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After <br />Moodle<br />Stephen Downes<br />Moodle Moot Canada<br />Edmonton, Alberta<br />May 4, 2011<br />
A Timeline…<br />Stephen’s Guide to the Logical Fallacies<br />Muddog Mud<br />1994<br />1995<br />1996<br />Athabaska BBS...
Future of Online Learning<br />CAE<br />Learning<br />Objects<br />modules<br />1997<br />1998<br />1999<br />Online Learn...
Knowledge<br />     Learning<br />           Community<br />2000<br />2001<br />2002<br />PEGGAsus<br />OLDaily<br />The L...
2003<br />2004<br />2005<br />Edu-RSS<br />Ed Radio<br />Podcasting<br />DDRM<br />
E-Learning 2.0<br />Learning<br />Networks<br />mIDm<br />2006<br />2007<br />Educational<br />Blogging<br />RSS Writr<br />
Synergic3<br />Connectivism<br />2010<br />2009<br />2008<br />CCK08<br />OERs<br />
Three Themes<br />Open Learning<br />Connectivism<br />Personal Learning Environment (PLE)<br />
http://www.open.ac.uk/<br />http://www.open.edu.au/<br />इंदिरा गाँधी राष्ट्रीय मुक्त विश्वविद्यालय<br />http://www.athaba...
http://www.col.org/blog/Lists/Posts/Post.aspx?ID=134<br />http://www.col.org/blog/Lists/Posts/Post.aspx?ID=130<br />Phases...
Connectivism<br />Connectivism is the thesis that knowledge is formed through the creation of connections<br />
There is no curriculum, no theory, no body of knowledge<br /><ul><li>or, more accurately, the curriculum is the McGuffin</...
<ul><li>The product is not the knowledge, it is thelearner
It is not that there is nothing to learn
It is complex and needs to be navigated…</li></li></ul><li>Learning as Immersion<br />Image: http://www.thehindu.com/educa...
Learning as Immersion<br />Image: http://one.laptop.org/<br />
Constructionism<br />Image: http://eurologo.web.elte.hu/lectures/valente.htm<br />
Connectivism<br />The connectivist method: Aggregate…. Remix… Repurpose…. Feed Forward<br />
The Idea of the PLE<br />
Aggregation and Remixing<br />http://www.downes.ca/mygluframe.htm<br />
The Connectivism Courses<br />
The Connectivism Courses<br />
http://www.mooc.ca<br />http://cck11.mooc.ca<br />http://suifaijohnmak.wordpress.com/2011/03/10/cck11-how-to-explain-conne...
gRSShopper<br />
Feeds<br />
Feed Management<br />
Harvester<br />
Viewer<br />
Commenter<br />
Newsletter<br />
Page Design Code<br />
Our Experience<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
PLENK participation rates<br />Our Experience<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
The complex network a facilitator's post generated<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />Relations...
Plenkers in Twitter<br />Tweets for a week: Tweets, retweets, replies<br />Our Experience<br />Kop and Fournier, Connectin...
#tags related to Twitter posts in the PLENK Daily - six weeks duration <br />Our Experience<br />Twitter PLENK connections...
Assessment and Analytics<br />It makes no sense to rely on  quizzesand tests<br /><ul><li>Big Data, Web of Data, Semantic ...
Mash-ups, APIs, the Cloud, Social Network</li></li></ul><li>Learning Outcomes<br />We are using one of these<br />To creat...
Learning Outcomes<br />Learning a discipline is a total state and not a collection of specific states<br />It is obtained ...
Learning Outcomes<br />We recognize this<br />By perfomance in this<br />	There are not specific bits of knowledge or comp...
The PLE<br />Martin: The PLE is just the device I am using…<br />
The Challenge<br />How can an educational application support, integrate within, and measure the total state? <br />How ca...
The Network in the LMS<br />
The Network in the LMS<br />
The PLE in the Network<br />
Plearn Components<br />
Plearn Functionality<br />
Plearn Network<br />
Plearn Rollup<br />
Plearn Panes<br />
Success Factors<br />What sort of decentralized network will best support learning-as-growth?<br />
Network Democracy<br />Image: http://www.iiav.nl/ezines/web/WomenLearningPartnership/2007/No17/learningpartnership/program...
http://video.google.com/videoplay?docid=-4126240905912531540#<br />Network Democracy<br />
Diversity<br />You need a mixture of materials – you cannot grow organically from carbon alone, or water alone<br />
Openness<br />Closed systems become stagnant<br />Raw materials are depleted<br />The system becomes clogged with the ‘cre...
Autonomy<br />The simple cloning of entities does not allow for progress or development<br />Each individual entity must m...
Interactivity<br />A system cannot grow unless its parts interact – flowers need bees, cows need grain, beavers need trees...
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After Moodle

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In this presentation I propose to describe what comes 'After Moodle' through a discussion of connectivism and personal learning environments, including experiences from our connectivist courses.

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After Moodle

  1. 1. After <br />Moodle<br />Stephen Downes<br />Moodle Moot Canada<br />Edmonton, Alberta<br />May 4, 2011<br />
  2. 2. A Timeline…<br />Stephen’s Guide to the Logical Fallacies<br />Muddog Mud<br />1994<br />1995<br />1996<br />Athabaska BBS<br />Painted Porch<br />MAUD<br />Maximus<br />
  3. 3. Future of Online Learning<br />CAE<br />Learning<br />Objects<br />modules<br />1997<br />1998<br />1999<br />Online Learning Environment<br />OLe<br />The Brandon Pages<br />
  4. 4. Knowledge<br /> Learning<br /> Community<br />2000<br />2001<br />2002<br />PEGGAsus<br />OLDaily<br />The Learning Marketplace<br />MuniMall<br />
  5. 5. 2003<br />2004<br />2005<br />Edu-RSS<br />Ed Radio<br />Podcasting<br />DDRM<br />
  6. 6. E-Learning 2.0<br />Learning<br />Networks<br />mIDm<br />2006<br />2007<br />Educational<br />Blogging<br />RSS Writr<br />
  7. 7. Synergic3<br />Connectivism<br />2010<br />2009<br />2008<br />CCK08<br />OERs<br />
  8. 8. Three Themes<br />Open Learning<br />Connectivism<br />Personal Learning Environment (PLE)<br />
  9. 9. http://www.open.ac.uk/<br />http://www.open.edu.au/<br />इंदिरा गाँधी राष्ट्रीय मुक्त विश्वविद्यालय<br />http://www.athabascau.ca/<br />http://www.ignou.ac.in/<br />The Idea of Open Learning...<br />
  10. 10. http://www.col.org/blog/Lists/Posts/Post.aspx?ID=134<br />http://www.col.org/blog/Lists/Posts/Post.aspx?ID=130<br />Phases of Openness?<br />
  11. 11. Connectivism<br />Connectivism is the thesis that knowledge is formed through the creation of connections<br />
  12. 12. There is no curriculum, no theory, no body of knowledge<br /><ul><li>or, more accurately, the curriculum is the McGuffin</li></ul>Connectivism<br />
  13. 13. <ul><li>The product is not the knowledge, it is thelearner
  14. 14. It is not that there is nothing to learn
  15. 15. It is complex and needs to be navigated…</li></li></ul><li>Learning as Immersion<br />Image: http://www.thehindu.com/education/article876093.ece<br />
  16. 16. Learning as Immersion<br />Image: http://one.laptop.org/<br />
  17. 17. Constructionism<br />Image: http://eurologo.web.elte.hu/lectures/valente.htm<br />
  18. 18. Connectivism<br />The connectivist method: Aggregate…. Remix… Repurpose…. Feed Forward<br />
  19. 19. The Idea of the PLE<br />
  20. 20. Aggregation and Remixing<br />http://www.downes.ca/mygluframe.htm<br />
  21. 21. The Connectivism Courses<br />
  22. 22. The Connectivism Courses<br />
  23. 23. http://www.mooc.ca<br />http://cck11.mooc.ca<br />http://suifaijohnmak.wordpress.com/2011/03/10/cck11-how-to-explain-connectivism-mooc-and-plepln/<br />TheConnectivism Courses<br />
  24. 24. gRSShopper<br />
  25. 25. Feeds<br />
  26. 26. Feed Management<br />
  27. 27. Harvester<br />
  28. 28. Viewer<br />
  29. 29. Commenter<br />
  30. 30. Newsletter<br />
  31. 31. Page Design Code<br />
  32. 32. Our Experience<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
  33. 33. PLENK participation rates<br />Our Experience<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
  34. 34. The complex network a facilitator's post generated<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />Relationships between topics in a discussion in week 1<br />Our Experience<br />
  35. 35. Plenkers in Twitter<br />Tweets for a week: Tweets, retweets, replies<br />Our Experience<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
  36. 36. #tags related to Twitter posts in the PLENK Daily - six weeks duration <br />Our Experience<br />Twitter PLENK connections to hash-tag networks<br />Kop and Fournier, Connecting the Dots, CIDER, 2011 <br />
  37. 37. Assessment and Analytics<br />It makes no sense to rely on quizzesand tests<br /><ul><li>Big Data, Web of Data, Semantic Web, RSS, Geo, FOAF…
  38. 38. Mash-ups, APIs, the Cloud, Social Network</li></li></ul><li>Learning Outcomes<br />We are using one of these<br />To create one of these<br /> Personal knowledge consists of neural connections, not facts and data<br />
  39. 39. Learning Outcomes<br />Learning a discipline is a total state and not a collection of specific states<br />It is obtained through immersion in an environment rather than acquisition of particular entities<br />It is expressed functionally (can you perform ‘as a geographer’?) rather than cognitively (can you state ‘geography facts’ or do ‘geography tasks’?)<br />
  40. 40. Learning Outcomes<br />We recognize this<br />By perfomance in this<br /> There are not specific bits of knowledge or competencies, but rather, personal capacities<br />(more on this later)<br />
  41. 41. The PLE<br />Martin: The PLE is just the device I am using…<br />
  42. 42. The Challenge<br />How can an educational application support, integrate within, and measure the total state? <br />How can the learner maintain his/her identity and integrity from environment to environment?<br />
  43. 43. The Network in the LMS<br />
  44. 44. The Network in the LMS<br />
  45. 45. The PLE in the Network<br />
  46. 46. Plearn Components<br />
  47. 47. Plearn Functionality<br />
  48. 48. Plearn Network<br />
  49. 49. Plearn Rollup<br />
  50. 50. Plearn Panes<br />
  51. 51. Success Factors<br />What sort of decentralized network will best support learning-as-growth?<br />
  52. 52. Network Democracy<br />Image: http://www.iiav.nl/ezines/web/WomenLearningPartnership/2007/No17/learningpartnership/programfocus-print=1.htm<br />
  53. 53. http://video.google.com/videoplay?docid=-4126240905912531540#<br />Network Democracy<br />
  54. 54. Diversity<br />You need a mixture of materials – you cannot grow organically from carbon alone, or water alone<br />
  55. 55. Openness<br />Closed systems become stagnant<br />Raw materials are depleted<br />The system becomes clogged with the ‘creative product’ of its members<br />
  56. 56. Autonomy<br />The simple cloning of entities does not allow for progress or development<br />Each individual entity must manage its own grown in its own way<br />
  57. 57. Interactivity<br />A system cannot grow unless its parts interact – flowers need bees, cows need grain, beavers need trees<br />Growth is created not by accumulation but by flow, by constant activation and interaction<br />
  58. 58. http://www.youtube.com/watch?v=X0iI0pgTUx0<br /><ul><li>http://www.downes.ca
  59. 59. Free Learning</li></ul>Stephen Downes<br />

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