Learning in a networked world

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    06-May-2015

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My keynote presentation to the AADES conference in Melbourne 2013. Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers? In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.

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<ul><li>1.AUSTRALASIAN ASSOCIATION OF DISTANCE EDUCATION SCHOOLS ANNUAL CONFERENCE 2013 MELBOURNE SEPTEMBER 11 - 13 Learning in a networked world </li></ul> <p>2. THE FUTURE? Remember the Jetsons? Robots cleaning house Machines in the kitchen that cook food instantly Video phones Doors that open automatically What was their vision for schooling? 3. THE FUTURE OF SCHOOL Whats different? Focus of attention on the front of the room Desks in rows Text books replaced by technology Robots teaching the class 4. WHATS CHANGED? Focus of attention on front of room Desks in rows Teacher the primary focus of instruction Technology adopted to support traditional practices Most of todays classrooms are designed with the teacher at the centre. But if the classroom is focused on the learner instead, the learning becomes paramount! Rick Dewar 5. Flipped classroom Virtual schools THE EMERGING PARADIGM F2F Classrooms Distance Educa9on Teaching&amp; Instruc9on F2Fusing WWW DEusing LMS Knowledge Networkss Online/ eLearning Blended learning Networked Learning First Then Now Next 6. WHAT ARE THE GAME CHANGERS? 7. AGENCY The power to act Sense of ownership Executing and controlling ones own actions Self-efficacy Personalisation 8. STUDENT EXPECTATIONS Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean? 9. WE LIVE IN A PERSONALISED WORLD My watchlist (on Trademe) My personal banking My travel planner MySky My portfolio MyYoutube channels My AGENCY is key! 10. EXAMPLE ONE: KHAN ACADEMY Its all about me! Onine support Badges Ideas for classroom use 11. EXAMPLE TWO: NIKE TRAINING CLUB Tailored to me!! Use own playlist to work out During the workout its easy to understand what is gong in with voice commands that give pointers and countdown like a trainer does And a nice summary at the end 12. THE RHIZOMATIC (FREE AGENT) LEARNER Self directed learning Un-tethered to traditional school/institution Expert at personal data aggregation Power of connections Creating new communities Not tethered to physical networks Experiential learning Content developer Process as important as knowledge gained 13. CHALLENGES Do our learners have to adapt to our way of doing things, or do we adapt to theirs? Are we focused on delivery or learning experience? 14. MOBILE TRENDS mLearning in the classroom and workplace BYOD Bring your own device snack learning Location-based integration and workplace training Cloud computing Rewind learning http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/ 15. THREE WORLDS CONVERGING Internet capable, mobile devices Wireless connectivity Cloud services 16. CHALLENGE Have we grasped how significantly student access to technology has changed their expectations as learners? In a world where information is always accessible, how will teaching and learning change? 17. OPEN-NESS 18. CHALLENGES Is the content you develop available under a CC license? How open are you prepared to make your programmes? 19. Having a sense of being a part of something that is bigger than ones self Its not about the technology, but its all about being connected. This is having an impact on all areas of human activity CONNECTEDNESS 20. &gt;1 Billion (100 billion connections) &gt;500 Million &gt;150 Million &gt;14 million articles &gt;6 Billion images Sources from service providers and also http://econsultancy.com 3.5 Billion views/day 70 hours/minute &gt;400 Million &gt;170 Million(55 million posts per day) SOCIAL MEDIA USE IN 2013 21. RHIZOMATIC LEARNING Knowledge constructed by self- aware communities adapting to environmental conditions 22. MAKING CONNECTIONS In Connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning. (Its not what you know, but who you know) 23. Open Distributed Scalable Social generative Networked Self-organised Adaptive Global An education system that fails to emulate the characteristics of information in an era of knowledge is doomed to fail. Information today is George Siemens: Connectivism a theory of learning for the networked age http://www.connectivism.ca/ 24. NETWORK LITERACIES Understanding how networks work is one of the most important literacies of the 21st century (2010) Howard Reingold 25. CLUSTER SCHOOLS School A School A School A ServicesInternetSchoolSchoolSchoolPublic LibraryUniversityN4LAggregation Point 26. THE VLNC The Virtual Learning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7 http://www.vln.school.nz 27. SUPERLOOP FORUM www.superloop.org.nz 28. NETWORKS redefine communities, friends, citizenship, identity, presence, privacy, publics, geography. enable learning, communication, sharing, collaboration, community. networks form around shared interests &amp; objects 29. NETWORK LITERACIES Understanding how networks work is one of the most important literacies of the 21st century (2010) Howard Reingold 30. www.superloop.org.nz 31. How will your institution negotiate the new ecology of learning? What will a distance education institution look like in the future? 32. THE FUTURE OF LEARNING 33. School A Schools NETWORKED LEARNING Network PLN Collection of entities Informal Semi-structured Complex Group knowledge Federally organised Formal groupings Elemental Defined by mass/ structure Knowledge transfer Externally organised Association of entities Informal Unstructured Complex Personal knowledge Personally organised The way networks learn is the way individuals learn 34. EVOLUTION OF PROGRAMME DESIGN Product Orienta9on Studentneed orienta9on Standardiza9on Customiza9on Reconcilia9on?? www.myins9tu9on.com www.mylearning.com 35. What might that reconciliation look like in your institution? 36. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: </p>