networked possibilitiesalec couros - siast - september 2008

I am part of all that I have met. tennyson (1842)

old world networksand new social affordances

object centred socialitywhat is your social connector?

network visualizationsilluminate our connections

technical affordancesexpand our possibilities

web 2.0

connectivism

social learning

creativity conversations

democratic media

engagement

authenticity

constructivism

small tools,loosely joined

multiliteracies

influences

transparency

opencollaborative

copyleft

immersion

personal

accesssharing

freedom

student-centred

experiential

collective constructionism

Shifts In ET

(Leionen, 2005)

(Schwier, 2007)

ObjectivismCognitivism

Social LearningConstructivism

Shifts In ET

(Schwier, 2007)

ObjectivismCognitivism

Social LearningConstructivism

Individual growth

Group growthShifts In ET

(Couros, 2006)

typical teacher network

the networked teacher(Couros, 2006)

Access to high quality multimedia. ‣Google Video, Youtube, Blip.tv, Viddler.

‣Archive.org, Creative Commons, OER Commons, CCMixter, United Streaming, TED Talks.

‣Ustream, Seesmic, Stickam.

‣Skype, iChat, WizIQ, Elluminate, Adobe Connect.

Easy publication to a wide audience.‣Blogger, Wordpress, Edublogs.

‣Wikispaces, PBWiki, Wet Paint.

‣Google Video, Youtube, Blip.tv, Viddler.

‣Ustream, Seesmic, Stickam.

‣Lulu, Scribd, Creative Commons

Choice of content licenses.‣Full Copyright

‣Copyleft and Public Domain

‣Creative Commons (share alike, attribution, non commercial)

‣Against DRM

‣Practical Modifiability

‣Related Rights

‣Access Control Prohibition

Greater access to tools and connectivity.‣Free and open source software, greater bandwidth, wireless access, free services, and reduced hardware costs have contributed to greater access.

Instantaneous connections to people.‣Instant messaging and video conferencing.

‣Existing social networks or create your own.

‣Web conferencing tools.

‣Presence notification and microblogging.

‣txting

Tools for debate, challenge, and engagement.‣Access to text and multimedia publication allows individuals to read, create, remix, mashup, and respond to cultural, political, and economic events.

‣Mainstream media is attempting to respond to democratic media by creating feedback mechanisms (e.g., surveys, contests, interaction)

Sharing of and creating new culture.‣The World is Flat (Friedman).

‣A number of flat classroom projects been initiated to make classroom walls transparent, while bridging communication among students.

‣Tools necessary exist and are relatively easy to use. Practice is the most difficult to change.

Simulations and 3D virtual environments.‣Second Life, Edusim, and other 3D environments allow for the exploration of simulated worlds.

‣Individuals can communicate and collaborate with each other, and interact with objects in each virtual world.

Time/Place Shifted Personal Learning‣Tools exist today for individuals to learn outside of the constraints of time and place.

‣Through RSS tools and tagging, individuals can aggregate personally relevant information.

‣Availability of laptops, wifi, and unfettered access is especially important for this transformation.

Giving Voice and Creating Audience‣Individuals are using the tools of the Internet to (re)claim their voices, find a niche, and build audiences/markets that never existed.

‣Analysis and critique of types of these phenomena include: Cult of the Amateur, The Long Tail, and Here Comes Everybody.

Potential for Mobile Learning‣Mobile technologies are becoming more sophisticated, allowing more capacity and bandwidth.

‣The Apple iPhone and Nokia N95 have pushed the boundaries of smart phones.

‣Handheld devices will soon bridge the gap through Internet telephony.

Specialized Search and Analysis‣New search mechanisms have evolved to help uncover patterns in the expanse of information.

‣Search visualization, natural language processing, personalization, custom searches, vertical search, social input, human input, and semantic search are some of the developing areas.

Check these out ...Current to future understanding of technology in the teaching, learning, and in general society.

Blog Wiki Tweet Connect Gather Synthesize Personalize Create Remix Share Repeat

case of eci831open, connected, social

participantsgrad studentsassistantsguestsanyone

formatsynchronouswiki portalblogginggoogle groupsother toolstagging

synchronous sessionsopen or free tools worked best

activitiesguestshands-on sessionsstudent-driven topicscollaborative wikipersonal projectsbloggingexperimentation

second lifeimmersion

al upton and censorshipcurrency

feedbackstudentsoutsidersvia. multimedia

voicethreadperspective of participants

mindmapthe big picture

Implications and cautionsfor teaching and learning?

Beware the “Creepy Treehouse”

Beware the “Creepy Treehouse”

“Any institutionally-created, operated, or controlled environment in which participants are lured in either by mimicking pre-existing open or naturally formed environment, or by force, through a system of punishments or rewards.”~ Jared Stein

“Education ... has produced a vast population able to read but unable

to distinguish what is worth reading, an easy prey to

sensations and cheap appeals.”~Trevelyan (1942)

Contact:

alec.couros@uregina.ca

http://educationaltechnology.ca

skype: aleccouros

twitter/delicious: courosa