Open Access Week: Athabasca University

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Presentation to Athabasca University: Open Access Week, 2011

Text of Open Access Week: Athabasca University

  • 1.Making sense of complexity inopen information environments George Siemens October 26, 2011

2. Openness is a control tradeoffAnd it means we have to do different things 3. Where are our control points? 4. Our curriculum? 5. Our teaching? 6. Fragmentation is a new reality.Our learning models experienceFragmentary need to embrace (reflect) it. Conversations, content, context not (only)shaped by the school/educator Learners are in control 7. Coherence is an orientation about the meaningand value of information elements based onhow they are connected, structured, and relatedAntonovsky 1993 8. Existing coherence forming systemsBooksNewspapersTV news programsMagazines(anything that is structured and that the enduser cant speak into and alter) 9. Openness messes up coherence(and control) 10. Fragmentation of information requiresthat we weave together elements intosome type of coherent frameworkYoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworks 11. Networked informationdoesnt have a centre 12. Informationfragmentationloss ofnarratives of coherence 13. the rise of millions of fragmented discussionsacross the world tend instead to lead tofragmentation of audiences into isolatedpublics Habermas 2006 14. Argument:we socialize to make sense of information i.e. it is our ability to work withinformation (abstraction, representation, point to) that defines humanity 15. As information quantity andcomplexity increaseWe adopt two approaches:1. Better technical systems2. Better connected social systems 16. Social formscollectivenetset group Jon Dron & Terry Anderson 17. . . . information foraging refers to activitiesassociated with assessing, seeking, and handlinginformation sources Piroli and Card, 1995 18. What is sensemaking? 19. Sensemaking is about labelling and categorizingto stabilize the streaming of experience Weick et al. 2005 20. a motivated, continuous effort to understandconnections . . . in order to anticipate theirtrajectories and act effectivelyKlein et al. 2006 21. CynefinFrameworkDave Snowden 22. Domains of Sensemaking 23. Complicated is not complex. 24. When an answer and path isknown, but requires time and effort,it is complicated. 25. When an answer is not known,or when agents interact in unpredictable ways, it is complex. 26. Lessons #1 in Paths to Failure:Education system is treating a complex problem as a complicated one. 27. Complex unknown problems require: 1. Mind of a scientist2. Mind of an artist 28. What is wayfinding? 29. the process that takes place when peopleorient themselves and navigate through spaceRaubal and Winter 2002 30. is the cognitive element of navigation it doesnot involve movement of any kind but only thetactical and strategic parts that guidemovement. Darken and Peterson 2002 31. The Landing 32. Finding complex informationenvironments: research spaces 33. The data setConnectivism and Connective Knowledge 2008 (CCK08) 34. Tools used by learnersRoughlyanything.http://www.irrodl.org/index.php/irrodl/article/view/643/1402Fini, 2009 35. The methods1. Social network and participation analysis2. Corbin & Strauss (1990) version of groundedtheory 36. SNA & Participation Habits 37. CCK08 Weekly Forum Posts 38. CCK08: Introduction forumLimitedinteraction.Most areisolated 39. Introduction forum posts: CCK08 Dialogue limited: Group too large? 40. Week 12 forum posts: CCK08 More equitable distribution? Due to smaller #s of participants? 41. Open codingusing Coherehttp://cohere.open.ac.uk 42. Axial Coding 43. Self-organization and sub-networksSensegiving through artefact creation and sharingSensemaking/giving through language games Knowledge domain expansion Wayfinding cues, symbolsSocial organization through creating sharing 44. Coherence expression(sensegiving)ArtifactsNarratives 45. Participatory sensemaking:the coordination of intentional activity ininteraction, whereby individual sense-makingprocesses are affected and new domains ofsocial sense-making can be generated that werenot available to each individual on her own De Jaegher and Di Paolo 2007 46. Artefacts re-centre the learningconversation 47. Artifacts ofsensemaking 48. Organizingcoursecontent Dolors Capdet 49. Image of course structure created by course participanthttp://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/ 50. Language/externalization reduces theoccult character of mental images. WittgensteinLanguage gives birth to thoughtVygotsky 51. Language gamesStorytellingDebate, dialogueDescriptionsNarratives of ClarificationsensemakingMetaphorsAnalogiesExamplesResonance 52. change.mooc.ca Twitter: gsiemens www.elearnspace.org/blog http://www.solaresearch.org/Learning Analytics & Knowledge 2012:Vancouver http://lak12.sites.olt.ubc.ca/