After Moodle
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Stephen DownesMoodle Moot Canada
Edmonton, AlbertaMay 4, 2011
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A Timeline…
1994
Athabaska BBS
Maximus
1995
Muddog Mud
Painted Porch
MAUD
1996
Stephen’s Guide to the Logical Fallacies
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1997 1998
Future of Online Learning
Online Learning Environment
OLe
1999
CAE
The Brandon
Pages
LearningObjects
modules
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2000 2001
MuniMall
Knowledge Learning Community
2002
PEGGAsus
The Learning Marketplace
OLDaily
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2003 2004
Edu-RSS
2005
Ed Radio
PodcastingDDRM
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2006EducationalBlogging
mIDm
RSS Writr
LearningNetworks
2007
E-Learning 2.0
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2008
Synergic3
CCK08
2010
OERs
2009
Connectivism
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Three Themes
• Open Learning• Connectivism• Personal Learning Environment (PLE)
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The Idea of Open Learning...
इं�दि�रा� गाँ�धी� रा�ष्ट्री�य मु�क्त वि�श्ववि�द्या�लय
http://www.ignou.ac.in/
http://www.open.ac.uk/
http://www.athabascau.ca/
http://www.open.edu.au/
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Phases of Openness?http://www.col.org/blog/Lists/Posts/Post.aspx?ID=130
http://www.col.org/blog/Lists/Posts/Post.aspx?ID=134
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Connectivism
Connectivism is the thesis that knowledge is formed through the creation of connections
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There is no curriculum, no theory, no body of knowledge
– or, more accurately, the curriculum is the McGuffin
Connectivism
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• The product is not the knowledge, it is the learner
• It is not that there is nothing to learn• It is complex and needs to be navigated…
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Learning as Immersion
Image: http://www.thehindu.com/education/article876093.ece
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Learning as Immersion
Image: http://one.laptop.org/
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Constructionism
Image: http://eurologo.web.elte.hu/lectures/valente.htm
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Connectivism
The connectivist method: Aggregate…. Remix… Repurpose…. Feed Forward
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The Idea of the PLE
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Aggregation and Remixing
http://www.downes.ca/mygluframe.htm
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The Connectivism Courses
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The Connectivism Courses
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The Connectivism Courses
http://suifaijohnmak.wordpress.com/2011/03/10/cck11-how-to-explain-connectivism-mooc-and-plepln/
http://www.mooc.cahttp://cck11.mooc.ca
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gRSShopper
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Feeds
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Feed Management
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Harvester
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Viewer
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Commenter
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Newsletter
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Page Design Code
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Our Experience
Kop and Fournier, Connecting the Dots, CIDER, 2011
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PLENK participation rates
Our Experience
Kop and Fournier, Connecting the Dots, CIDER, 2011
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The complex network a facilitator's post generated
Relationships between topics in a discussion in week 1
Our Experience
Kop and Fournier, Connecting the Dots, CIDER, 2011
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34
•Plenkers in Twitter
Tweets for a week: Tweets,
retweets, replies
Our Experience
Kop and Fournier, Connecting the Dots, CIDER, 2011
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#tags related to Twitter posts in the PLENK Daily - six weeks duration
Our Experience
Twitter PLENK connections to hash-tag networks
Kop and Fournier, Connecting the Dots, CIDER, 2011
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Assessment and Analytics
• Big Data, Web of Data, Semantic Web, RSS, Geo, FOAF…• Mash-ups, APIs, the Cloud, Social Network
It makes no sense to rely on quizzes and tests
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Learning Outcomes
Personal knowledge consists of neural connections, not facts and data
We are using one of these
To create one of these
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Learning Outcomes
• Learning a discipline is a total state and not a collection of specific states
• It is obtained through immersion in an environment rather than acquisition of particular entities
• It is expressed functionally (can you perform ‘as a geographer’?) rather than cognitively (can you state ‘geography facts’ or do ‘geography tasks’?)
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Learning Outcomes
There are not specific bits of knowledge or competencies, but rather, personal capacities
We recognize this
By perfomance in this
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The PLE
Martin: The PLE is just the device I am using…
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The Challenge
• How can an educational application support, integrate within, and measure the total state?
• How can the learner maintain his/her identity and integrity from environment to environment?
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The Network in the LMS
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The Network in the LMS
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The PLE in the Network
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Plearn Components
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Plearn Functionality
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Plearn Network
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Plearn Rollup
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Plearn Panes
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Success Factors
• What sort of decentralized network will best support learning-as-growth?
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Network Democracy
Image: http://www.iiav.nl/ezines/web/WomenLearningPartnership/2007/No17/learningpartnership/programfocus-print=1.htm
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http://video.google.com/videoplay?docid=-4126240905912531540#
Network Democracy
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Diversity
• You need a mixture of materials – you cannot grow organically from carbon alone, or water alone
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Openness
• Closed systems become stagnant• Raw materials are depleted• The system becomes clogged with the
‘creative product’ of its members
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Autonomy
• The simple cloning of entities does not allow for progress or development
• Each individual entity must manage its own grown in its own way
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Interactivity
• A system cannot grow unless its parts interact – flowers need bees, cows need grain, beavers need trees
• Growth is created not by accumulation but by flow, by constant activation and interaction
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• http://www.downes.ca • Free Learning
Stephen Downes
http://www.youtube.com/watch?v=X0iI0pgTUx0