3. Values
We can (and must) continuously improve the quality,
effectiveness, appeal, cost and time efficiency of the
learning experience.
Student control and freedom is integral to 21st
century
life-long education and learning.
Continuing education opportunity is a basic human right.
9. A typology of social
forms• Learning Alone
• The group
Hierarchies, membership, intentionality, collaboration,
boundaries
• The net
Personal connections, fuzzy boundaries, emergence
• The set
Publication, aggregation, anonymity, cooperation
• The collective
Computational agents, algorithms, analytics, visualization,
crowd wisdom/mob stupidity
10. Learning AloneMaximizes Freedom:
Space, time, pace,
Allows and promotes
individualization
Freedom from “group think”
Power of auto-didacticism
Lifelong learning
Freedom from groups
11. Self Directed or Self
Paced learning
Learner sets start date and the time to completion
Continuous assessment
Maximizes learner control
Higher drop out
Ted Talks, Khan Academy, OERU
Only one of the Major MOOCs (Udacity) providers
offers this option
15. Constructivist Learning in Groups
• Long history of research
and study
• Established sets of tools
– Classrooms
– Learning Management
Systems (LMS)
– Synchronous (chat, video
& net conferencing)
– Email, wikis, blogs
• Need to develop face to
face, mediated and
blended group learning
skills
Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in
text-based environment: Computer conferencing in higher education.
The Internet and Higher Education, 2(2), 87-105.
16. • Increase in learning outcomes,
social skills, positive attitudes
to learning BUT
• “the need for cooperative
teams to mature implies that
cooperative learning does not
yield an immediate
improvement …need for
patience and persistence…
students experienced in
cooperative learning”
Hsiung, C.-m. (2012). The Effectiveness of Cooperative
Learning. Journal of Engineering Education, 101(1), 119-137.
23. Networks add diversity to learning
“People who live in
the intersection of
social worlds are at
higher risk of having
good ideas” Burt,
2005, p. 90
Edge effects, estuary learning
25. Social Network Tools
• Tools for Building Personal Networks of people and Resources
• Means to reify and share knowledge
• Ownership and identity
• Supports long term networking partnerships, relationships, alumni
• Weak and strong ties
• Boundary crossing and serendipity
• Place for coalescence of sets into networks and groups, nets into
groups.
• Discovery, external validation and cross network enrichment
26. Privacy Concern by AgePrivacy Concern by Age
26
Anderson, T., Poelhuber, B., & McKerlich, R. (2010). Self Paced Learners Meet Social Software: An
exploration of Learners’ attitudes, expectations and experience. . Online Journal of Distance Education
Administration, 13(3).
http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html.
34. Sets are good for…
finding answers
finding people
starting groups and networks
diverse perspectives
serendipit
y
learner choice
freedo
m
reducing
loneliness
35. Set of all people suffering from
anxiety in online classes
Please take my survey on anxiety in online classes:
https://unt.az1.qualtrics.com/SE/?SID=SV_8qdDXVgm7vmYEtL
This is a rather short survey (22 questions). It is for an in-class assignment,
is a pilot for future study, and the results will not be published. More details
are on the survey’s informed consent form.
Thank you!
--Alana S. Phillips
doctoral student
University of North Texas
alanaphillips@my.unt.edu
Sets for Research as well as Learning
46. setnet
group Universities
departments
companies
nations
Tribes
Social networks -
friends, work,
community
Subject areas
Geographically
collocated people
Classes
Tutorial groups
Seminars
Project teams
ad-hoc learning
networks
clubs & societies
Communities of
practice
Wikipedia editors
Subject area mailing lists
alumni networks
Blends and
combinations
47. Generations of
distance learning pedagogies
1.Behaviourist/Cognitive –
Self Paced, Individual
Study,
2.Social constructivist –
Groups, classes
3.Connectivist – Networks
4.Holist - Sets and Collectives
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
PrivatePublic
net
group
set
individual
48. Is the LMS BAD?
• Bricolage – the LMS as Enterprise Systems
doesn’t allow or cater for bricolage.
• Affordances – resulting in an inability to
leverage the affordances of technology to
improve learning and teaching.
• Distribution – the idea that knowledge about
how to improve L&T is distributed and the
implications that has for the institutional
practice of e-learning."
http://davidtjones.wordpress.com/David Jones
49. Walled Gardens (with windows)
• Connectivist learning thrives in safe learning
spaces with windows allowing randomness,
external participation and public presentation
52. Landing.athabascau.ca
• Elgg based, open source
• Walled garden WITH
windows – very fine
permissions controls
• Beyond the LMS
• Adoption issues
53. The Social Aggregations and Tech of
3 Generations of Connective
Pedagogies
• Individuals
• Groups
• Networks
• Sets
3rd
Gen. Connectivist3rd
Gen. Connectivist
2nd
Gen. Social
Constructivist
2nd
Gen. Social
Constructivist
1st
Gen
Cognitive/Behavio
ural
1st
Gen
Cognitive/Behavio
ural
Self Paced
Learning Tech
LMS
Network
Tools
54. aupress.ca
www.irrodl.org
Open Scholars Write and
Read
Open Access Books
Teaching in Blended
Learning
Environments: Creating and
Sustaining Communities of
Inquiry
Vaughan, Cleveland-Innes,
& Garrison
55. Jon Dron - jond@athabascau.ca
http://jondron.athabascau.ca
http://jondron.org
@jondron on almost everything
Terry Anderson- terrya@athabascau.ca
http://terrya.edublogs.org
Coming soon (July 2014)….
Teaching Crowds: Learning and Social
Media
http://www.aupress.ca/index.php/books/12
0235
57. Student - Teacher/Content Interaction
• “MOOC video producers currently base their
production decisions on anecdotes, folk
wisdom, and best practices distilled from
studies with at most dozens of subjects and
hundreds of video watching sessions.”
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production
affects student engagement: An empirical study of mooc
videos. Paper presented at the Proceedings of the first ACM
conference on Learning@ scale conference. Retrieved from
http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-
58. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student
engagement: An empirical study of mooc videos. Paper presented at the
Proceedings of the first ACM conference on Learning@ scale conference.
59. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student
engagement: An empirical study of mooc videos. Paper presented at the
Proceedings of the first ACM conference on Learning@ scale conference.
Editor's Notes
why does this matter? MOOCs? Self-directed learning. Non-formal learning. Blended
Sets education. The difference between education and training .
Audrey Watters keynote
Photo from http://www.metafever.com/all-seo-companies-are-not-the-same.html
A learning technology, by definition, is an orchestration of technologies, necessarily including pedagogies, whether implicit or explicit.
brief activity - show of hands on whether members of sets (gender, country, occupation, etc) whether in a network. Explain that we are in a nascent group but it is currently mostly a set + some rules.
what do you do when you want to learn something new?
(most common answers in next slide)
and maybe Twitter, Facebook, Google+ etc
Most significantly - this is about learning with the assistance of strangers.
and maybe Twitter, Facebook, Google+ etc
Most significantly - this is about learning with the assistance of strangers.
why useful? Because we know a lot about groups. We know much less about learning in other forms that are amplified by the internet
groups, classes, teams, cohorts, schools, faculties, universities, colleges, etc:
hierarchical organization
norms and rules
rites of joining and leaving
purpose
methods and structure
social bonding
fundamental human form of social engagement
Social constructivism, Vygotsky, Dewey, etc.
Erik de Graaf says people are not born to work in a team - he is wrong. We totally are. But we have to learn to work in any particular team because all teams (groups) have different rules, norms and purposes.
Notably touted by Barry Wellman and followers. Networked individualism. Individual focus. Not top down. Emergent structures visible. Every person’s network different. People who help you to learn - not a designed process. Siemens Connectivism, Downes.
Sylvia Cury Nancy White
Most notably shared subject interest but may also be things like culture, geography, gender, physical characteristics, etc
Set modes of engagement
yes - there are many other definitions! But that’s how I’m using it.
These are some predominant set-based tools (or that have a significant set-orientation)
about 15 slides to go
set + network + rules/norms/etc = group?
about 10 slides to go
altruism
social capital?
forming networks and groups
selfishness - reflection and social meaning = motivation
you must know what you want to discover- assumes at least a topic, area or location of interest. Sometimes hard to know where to start
sporadic and fleeting interactions. Little continued dialogue over time. No depth of social connection, limited meaning
flame wars, trolling, deliberate misinformation, unintentional misinformation, making sense of what is true, useful
important to note that openness is not always good, especially in a learning context. the fact that groups exclude and protect can be a very positive thing. also issues of isolation as a driver of change - think Galapagos Islands, where evolution in a protected space leads to greater overall diversity
about 5 slides left
I and others have researched ways to make collectives work for a couple of decades - but we have a long way to go. A major need for research.
Theoretical
Social Presence
Cooperative work in self-paced programming
Interaction results in increased social, institutional and academic integration, leading to increased completion rates (Tinto, 1987)
Need to develop a virtual campus supporting community beyond course interactions
Social Capital Building
Potential for community and alumni contribution
practical
Communications is a continuing challenge in our workplaces.
Too many of our faculty and staff are disengaged from our community
We lack any sort of knowledge management system- all knowledge explicit, little connected
It’s hard to get to know people at Athabasca.