Terry Anderson speaks on the subject of Living, Learning, and Researching in a Networked Era.
His focus is on openness as a scholar and the evolution of different learning approaches over the last few decades related to this openness. It was an interesting presentation, also of interest from a MOOC perspective.
presentation of his keynote:
Some quick live blogging notes (so short and at times chaotic) here:
Picking up from 2004: connectivist learning principles
Learning is a process of connecting information
Learning may rely in non-human appliances
Making connections to objects as well as humans
In the centre of connectivism is sharing, producing content.
Connectivist learning is emergent
In the classic model where a trainer has a very well defined path of transformative learning, there is very little space for emergence, this is the surplus of more open learning.
Each types of learning has its own benefit, so one should be open in any debate with people with different preferences.
Terry gives an overview of MOOCs, giving a quick definition and placing it in recent history.
Questions are still out there: are they useful? Does it have a business model?
Tunes in on coursera, with their courses.
Terry tunes in on the two genre's of MOOCs: cMOOC and xMOOC
original siemens, downes, cornier
coonnectivist learning theory
how can you add recognition to such courses?
aggregates distributed posts, no centre
large enrollment, many 'lurkers' no formal assessment
heavy involvement and communication with 'teacher/facilitator'
xMOOC
scale up into the hundreds of thousands
Based on first behaviour
structured learning activites, instructivist cognitive behaviorist pedagogy
heavey content interaction, little to no teacher-student infrastructure
centralized admin
watch a video
Athabasca MOOC
CDE courses MDDE622 openness in education
AU removing mooc barrier by offerning credit or undergrad courses
connectivist model
Join for free
The modes of interaction by Anderson and Garrison (1998)
Ther is no one solution, it depends on the goal of the course.
The interaction equivalency Theorem by Anderson (2003): one can have meaningful learning if one form is available: student-teacher, student-student, student-content )
For some kind of people and uses is the behaviorist option (student-content) has the most benefit, despite contemporary new pedagogical ideas.
Promising signs of change
ubiqtuity and multi-functionality of web2.0
Living in a networked area
one can be connected overall .... and Mr. google can resolve debates on many occasion :-)
concluding: there is no one solution, one must found out what works out for your own person, your own preferences.
Burt "people who live in the intersection of social worlds are at higher risk of having good ideas" (2005, p. 90)
Terry also focuses on Open Scholar working and publishing.
Stresses the fact that open access press has benefits and still gives you royalties.
His focus is on openness as a scholar and the evolution of different learning approaches over the last few decades related to this openness. It was an interesting presentation, also of interest from a MOOC perspective.
presentation of his keynote:
Some quick live blogging notes (so short and at times chaotic) here:
Picking up from 2004: connectivist learning principles
Learning is a process of connecting information
Learning may rely in non-human appliances
Making connections to objects as well as humans
In the centre of connectivism is sharing, producing content.
Connectivist learning is emergent
In the classic model where a trainer has a very well defined path of transformative learning, there is very little space for emergence, this is the surplus of more open learning.
Each types of learning has its own benefit, so one should be open in any debate with people with different preferences.
Terry gives an overview of MOOCs, giving a quick definition and placing it in recent history.
Questions are still out there: are they useful? Does it have a business model?
Tunes in on coursera, with their courses.
Terry tunes in on the two genre's of MOOCs: cMOOC and xMOOC
original siemens, downes, cornier
coonnectivist learning theory
how can you add recognition to such courses?
aggregates distributed posts, no centre
large enrollment, many 'lurkers' no formal assessment
heavy involvement and communication with 'teacher/facilitator'
xMOOC
scale up into the hundreds of thousands
Based on first behaviour
structured learning activites, instructivist cognitive behaviorist pedagogy
heavey content interaction, little to no teacher-student infrastructure
centralized admin
watch a video
Athabasca MOOC
CDE courses MDDE622 openness in education
AU removing mooc barrier by offerning credit or undergrad courses
connectivist model
Join for free
The modes of interaction by Anderson and Garrison (1998)
Ther is no one solution, it depends on the goal of the course.
The interaction equivalency Theorem by Anderson (2003): one can have meaningful learning if one form is available: student-teacher, student-student, student-content )
For some kind of people and uses is the behaviorist option (student-content) has the most benefit, despite contemporary new pedagogical ideas.
Promising signs of change
ubiqtuity and multi-functionality of web2.0
Living in a networked area
one can be connected overall .... and Mr. google can resolve debates on many occasion :-)
concluding: there is no one solution, one must found out what works out for your own person, your own preferences.
Burt "people who live in the intersection of social worlds are at higher risk of having good ideas" (2005, p. 90)
Terry also focuses on Open Scholar working and publishing.
Stresses the fact that open access press has benefits and still gives you royalties.
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