Tag Archives: connectivism

Calm before the storm (or holidays)

Photo Credit: h.koppdelaney via Compfight cc

Photo Credit: h.koppdelaney via Compfight cc

Digging through your various blog posts, I can see that the majority of you are still working on the previous content involving Gamification, the Flipped Classroom and MOOCs. That’s absolutely fine, because as Jeff said, “Take a week for yourself“. And considering Thanksgiving celebrations and shopping may be in the mix for some of you as well as the beloved report card writing season, let’s use this time as a chance to get caught up.

Just quickly wanted to share two articles that were posted on Edudemic recently. The timing is obviously quite relevant to Course 4 and for those of you still chipping away at your reflections for these topics.

What Is A Flipped Classroom?

The Future Of Online Education And The Best Online Schools

 
Instead of discussing Project Based Learning, I’ll just share a few snippets of what I’ve come across in your blogs. It’s a bit of a mishmash, but hopefully this helps to save you time, and perhaps expose you to some posts you may not have otherwise stumbled upon.
 
 
Beth Dressler had some great thoughts to share about her experience with Coetail:

“building a professional learning network through COETAIL and being connected to other educators around the world has been a massive change in this last year.  I can choose when, how and what I learn, so my learning is relevant, on-time, useful and practical.  Also, COETAIL has allowed me to experience the connected, online world that my students live in.  It’s allowed me the chance to “walk the walk and talk the talk”.  At EduTech 2013 in Brisbane,Gary Stager said, “You can’t teach 21st century learners if you haven’t learned anything yourself this century.” Provocative? Yes!  True? Yes!  And, thanks to COETAIL, I’ve had the chance to learn, learn, and learn some more in the 21st century!”

yin/yang

Photo Credit: jronaldlee via Compfight cc

 
 
Lissa’s well researched post, “Gamification: why I’m a skeptic“, sparked a very involved and passionate discussion about Gamification and deserves to be read. Jeff and Rebekah chimed in as well; have a look and see how this impacts your current thinking on the topic and if you have something to add please do so on her post to keep the thread in one place. Here’s an excerpt from one of Rebekah’s comments:

The one thing I keep wondering is, have you played a video game? Have you played a game with your students? Have you talked to gamers? It’s not a real research, but it’s a start. Games don’t always have to be about competition…in fact many games only reward collaboration. I don’t think gamers play games to collect points. Maybe they play to “beat the game”, but for many games the journey is incredibly important. They do it because they like playing the game, exploring a world that is unimaginable to them, and they can play with people around the world. Gamers are playing because of an intrinsic motivation to play.

I don’t think I’ll ever have a perfectly gamified classroom. My classroom is a remix of lots of different things. And I also think that my kids will be okay if I mess up and don’t do it correctly. Because I have other safety nets in my classroom for when I mess up. But if we introduce game-based learning (or any other types of __________-based learning), the metacognition skills are even more important than before. If my kids realize we’re playing a game and make connections to the big concepts or skills we’re learning and are actively engaged then I’m willing to have a go.

 
 
Thinking about Connectivism, Beth Marinucci has revisited and reflected on The Coetail Effect, and has come up with an excellent definition. What do you think? Does this fit the description for you? Feel free to add a comment to her post if you’d like provide input.

Through guided readings, reflections, collaboration and practice, educators experience an understanding and appreciation of the role of technology in learning.  Connectivism allows both teachers and students to become empowered and to have authority over their learning to the point that, together, teachers and students reinvent teaching and learning.  Ultimately, we pursue our learning with confidence, authenticity and purpose with the end-goal being independence, with the support of a global learning community.

 
 
And lastly, Jeff Layman has an interesting couple of presentations coming up and has asked for input from you wonderful people in Coetail. The data that he accumulates will surely be of interest to all of us. Take a moment to participate! Tips to cultivating a thriving PLN

Connectivism and MOOCs: The Web We Weave

Photo Credit: mkhmarketing via Compfight cc

Photo Credit: mkhmarketing via Compfight cc

“Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.”

 
 
Despite being written in 2004, long before the advent of Twitter, Google+ (Facebook was in its infancy), the article on Connectivism presents ideas that equally transcend the past decade and absolutely apply to learning today. Connectivism and MOOCs are expansive topics and could be approached from many different angles, so I’m sure we’ll see a variety of perspectives in your posts.
 
We could investigate these topics through an objective view of the material provided through the referenced readings, links and videos explaining the premise and definition. And yet through a community such as COETAIL, you’re all involved hands-on with the experience to some extent, so it may be easier for you to approach it in a subjective manner. While COETAIL is not actually a MOOC per the definition, the nature of learning in an online environment such as this allows you to connect in a similar way.
 
 
From the 2013 Horizon Report

The movement toward open content reflects a
growing shift in the way scholars in many parts
of the world are conceptualizing education to a
view that is more about the process of learning
than the information conveyed. Information
is everywhere; the challenge is to make effective
use of it. Open content uses Creative Commons and
other forms of alternative licensing to encourage
not only the sharing of information, but the sharing
of pedagogies and experiences as well. Part of the
appeal of open content is that it is a response to both
the rising costs of traditionally published resources
and the lack of educational resources in some regions.

 
 
What better way to understand the implications current and future online learning has and will have on your students than to reflect on your own learning through this model? Surely for some people learning online has been an amazing experience, providing ultimate flexibility, inspiring connections and interesting conversations beyond the walls of your own schools. Learning takes place at your own pace and in your preferred schedule. And yet others may find that learning online simply doesn’t suit them as well; perhaps it’s too unstructured, too open, or you may struggle trying to adapt to such a different model than our traditional education has provided.

backtobasics

Photo by Brandon Hoover

On a personal note, I’ve taken courses where I was literally a number in the system, the instructor never had any contact with me, and I had very minimal interaction with the other students. Although I’m highly accustomed to working online, I found this environment to be too extreme; too stark and isolated. I could not thrive and it made learning much less conducive. I can’t imagine how those students who had minimal experience with learning online must have felt. Fortunately COETAIL is nothing like that! For some of you this may be your first venture into online learning; others may have already dipped their toes in these waters. A couple of points to reflect on:

How have you adapted to learning online? What challenges have you faced and how have you overcome them? What has been the most positive aspect of partaking in this model of learning? How do you feel this may impact students in developing countries? (that’s a whole other topic to consider!)
 
 

Connectivism

A phrase that came up in the reading is the need to nurture relationships; specifically it stated, “Nurturing and maintaining connections is needed to facilitate continual learning”
 
Twitter as a PLN (Personal Learning Network)

That quote can easily apply to both students and adults. Let’s frame it around Twitter as an example that most of you can relate to. Twitter for many people becomes a temporary PLN with usage that flares up during PD sessions, conferences and the like, and yet extinguishes quickly once the event concludes only to do so the next month or year ahead. By doing so, you never truly get to know the intricacies of sharing and learning together; of extending your learning and connections beyond the scope of a PD related event, and absorbing the full experience of using tools such as Twitter as a powerful networking and information sharing medium.

Your PLN shouldn’t become something like a business card; one that you only pull out and refer to when a professional connection is made. It should be flowing, meandering and always evolving – and something you nurture in order to keep it active. Coming back to the quote above, maintaining connections is vital; you can see this in action – the more you give of yourself and your ideas to others (and beyond just social media of course), the more you receive in return.

It’s important that we can relate this back to our students. The students we teach are growing up in an unprecedented time of connections and the nature of an ‘online’ community vs ‘offline’ community simply blurs together for many of them. They’re not ‘online friends’ for them; they’re simply friends. We should be cognizant of this when we apply our own perceptions of what connections mean for students today. This has implications for understanding their use of social media, the policies schools put into place regarding blocking of services, and what it means to be a digital citizen.

This also applies to COETAIL in terms of interacting with others in this cohort. If you wait until the last couple of weeks to begin posting and reflecting, bunching all the posts together, you’ll likely get much less out of the experience – the conversations and topics have already moved on. It may be in your best interest in terms of learning and connecting with others to strive to keep somewhat in sync (outside of the week off Jeff mentioned). The more you delve into each others’ posts and get involved in commenting and reflecting, the more variety and perspectives you garner to enhance your own learning.
 
Your Own Web

As a side note, here’s an intriguing way to consider your own connections. You can visualize your connections to others (with LinkedIn in this case but you could do so with other services as well) with tools such as LinkedIn Maps. I just had a play; it’s interesting to view just how intricate these connections and relationships are; give it a try yourself. Is there anything that surprises you? Do you see patterns develop from the differing aspects of your life? (personal, professional, university, etc)
 
 

Connections

 

Wading Through the Data

Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

 
From Fast Company:

  • From 2005 to 2020, the digital universe will grow by a factor of 300, from 130 exabytes to 40,000 exabytes, or 40 trillion gigabytes (more than 5,200 gigabytes for every man, woman, and child in 2020).
  • From now until 2020, the digital universe will double every two years.
  • 68% of the data created in 2012 was created and consumed by consumers– watching digital TV, interacting with social media, sending camera phone images and videos between devices and around the Internet, and so on.

 
I won’t rant too long about this, but think for a moment how much of a paradigm shift this is for education and our students today – and how much different it will be for the following generations. The accumulation of information, content and data is growing at an incredible exponential rate. The ability to filter information, to quickly detect what’s valuable and what’s fluff and to formulate connections that will result in increased opportunities for learning and development will be key. With the world’s data at their fingertips and the scope of human knowledge carried around in their smartphones and devices, learning how to learn will be an increasingly vital skill.

 

The Answer is Yes

Yes

The big question for this week is: Will education as we know it change because of technology?

cc licensed ( BY SA ) flickr photo shared by Jean-Etienne Minh-Duy Poirrier

Yes.

If after three and half COETAIL courses your answer isn’t “yes”, then I wonder if you can get a refund. (I doubt it, in case you’re actually considering asking).

The only thing I’m sure about concerning the future of education is that there will be learners. I’m not sure about much else. Students and teachers roles are changing. Classrooms are changing…you all know that as participants of an online course. The school day is changing. It’s impossible to imagine that  in an age of open educational resources (OERs) and massive open online courses (MOOCs) things aren’t changing.

Of course these changes aren’t happening in a vacuum. Schools and universities have a vested interest in maintaining the status quo. Teachers rightly demand proof that changes in pedagogy are effective and researchers can barely keep up. Different schools (or pockets within the same school) are implementing new pedagogies at different speeds and different levels of enthusiasm. We’re emotionally attached to our experiences in a school (as teacher and learner and parents) and hate to sacrifice how we remember schools. Sometimes we get tired of learning and of changing.

The reality is that knowledge and understanding of the world have always been changing. Facts have a half-life. What we learn in COETAIL this year may very well be old-fashioned quicker than we may like. But we have never lived in a static world. And for me, this is a comforting truth.

A New Pedagogy is Emerging

One of the best articles I’ve read in a long time about new pedagogies was put together by Ontario’s Distance Education group. It states that new pedagogies are emerging because of :

  • New Demands of a Knowledge-Based Society  
  • New Student Expectations
  • New Technologies 

So it’s not just the technologies changing, but the entire culture around learning.

The challenge is not creating new learning experiences from memory, but to create new, amazing learning experiences. In other words, to move from substitution to redefinition in learning at the culture-wide level.

Connectivism

Our ability to connect is what redefines us as a culture. Sometimes we connect face-to-face after long flights. Sometimes we connect on a Google+ Hangout. Hopefully you all have connected with each other through reading each other’s blogs for the past few months. I would love to see COETAIL hangouts that are driven by the participants, instead of the instructors. The more we are in the world, the smaller it gets.

My Connect Folder on my phone. I don’t care what App I use as long as I can connect to the people I love.

I store my knowledge in my friends’ (undated)”

This idea lies at the heart of Connectivism. Connectivism is the belief that knowledge exists in the world, not in our head. So we have to go out and seek it.

In many ways an ability to connect with others is what pushes our classroom into the redefinition level.  It’s this connection that allows a Twitter to spark a maths inquiry in kindergarten. It’s this connection that allows a stop motion animation made in Borneo to be remixed by students around the world.  It’s the connection that allows for people to create Acceptable Use Policies with “strangers” around the world. It’s the connection that allows IBDP English teacher to Skype in a creator (great Course 5 project).  It’s this connection that has students taking online courses for credit or not for credit.  It’s the connection that has me watching Dave Cormier’s “What is a MOOC?” video and scrolling through Google Scholar articles on Connectivism in writing this blog post. These connections mean that hyperlinks and embed code are the best part of the Internet. It’s developing a PLN to improve our practice as teachers or letting students use their own learning network to answer the big questions that need solving. It’s this connection that let’s me join three different MOOCS, and the fact that none of the them were lecture based.  It’s this connection that means that this tweet resonates with all of us. 

Our role

Information without context, as we know, is useless. As teachers, our job is changing, but still vitally important. Ontario Online states that with this new world, we are going to have to:

  1. A move to opening up learning, making it more accessible and flexible.
  2. An increased sharing of power between the professor and the learner.
  3. An increased use of technology not only to deliver teaching, but also to support and assist students and to provide new forms of student assessment.

We’re also going to need to focus on search skills, evaluation skills, and critical thinking skills. We are already moving towards new school models that allow for real, connected learning. It’s interesting the Universities are leading the MOOC movement (even if sticking close to traditional format in a virtual space), suggesting that universities are rethinking their mission. Universities are looking at offering credit for competence, not hours sitting in a lecture hall. Our schools are becoming more flexible, naturally.  And in this more connected world, I think we’re really going to need to know our students. We are going to need to know what kids respond best to extrinsic motivation. We are going to need to know what kids can work independently on a MOOC. We are going to need to know what kids have the resilience to have an epic fail and get back up. We are going to need to know what kids are introverted on social media. As I learn more about schools that a project-based, inquiry-based, challenged-based, service-learning based (etc), the more realize how important knowing the kids is. 

So, as always, connectivism (and all other pedagogies) is about the kids.

A lot of words to get to that simple answer.