Keynote (with workshop) for Canada Moot 2015, on getting beyond a content-centric view of online education.

1. CONNECTING BEYOND
CONTENT:
Education in Abundance
Dave Cormier & Bonnie Stewart
UPEI/ Edactive Technologies Inc.
@davecormier @bonstewart #mootca15
h"ps://www.flickr.com/photos/imlichenit/4186656788

2. What counts as education in a
digital age?
h"p://www.telecomtv.com/ar=cles/tablets/retro-­‐chic-­‐apples-­‐original-­‐macintosh-­‐reimagined-­‐12100

3. • WHY
A Brief History of Content
Enter Knowledge Abundance
• HOW
Presence
Individualization
Network Learning

4. The making of content

5. Rome to Rhodes (62 BCE)

6. Content is people
h"p://upload.wikimedia.org/wikipedia/commons/0/04/Telemachus_and_Mentor1.JPG

7. “Those who wish to scrutinize the
bosom of nature to the inmost can
hear [at the University of Toulouse]
the books of Aristotle which were
forbidden at Paris.”
- University of Tolouse Flyer, 1229 (Translated by Lynn Thorndike)
Paris to Toulouse (1229 CE)

8. "Carlo
Crivelli
007"
by
Carlo
Crivelli
(circa
1435–circa
1495)
-­‐
Via
The
Yorck
Project:
10.000
Meisterwerke
der
Malerei.
DVD-­‐ROM,
2002.
ISBN
3936122202.
Distributed
by
DIRECTMEDIA
Publishing
GmbH..
Licensed
under
Public
domain
via
Wikimedia
Commons
-­‐
h"p://
commons.wikimedia.org/wiki/File:Carlo_Crivelli_007.jpg#mediaviewer/File:Carlo_Crivelli_007.jpg
Content is dead people

9. h"p://upload.wikimedia.org/wikipedia/commons/d/d3/Johann_Heinrich_Pestalozzi.jpg
Switzerland (1798 CE)

10. “I assert definitely, that a school-book
is only good when an
uninstructed schoolmaster can use it
at need, [almost as well as an
instructed and talented one].”
-­‐
Pestalozzi,
1801,
How
Gertrude
Teaches
her
Children.
Content is textbooks

11. The internet (1996 CE)
hps://chronologicaldot.files.wordpress.com/2013/03/lego1996.jpg

12. Content is teacherpacks
The
advantages
to
students
are
tremendous
including:
• loca=on
and
=me
independent
delivery
of
course
material,
• the
ability
to
serve
a
large
number
of
students
at
a
poten=ally
reduced
cost,
• a
simple,
familiar
interface.
Goldberg,
M.,
Salari,
S.
Swoboda,
P.
(1996)
‘World
Wide
Web
–
Course
Tool:
An
Environment
for
Building
WWW-­‐Based
Courses’
Computer
Networks
and
ISDN
Systems,
28:7-­‐11
pp1219-­‐1231
hp://kenleyneufeld.com/2008/04/18/moodle-­‐facebook-­‐twier-­‐and-­‐teaching-­‐online/

13. The internet (2001 CE)
hp://ocw.mit.edu/resources/res-­‐8-­‐005-­‐vibra=ons-­‐and-­‐waves-­‐problem-­‐solving-­‐fall-­‐2012/index.htm

14. Content is Open Educational
Resources
hps://pixabay.com/en/triangle-­‐warning-­‐sign-­‐traffic-­‐sign-­‐30522/

15. The internet (2005 CE)

16. Content is WIKI
hp://image2.spreadshirtmedia.com/image-­‐server/v1/composi=ons/105959029/

17. The internet (2012 CE)

18. Content is MOOCs
hps://twier.com/dkernohan/status/250889990828089344

19. So…the pinnacle of education is MOOCs
4-minute instructional videos?

21. Education: A Changing Culture
knowledge scarcity
knowledge abundance
open / diverse systems
public, institutional
values
market values
closed systems

22. For the first time in human history, two related
propositions are true. One, it no longer
is possible to store within the human brain all of
the information that a human needs.
Second, it no longer is necessary to store within
the human brain all of the information that
humans need.
Education needs to be geared toward
the handling of data rather than the
accumulation of data.”
- Berlo, 1975

23. Knowledge Abundance
hps://www.flickr.com/photos/oakleyoriginals/4142641838/

24. Abundance =
integration of media into
daily life

25. …and education.

26. Structure of Abundance = Networks
hps://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954oid=117373186752666867801

27. Networking:
many-to-many communications
hp://upload.wikimedia.org/wikipedia/it/thumb/d/d8/Do_Not_Adjust_Your_Set.jpg/280px-­‐Do_Not_Adjust_Your_Set.jpg

28. hps://www.flickr.com/photos/ooohoooh/1350774613/
Networks are not just for consuming,
but connecting

29. Many-to-many communications
allow us to create ourselves as
network nodes, forming webs of
visible ( invisible) connections

30. This was the promise of Web 2.0.
hp://img12.deviantart.net/f1e6/i/2008/081/e/7/web_2_0___everybody_contribute_by_sulich.png

31. Education is not what we teach
but HOW.
Learning is what people do
with it.
hp://ocw.mit.edu/resources/res-­‐8-­‐005-­‐vibra=ons-­‐and-­‐waves-­‐problem-­‐solving-­‐fall-­‐2012/index.htm

32. But this cannot be contained by a
“teacherpack.”

33. It cannot be achieved by just
putting content online.
hps://www.flickr.com/photos/sepblog/3649959481

34. We need to shift the communications
structures concepts by which we
think about what we do in education.

35. Visitors Residents
hps://www.flickr.com/photos/mistergc/20550559482/

36. Visitors Residents
• The web as an
untidy garden
tool shed
• Actions are
instrumental -
users leave no
social trace
• Task is priority
• The web as a
human, social,
connected place
• Engagement leaves
social traces
connections (as
well as content)
behind
• Synthesis is priority

37. hps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-­‐72157641903755433/

38. hps://www.flickr.com/photos/jiscinfonet/12947691804/in/album-­‐72157641903755433/
Where is YOUR Moodle usage ?

39. Emphasizing content prioritizes
visitor approaches.
hps://commons.wikimedia.org/wiki/File:Belber_Suitcase.jpg

40. But learners must learn to be
productive residents in a world of
knowledge abundance.

41. The history of education shows
that as we scale, we
depersonalize learning.

42. We can use technology to have
both scale and personalization. We
can connect beyond content.

43. So. Connecting beyond content.
HOW?

44. Presence
hp://www.uwb.edu/learningtech/hybrid-­‐and-­‐online-­‐learning/hybrid-­‐learning/faculty-­‐hybrid/hybrid-­‐intro

45. Individualization
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/

46. Network learning
#ed1to1

47. In an age of abundance,
online education needs to be more
than this. J

48. 1. Presence

49. Build a sense of residency

50. Build threads of connection

51. Presence ≠ Content.

52. hp://dubioblog.com/2012/01/08/how-­‐to-­‐learn-­‐the-­‐how-­‐learning-­‐domains/
Learning is Multi-faceted

53. Presence is Multi-faceted
hp://www.uwb.edu/learningtech/hybrid-­‐and-­‐online-­‐learning/hybrid-­‐learning/faculty-­‐hybrid/hybrid-­‐intro

54. There is no such thing as
digital natives.

55. Online demands MORE presence

56. 2. Individualized learning
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream/

57. hp://www.flickr.com/photos/98857801@N00/2145231725/
Rhizomes are difficult to contain

58. They follow their own paths.
hp://s0.geograph.org.uk/photos/87/97/879791_d5d8e306.jpg

59. Learning contracts
Evaluation Method:
Student work in this course is evaluated by
‘contract’ – meaning that each of you
decide how much work you would like to do
for what grade. Individual assignments are
given a ‘satisfactory ’ or ‘unsatisfactory ’
assessment upon completion, with the
option for you to resubmit unsatisfactory
assignments within a given timeframe.
Satisfactory assignment are those that show
a reasonable amount of effort.

60. Learning contracts
hp://cdn.meme.am/instances/500x/57386448.jpg

61. Learning Analytics

62. Insiders

63. Outsiders

64. 3. Network Learning

65. Sites of Connection Residency
hps://www.flickr.com/photos/mkhmarke=ng/8468788107

66. Your LMS is your friend

67. But not the end of the known
universe
hps://en.wikipedia.org/wiki/Here_be_dragons

68. more.
hp://hyperboleandahalf.blogspot.ca/2010/06/this-­‐is-­‐why-­‐ill-­‐never-­‐be-­‐adult.html

69. Scaffold extend conversations
resource-sharing
@hypothes_is!

70. Open new conversations
#ed1to1