Knock Down the Walls: Toward a Model of Open Teaching
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Transcript of Knock Down the Walls: Toward a Model of Open Teaching
Open & Networked Teaching
moodle moot canada ‘09alec couros
Thursday, April 2, 2009
#hackcouros
Thursday, April 2, 2009
#HeyAlecIReallyWantToLetYouKnowWhatIAmThinkingAndWouldLikeToGiveYouSomeInputIntoYourPresentationSoHereAreMyThoughtsFor
YourConsiderationThnks
Thursday, April 2, 2009
who is this guy?
Thursday, April 2, 2009
Thursday, April 2, 2009
Thursday, April 2, 2009
open doctrine?
Thursday, April 2, 2009
open doctrine?
Thursday, April 2, 2009
journey
Thursday, April 2, 2009
knowledge
• what is k?
• how is k acquired?
• how do we know what
we know?
• why do we know what
we know?
• what do humans know?
• who controls k?
• how is k controlled?
Thursday, April 2, 2009
assumptions re: school
• knowledge is scarce
• access can be controlled
• boundaries make sense
• expertise rests only in individuals
• learning can be managed
• change is slow
• we can rest on reputation
• we can predict the future
• is the best way to learn
Thursday, April 2, 2009
“A key to transformation is for the teaching profession to
establish innovation networks that capture the spirit and
culture of hackers - the passion, the can-do, collective
sharing.” ~ Hargreaves
Thursday, April 2, 2009
reactions: forms of openness
open source software
open contentopen access publication
open accreditation
open education
open access courses open teaching
free software
open educational resources
Thursday, April 2, 2009
cathedral vs. the bazaar
how are creative works produced and shared?
Thursday, April 2, 2009
copyright/copyleft/commons
how we view knowledge and creative works
Thursday, April 2, 2009
how we view learning - institutional & informal
open content, access, publication, accreditation
Thursday, April 2, 2009
access we have to free or inexpensive tools
Thursday, April 2, 2009
Rocky Mountain News1859 - 2009
Thursday, April 2, 2009
• redefine communities, friends, citizenship, identity, presence, privacy, publics, geography.
• enable learning, communication, sharing, connections, collaboration, community.
• networks formed around shared interests & objects.
social networks
Thursday, April 2, 2009
Thursday, April 2, 2009
Each technology creates a new environment.
The old environment becomes content forthe new environment.
The effects of mediacome from their formnot their content.
Thursday, April 2, 2009
Thursday, April 2, 2009
370 student registered 443 digital devices.
14 students brought desktop computers, 93 brought iphones/Touch devices.
Only 5 students reported landline service.
432 of 438 new students on Facebook, College group had 3225 posts before start of school.
Source: Academic Commons
Thursday, April 2, 2009
Thursday, April 2, 2009
• Accessing, analyzing, evaluating, and creating messages in a variety of forms.
• Enable skillful creators, consumers, and disseminators of media.
• Facilitate an understanding of strengths, weaknesses, and influences of media forms.
media literacy
Thursday, April 2, 2009
how ideas spread
Thursday, April 2, 2009
how ideas spread
Thursday, April 2, 2009
cautions
Soulja Boy
Thursday, April 2, 2009
cautions
new challenges
Thursday, April 2, 2009
affordances
new motivations
Thursday, April 2, 2009
new forms
Thursday, April 2, 2009
new forms
Thursday, April 2, 2009
going open
Thursday, April 2, 2009
• sharing by default
• rethinking privacy
• publish, then filter
• educators as learners
• knowledge as fallible/incomplete
• expertise found in networks
• relevance of remix/mashup
• recognizing alternate forms of creativity
• minutia and presence as social bonds
mindset changes
Thursday, April 2, 2009
Thursday, April 2, 2009
• become a learner (again)
• play with the tools
• absorb the media
• find a network guide
• explore online communities
• participate in events
• be critical, but open minded
• share what you have learned
build your PLN
Thursday, April 2, 2009
tell everyone
Thursday, April 2, 2009
tell everyone
Thursday, April 2, 2009
Participants in Jan 2008:
• 20 registered students
• 10 experts in the field
• over 200 informal
participants (teachers,
admin, professors,
admin, k12 students, etc.)
invite everyone
Thursday, April 2, 2009
rethink constraints
Thursday, April 2, 2009
rethink social architecture
Thursday, April 2, 2009
adapt
Thursday, April 2, 2009
• greater access
• currency & adaptability
• improved economics
• adaptive pedadogies
• preserved knowledge
• greater diversity of voice
• sustainable communities
• transparency for critique
• long-term connections
advantages
Thursday, April 2, 2009
web: couros.catwitter: courosagoogle: couros
Thursday, April 2, 2009