In search of connected learning: Exploring the pedagogy of the open web

In search of connected learning:

Exploring the pedagogy of the

open webeLearning@Ed 2016

Laura Gogia, MD, PhD @googleguacamole -

lauragogia.comVirginia Commonwealth University

U.S.A.

Photo by NASA (CC BY 2.0)

@googleguacamole #elearningedPhoto by Laura Gogia (CC BY 2.0)

Photo by opensource.com

@googleguacamole #elearninged


Connected LearningInclusiveExperiential Participatory Authentic Ito, M., et al. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.

Photo by NASA (CC BY 2.0)


Connected Learning is progressive education for a networked world.

Photo by Mickey G Ottowa (CC BY 2.0)

Digital Participatory CultureInteractiveCreativeSharing/contributingInformal mentoringJenkins, H. et al. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.



Digital WorkflowFILTER / AGGREGATECRITIQUE REMIX AMPLIFYSiemens, G. (2005). Connectivism: A learning theory for the digital age.

Photo by Abd Allah Foteih (CC BY 2.0)


What might connected learning look like in higher education?


Learning experiences that draw from web structure & culture to (potentially) support connected learning & student agency, engagement, & success.Photo by NASA (CC BY 2.0)

Openly Networked Connected Learning


RamPages

To date, RamPages is 16,000 websites large and still growing.


Connected CoursesOpenly networked digital spacesNetworked participatory activitiesAuthentic learning products @googleguacamole

#NLC2016

IND

IVID

UAL

STU

DEN

T BL

OG

S

COURSE WEBSITE


Openly Networked

Course Structure

PubliclyVisible

SAMPLE Student Blog

rampages.us/coveringthecoverage

SAMPLE Course Bloggregate

Photo by Isaac Vigniole (CC BY 2.0)

Openly Networked supportsstudent agency & discovery


DIG

ITAL

CO

MPO

SITI

ON

COLL

ABO

RATI

ON

CR

OW

DSO

URC

IN

G

Reflective Content/Topic DrivenMultimodalCommentingReceiving Feedback

COURSE WEBSITE

RSS FeedsHyperlinks

Networked Participation

greatvcubikeracebook.net

Photo by Brian Palmer (rampages.us/bxpnyc)

SECTION WEBSITES

IND

IVID

UALS

TUD

ENT

WEB

SITE

S

“COVERING THE COVERAGE”

WEBSITE

http://rampages.us/fieldbotany


http://rvarts.org

Multimodal Compositionfordigital fluency & multiple perspectives

@googleguacamole #elearningedPhoto by Corry, Flickr (CC BY 2.0)

Inspiration: DS106 (http://ds106.us), University of Mary Washington

Purpose: (1) Students process abstract course concepts. (2) Enhance digital fluency.

Sample: Find or make an image/video/recording to represent what “community” means to you.

Action: Embed & briefly explain your creative choice in a blog post. Posts are aggregated on the course website to inspire discussion.

#CuriousCoLab Creative Makes

Barnraising, Wikipedia (Public Domain)

Final Projects

http://toty89.wix.com/rememberhttps://kaurh5.atavist.com/multitaskingtechnology


Photo by Cynthia del Rio(CC BY 2.0)


Research

Connected Learning requires


the recognition and creation of connections with people and across

concepts, contexts, and time.

Can we capture connected learning through student digital annotation?


Student

InstructorTeaching Assistant

Open ParticipantOther Participant


BLOG POST HYPERLINKS Additional Resources Traditional Citations

Embedded Definitions/ExamplesPersonalized Timeline of Learning

Contextualize Work (for Audience?)


1. For more info, 2. check out: 3. NY Times article 4. CNN article 5. Local news article

STUDENT BLOG TEXT

1.

2.

3. Additional resource4. Additional resource5. Additional resource

THEMATIC ANALYSIS


1. Smith (2010) 2. states that verbal 3. and nonverbal 4. communication can 5. impact…

STUDENT BLOG TEXT

1. Traditional citation2.

3. Embedded description 4.

5.

THEMATIC ANALYSIS


1. As part of this course, 2. I have created a 3. framework and 4. design structure for…

STUDENT BLOG TEXT

1. Audience (?) context2.

3. Personal timeline4. Personal timeline

THEMATIC ANALYSIS


AESTHETIC ILLUSTRATION EXTENSION


Role of Images in Blog Posts

Students tweeted with hyperlinks to contribute

or promote items..

@googleguacamole #elearningedPhoto by Barn Images (CC BY 2.0)

Interesting article about student loans bitly.com/123 #course

@Student might find this on financial aid interesting bitly.com/123 #course

HYPERLINKS AS CONTRIBUTION


bitly.com/123 just confirms what was said by the speaker last week #course

My post on social network analysis bitly.com/123 #courseI blogged on social network analysis as #dataviz for #connectedlearning bitly.com/123 #course

HYPERLINKS AS PROMOTION


Conclusions: Digital Annotations

Nuanced areas for research & discussion Students seldom mentioned peer efforts

Lack of targeted contribution Lack of source identification for images

Hashtags!Course design & instructor behavior

matters

A lot of my classmates don’t get the importance of working with eachother. You know, you spend all that time in high school where you’re toldto write an essay and you don’t get much back besides a graded essay. Andthen maybe you put it on a shelf somewhere. That’s it.But early on in college I had this professor who didn’t just put agrade on my paper. He gave me real feedback. He’d say,‘This is great buthave you thought about this?’ Suddenly I saw that getting feedback, not just from one person but a lot of other people, would be extremely helpful.I was nervous about taking an online class, because I understandhow important interaction and group work is, but if anything this onlinecourse has had more opportunities for participation than any other classI’ ve taken.I get a little frustrated when I post and all I get for comments is threeclassmates telling me“Oh, that’s so great!” I want to have a discussion,and that’s not a discussion.But there are so many other people in this open forumcommenting on my posts too. It’s not like just having one teacher, it’s likehaving six or ten or twelve teachers giving me feedback and showinginterest in what I’m doing. It can be a little overwhelming, but a good kindof overwhelming.I think I’

ll send my final class project [on math educationreform] to the Board of Education. It probably won’t changeanything but will anything change education?It’

s really coolto think that I can send my work to people and make adifference. It’s a long way from just writing a paper for a class and stickingit on a shelf after it’s graded.I wish for every learning environmentto be an open space, bothemotionally and physically. I want space to move around and talk topeople. And I want to be able to experiment without people getting all judgy or biased. You know that virtual spaces are wide open, right?The problem with laboratory classesis that they have manuals, soeven though they are hands-on they aren’t the right kind of hands-on. Yougo in and there’s instructions waiting for you, telling you what to do andhow to do it.

4Say“

Ok, build a capacitor.”

Don’t say“Ok, build a capacitor andhere’s how you do it.” Hands-on. I mean creating, making something. Groups of studentsfiguring things out and sharing what they ’ ve found. We need to teach ourselves if we really want to learn.


- VCU Undergraduate Student

@googleguacamole #elearningedPhoto by Laura Gogia (CC BY 2.0)

Photo by Jonathan Simcoe (CC BY 2.0)

Thank You.ADDITIONAL RESOURCES lauragogia.com

CONTACT INFORMATIONLaura Gogia, MD, PhD@[email protected]

In search of connected learning: Exploring the pedagogy of the open web

Education

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