open access week: athabasca university
DESCRIPTION
Presentation to Athabasca University: Open Access Week, 2011TRANSCRIPT
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Making sense of complexity in open information environments
George SiemensOctober 26, 2011
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Openness is a control tradeoff
And it means we have to do different things
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Where are our control points?
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Our curriculum?
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Our teaching?
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Fragmentary experience
• Conversations, content, context not (only) shaped by the school/educator
• Learners are in control
Fragmentation is a new reality. Our learning models need to embrace
(reflect) it.
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Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related
Antonovsky 1993
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Existing coherence forming systems
BooksNewspapersTV news programsMagazines
(anything that is structured and that the end user can’t speak into and alter)
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Openness messes up coherence (and control)
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Fragmentation of information requires that we weave together elements into some type of coherent framework
YoutubeBlogsTwitterFacebookTEDtalksKahn AcademyOnline news/information sitesTraditional coherence frameworks
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Networked information doesn’t have a centre
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Information fragmentation…loss of narratives of coherence
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“the rise of millions of fragmented discussions across the world tend instead to lead to fragmentation of audiences into isolated publics”
Habermas 2006
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Argument: we socialize to make sense of information
… i.e. it is our ability to work with information
(abstraction, representation, “point to”) that defines humanity
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As information quantity and complexity increase…
We adopt two approaches:
1. Better technical systems2. Better connected social systems
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setnet
group
collective
Social forms
Jon Dron & Terry Anderson
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‘‘. . . information foraging refers to activities associated with assessing, seeking, and handling information sources”
Piroli and Card, 1995
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What is sensemaking?
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“Sensemaking is about labelling and categorizing to stabilize the streaming of experience”
Weick et al. 2005
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“a motivated, continuous effort to understand connections . . . in order to anticipate their trajectories and act effectively”
Klein et al. 2006
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Cynefin FrameworkDave Snowden
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Domains of Sensemaking
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Complicated is not complex.
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When an answer and path is known, but requires time and effort, it is complicated.
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When an answer is not known, or when agents interact in unpredictable
ways, it is complex.
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Education system is treating a complex problem as a complicated one.
Lessons #1 in Paths to Failure:
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Complex unknown problems require:1. Mind of a scientist2. Mind of an artist
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What is wayfinding?
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“the process that takes place when people orient themselves and navigate through space”
Raubal and Winter 2002
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“is the cognitive element of navigation … it does not involve movement of any kind but only the tactical and strategic parts that guide movement.”
Darken and Peterson 2002
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The Landing
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2008, 2009, 2011
Finding complex information environments: research spaces
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The data set
Connectivism and Connective Knowledge 2008(CCK08)
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Tools used by learners
http://www.irrodl.org/index.php/irrodl/article/view/643/1402Fini, 2009
Roughly anything.
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The methods
1. Social network and participation analysis
2. Corbin & Strauss’ (1990) version of grounded theory
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SNA & Participation Habits
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CCK08 Weekly Forum Posts
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CCK08: Introduction forum
Limited interaction. Most are isolated
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Introduction forum posts: CCK08
Dialogue limited: Group too large?
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Week 12 forum posts: CCK08
More equitable distribution? Due to smaller #’s of participants?
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Axial Coding
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Self-organization and sub-networks
Sensegiving through artefact creation and sharing
Sensemaking/giving through language games
Knowledge domain expansion
Wayfinding cues, symbols
Social organization through creating sharing
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Coherence expression(sensegiving)
ArtifactsNarratives
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Participatory sensemaking:“the coordination of intentional activity in interaction, whereby individual sense-making processes are affected and new domains of social sense-making can be generated that were not available to each individual on her own”
De Jaegher and Di Paolo 2007
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Artefacts re-centre the learning conversation
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Artifacts of sensemaking
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Organizing course content
Dolors Capdet
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http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
Image of course structure created by course participant
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Language/externalization reduces the “occult character” of mental images.
Wittgenstein
Language gives birth to thought
Vygotsky
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Language games
Storytelling
Debate, dialogue
Descriptions
Clarification
Metaphors
Analogies
Examples
Resonance
Narratives of sensemaking
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change.mooc.ca
Twitter: gsiemens
www.elearnspace.org/blog
http://www.solaresearch.org/
Learning Analytics & Knowledge 2012: Vancouver
http://lak12.sites.olt.ubc.ca/