

10
Immediately?
  • Plan
  • Publish blogs
  • Interact two-way dialogue
  • Tie it together

11
  • We shape our tools and then our tools shape us
  • McLuhan

12
What have tools done?
  • Opened access
  • Distributed control
  • Raised noise
  • Immediacy
  • Symmetry of effect
  • everything gets impacted (information)

13
Rhetoric of the electrical sublime
  • long-standing, naive, and utopian expectations
  • Carey Quirk

14
2. Access and Impact
15
Educations 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)

16
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

17
IT Ownership
  • 73 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)

18
  • 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

19
  • Mobile computing, portable devices, and
    ubiquitous broadband mean that we have access to
    people, information, and data wherever we may be
  • Horizon Report (2007)

20
What is the impact of immediate?
  • Control shift
  • Weakened filter
  • Can you spare 4 billion?
  • Real is fake

21
3. Granovetter meets Gibson
22
Weak ties
  • Empirical evidence that the stronger the tie
    connecting two individuals, the more similar they
    are, in various ways
  • Mark Granovetter (1973)

23
  • Weak ties provide people with access to
    information and resources beyond those available
    in their own social circle but strong ties have
    greater motivation to be of assistance and are
    typically more easily available.
  • Mark Granovetter (1983)

24
Weak ties
  • weak ties of communication
  • weak ties of information
  • (content is not understanding)

25
Gibsons Affordances
  • Action potential
  • Preconditions for activity
  • Agent, object, interaction
  • Affordance is a property of this interaction

26
  • Nature of ties is an affordance of the medium
  • object, actor, activity
  • Parent/child (twitter, IM)
  • Friends
  • Colleague
  • Some one youve never met f2f

27
  • A new medium does not add something it changes
    everything.
  • Neil Postman

28
4. Students and employees
29
  • This isn't the MTV generation we're talking
    about this is the everything, all-the-time
    generation
  • Tim Blackmore

30
Millennials
31
  • Coddled, narcissistic praise junkies
  • US Navy

32
Engagement
33
  • Participative web user-created content
  • OECD

34
Capturing
  • Capturing what used to be transitory
  • Mobile phones
  • Justin.TV
  • Their lives are being captured and shared

35
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 activities
  • ECAR Study (2007)

36
5. Their World
37
What type of world will our students inherit?
  • Complex
  • Information saturated
  • Conflict-riddled
  • Self-destructing
  • Hopeful
  • Democratic
  • Innovation
  • Equality

38
Need for advanced learning
  • 2 of every 3 new/replacement jobs require PSE
  • Canadian Council of Learning (2006)

39
6. Our Need
40
  • Understanding requires time, depth, sustained
    attention
  • Takes 10 years to become a master
  • Howard Gardner

41
  • Complex tasks require
  • greater engagement and
  • focus
  • than weak attention ties permit

42
  • Ubiquitous computing and wireless connectivity,
    embedded in physical environments, will turn
    physical places into aware contexts
    environments that recognize people, information,
    and activities, and respond appropriately.
  • Map of Future Forces Affecting Education (2006)

43
  • Digital literacy
  • Information literacy
  • 21st century skills
  • Harvard curriculum
  • Play, performance, networking, distributed
    cognition
  • (Jenkins)

44
Depth...
  • Slow Learning
  • Geetha Narayanan
  • Deep smarts
  • Deep understanding

45
Disciplines of Understanding
  • Reflection
  • Review
  • Connections
  • Socialization
  • Explication
  • Slow, deep, immersive
  • Multi-faceted

46
7. Our response?
47
How have these changes impacted education?
48
Stages
  • Adopt tools and methods
  • Adapt practices
  • Adjust policies

49
  • Exist in the spaces they exist, understand their
    culture

50
What shall we change?
  • Libraries
  • Classrooms
  • Policies
  • Schools
  • Accreditation
  • Experts
  • Curriculum

Change toward understanding. NOT Educator
peer-pressure
51
  • www.elearnspace.org
  • www.connectivism.ca
  • www.knowingknowledge.com
  • http//ltc.umanitoba.ca/wordpress
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