Living, Learning, Communicating in an Immediate World

Learning Technologies Centrewww.umanitoba.ca/learning_technologies

Living, Learning, Communicating in an

Immediate World

ADETA, October 2007George Siemens

For the most part, educational futurism is a mixture of trendiness, bad psychology, and technological impressionability

Carl Bereiter

Mixed messages

1. Networks and tools2. Access and impact3. Granovetter meets Gibson4. Students and employees5. Their World6. Our need7. Our response?

1. Networks & Tools

Learning

• Neural network

• Conceptual network

• Physical network– People– Content

What do networks do?

Understanding yields understanding

Nodes increase opportunities for more connections (history, multi-faceted understanding of disciplines)

...the tools we use, when learning, shape and very largely determine what and how we can learn

Kieran Egan

Immediately?

• Access: OER,

• Find:

• Connect:

• Communicate: Mobile

Immediately?• Locate:

• Collaborate: wikis

• Create:

• Share: Presently

Immediately?

• Plan:

• Publish: blogs

• Interact: two-way dialogue &

• Tie it together:

We shape our tools and then our tools shape us

McLuhan

What have tools done?

Opened accessDistributed controlRaised noiseImmediacy

Symmetry of effect everything gets impacted (information)

Rhetoric of the

electrical sublime

long-standing, naive, and utopian expectations

Carey & Quirk

2. Access and Impact

Education’s future will be shaped in

developing countries

China: HE enrolment doubled, 2000 – 2003 16 million. Exceeds US

India: by 2010, 40% of all

HE education will be distance

Carnegie Foundation (2006)

Access• 70+% level in many countries (Net)

• Mobile/PDA (21%) web access – doubled in 2003-2005-2007

• 88% have mobile

• Steep decline after age 55

Oxford Internet Institute

IT Ownership73% own laptops

91% have high speed

86% mobile phone

Net Generation age group is more highly engaged than older students in technologies that enable socializing

ECAR Study (2007)

We live in a society in which the “channels for distribution of change” are carried with us as part of daily life.

Sharples, Taylor, Vavoula

Mobile computing, portable devices, and ubiquitous broadband mean that we have access to people, information, and data wherever we may be

Horizon Report (2007)

What is the impact of immediate?

Control shiftWeakened filter

Can you spare $4 billion?

Real is fake

3. Granovetter meets Gibson

Weak ties

Empirical evidence that the stronger the tie connecting two individuals, the more similar they are, in various ways

Mark Granovetter (1973)

Weak ties

weak ties of communication

weak ties of information

(content is not understanding)

Gibson’s Affordances

• Action potential• Preconditions for activity• Agent, object, interaction• Affordance is a property of this

interaction

Nature of ties is an affordance of the medium

object, actor, activity

– Parent/child (twitter, IM)– Friends– Colleague– Some one you’ve never met f2f

A new medium does not add something; it changes everything.

Neil Postman

4. Students and employees

This isn't the MTV generation we're talking about this is the everything, all-the-time generation

Tim Blackmore

Millennials

Coddled, narcissistic praise junkies

US Navy

Engagement

Participative web: user-created contentOECD

Capturing

Capturing what used to be transitory– Mobile phones– Justin.TV

Their lives are being captured and shared

Their view of IT in courses

• 60% - improved my learning• 40% - more engaged when IT is used• 73% - more prompt feedback• 58% - helps me better communicate

with classmates• 59% - better control of course

activitiesECAR Study (2007)

5. Their World

What type of world will our

students inherit?

• Complex• Information

saturated• Conflict-riddled• Self-destructing

• Hopeful• Democratic• Innovation• Equality

Need for advanced learning

2 of every 3 new/replacement jobs require PSE

Canadian Council of Learning (2006)

6. Our Need

Understanding requires time, depth, sustained attention

Takes 10 years to become a master

Howard Gardner

Complex tasks requiregreater engagement and focus

than weak attention ties permit

Digital literacy

Information literacy

21st century skills

Harvard curriculum

Play, performance, networking, distributed cognition

(Jenkins)

Depth...

Slow LearningGeetha Narayanan

Deep smarts

Deep understanding

Disciplines of Understanding

Reflection

ReviewConnections

Socialization

Explication

Slow, deep, immersive

Multi-faceted

7. Our response?

How have these

changes impacted

education?

Stages

Adopt tools and methodsAdapt practicesAdjust policies

Exist in the spaces they exist, understand their culture

What shall we change?

• Libraries• Classrooms• Policies• Schools• Accreditation• Experts• Curriculum

Change toward understanding.

Educator peer-pressure

www.elearnspace.orgwww.connectivism.ca

www.knowingknowledge.comhttp://ltc.umanitoba.ca/wordpress

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