Transcript Connectivism: Museums as Learning Ecologies Presented to

Connectivism: Museums as
Learning Ecologies
Presented to
Canadian Heritage Information Network
March 9, 2006
George Siemens
Theory
Learning Theories
Learning model
Learning resides
Behaviourism
“Black box”
Behaviour
demonstration
Cognitivism
Computer-model
In the mind of
the individual –
processed
In the mind of
the individual –
constructed
Constructivism Creation or
construction of
meaning (Building)
Connectivism
Networks and
ecologies,
connections
Distributed, in
network
What is the museum’s view?
What is the museum’s definition of
learning?
Function of museums
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Memory
Study/research
Knowledge sharing
Learning
How well are museums doing?
Challenge: how to improve
learning
• Improving the learning aspect of museums:
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In recognition of existence (public head space)
Valuation
In process
In Method
• Online
• Face to face
• Blended
Democratizing Learning
• Let the learners decide
• In all cases? What about educational
targets, standards, established criteria
within fields?
• Link tool with intent
– Facets - Bloom, Fink, Wiggins:
• Integral
• “Small pieces, anywhere, any tool, any
time” (learning is in the aggregate)
The 5 C’s of learning today
What about community?
• Spaces for industry professionals to
dialogue with each other…
• Spaces for learning providers to learn
• Spaces for visitors to learn
• Where does community fall short?
Where is the new value point?
• User-controlled Integration
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Time
Device
Space
Format
• Content
• Dialogue
• Aspect of ecology
Blending realities
• Online and face-to-face
• Online is physical is online
It’s coming undone…
• “Things fall apart; the Center cannot hold;
Mere anarchy is loosed upon the world”
(Yeats)
• Decentralization and distributed
representation of knowledge
– Critical in diverse, rapidly developing knowledge
spaces
• Conundrum: complex environments, without a
filtered center, are overwhelming
What’s happening in libraries?
Intent: Relevance
• Connections: people, technology,
information…in context
• Device independent
• Ubiquitous
• Move to openness
• Multi-faceted: experts, conversation-based,
information-coaching
• “Learning commons” - integrated
Connectivism
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Learning as network creation
Knowledge rests in networks
Diversity
Non-human devices
“Know-where” more important than
“know-what” and “know-how”
• Pattern recognition is key
• Currency of knowledge is critical
Connectivism Taxonomy
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Awareness and Receptivity
Connection-forming
Contribution and Involvement
Pattern Recognition
Meaning-making
Praxis
Move from creating content to creating
space in which content is explored
Functionality of ecologies…
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DIVERSITY
Learning informally
Self-expression
Dialogue/debate
Archived knowledge
Structured learning (courses)
Apprentice/mentor
Tool-rich
Capacity for “centering elements”
Tools and death by buzzwords
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Blogs
Wikis
Podcasts
Games
Story telling
Immersive learning
Situated learning
Communities of
practice
• Social bookmarking
• Tags and
folksonomies
• Video logging
• Wireless
• Emergent
• Ubiquitous
• RSS
• Aggregators
Transitioning museums
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Create ecologies
Teaching teachers
Networks/CoPs for practitioners
Extending technology (ubiquitous)
Blending
– Adding tech to F2F
– Adding sociability to online
Begin…grow capacity