Learning Networks: Theory and Practice Stephen Downes National Research Council Canada March 9, 2005. - презентация

1 Learning Networks: Theory and Practice Stephen Downes National Research Council Canada March 9, 2005

2 Traditional Online Learning –Institution Based Online courses, learning management system Content federations – closed network –Product Based Content packaging and CD-ROM delivery Digital rights and authentication –Content Based The idea of courseware, course packs Learning design and sequencing

3 Learning Networks –Not Institution Based Resource based, learning integration Open access, content networks –Not Product Based Web based, content not packaged but agregated Identity used to enable access, not restrict it –Not Content Based E-learning as engagement, conversation Focus on services and interaction

4 Networks: Basic Elements –Entities The things that are connected Sends and receives signals –Connections Link between entities – may be link, channel, etc May be represented as physical or virtual –Signals Message sent between entities - physical Meaning not inherent in signal, must be interpreted

5 Some Properties of Networks –Density how many other entities each entity is connected to –Speed How quickly a message moves to an entity Can be measured in hops –Flow How much information an entity processes Includes messages sent, received plus transfers –Plasticity How frequently connections created, abandoned

6 Network Design Principles –Specifies how networks differ from traditional learning –The idea is that each principle confers an advantage over non-network systems –Can be used as a means of evaluating new technology

7 1. Decentralize –Centralized networks have a characteristic star shape Some entities have many connections The vast majority have few Eg., broadcast network, teacher in a classroom –Decentralized networks form a mesh The weight of connections, flow is distributed Balanced load = more stable Foster connections between entities, fill out the star

8 2. Distribute –Network entities reside in different physical locations Reduces risk of network failure Reduces need for major infrastructure, such as powerful servers, large bandwidth, massive storage –Examples: Peer-to-peer networks, such as Kazaa, Gnutella Content syndication networks, such as RSS –Emphasis is on sharing, not copying Local copies are temporary

9 3. Disintermediate –Mediation – barrier between source and receiver –Examples: Editors, peer review prior to publication Traditional media, broadcasters Teachers between knowledge and student –Where possible, provide direct access The purpose of mediation is to manage flow, not information It is to reduce the volume of information, not the type of information

10 4. Disaggregate –Units of content should be as small as possible Content should not be bundled Organization, structure created by receiver Allows integration of new information with old –This is the idea behind learning objects smallest possible unit of instruction Assembling into pre-packaged courses defeats this

11 5. Dis-integrate –Entities in a network are not components of one another Thus., eg. Plug-ins or required software to be avoided –The structure of the message is logically distinct from the type of entity sending or receiving it The message is coded in a common language This code is open, not proprietary No particular software or device is needed to receive the code –This is the idea of standards, but: Standards are not created, they evolve Standards adopted by agreement, not requirement

12 6. Democratize –Entities in a network are autonomous Have the freedom to negotiate connections Have the freedom to send, receive information –Diversity is an asset Diversity confers flexibility, adaptation Diversity enables the network as a whole to represent more than just the part –Control is Impossible Even where control seems desirable, it is not practical Creating control effectively destroys the network

13 7. Dynamize –A network is a fluid, changing entity Without change, growth, adaptation are not possible It is through the process of change that new knowledge is discovered –The creation of connections is a core function

14 8. Desegregate –Example: Learning is not a Separate Domain Do not need learning-specific tools, processes Learning is a part of living, of work, of play The same tools we use to perform day-to-day activities are the tools we use to learn –The Network as Infrastructure Computing, communicating, not something we go some place to do The idea of network resources as a utility, like electricity, like water, like telephones – the network is everwhere

15 Network Semantics –How Meaning is Created in Networks –Tells us how people learn using networks –Tells us how networks create new knowledge

16 Elements of Network Semantics –Context Localization of entities in a network Each context is unique – entities see the network differently, experience the world differently Context is required in order to interpret signals –Salience The relevance or importance of a message = the similarity between one pattern of connectivity and another Meaning is created from context and messages via salience In other words: knowledge is shared understanding (and not copied understanding)

17 Elements of Network Semantics (2) –Emergence The development of patterns in the network A process of resonance, synchronicity, not creation Example: commonalities in patterns of perception Requires an interpretation to be recognized –Memory Persistence of patterns of connectivity –Other elements: stability, weighting…

18 Connectivism: Network Pedagogy –Think of as Network Pragmatics –Deals with how to use networks to support learning –Embraces the idea of distributed knowledge Example: knowing how to build a 747 I store my knowledge in my friends Recognizes explicity that what we know is embedded in our network of connections to each other, to resources, to the world –George Siemens

19 Principles of Connectivism –Learning is a process of connecting entities –Nurturing and maintaining connections is needed to facilitate continual learning. –Ability to see connections between fields, ideas, and concepts is a core skill. –Capacity to know more is more critical than what is currently known –Decision-making is itself a learning process

20 Practice: Content Authoring and Delivery –Numerous content authoring systems on the web… –Weblogs – blogger.com wordpress.org –Content Management Systems – Drupal, PostNuke, Plone, Scoop, and many more… –Audio – Audacity – and audioblogs.com – and Podcasting –Digital imagery and video – and lets not forget Flickr

21 Practice: Organize, Syndicate Sequence, Deliver –Aggregation of content metadata – RSS and Atom, OPML, FOAF, even DC and LOM –Aggregators – NewsGator, Bloglines – Edu_RSS –Aggregation services – Technorati, Blogdex, PubSub –More coming – the Semantic Social Network

22 Practice: Identity and Authorization –A raft of centralized (or Federated) approaches – from Microsoft Passport to Liberty to Shibboleth –Also various locking and encryption systems –But nobody wants these –Distributed DRM – Creative Commons, ODRL… –Distributed Identification management – Sxip, LID…

23 Practice: Chatting, Phoning, Conferencing –Bulletin board systems and chat rooms, usually attached to the aforementioned content management systems such as Drupal, Plone, PostNuke, Scoop –Your students use this, even if you dont: ICQ, AIM, YIM, and some even use MSN Messenger –Audioconferencing? Try Skype… –Or NetworkEducationWare… –Videoconferencing? Built into AIM…

24 Practice: Collaboration –One word: wiki –Others, of course: –Hula: –Much more info:

25 Going Home: Our Reformation –E-Learning has been based on centralized systems –But these centralized systems, such as the LMS, are like a dysfunctional crutch… –Theres so much going on out there… you have to leave the cocoon and experience the web.. –Stop trying to do online what you do in the classoom… its a different world online…

26 And where we had thought to find an abomination, we shall find a god; where we had thought to slay another, we shall slay ourselves; where we had thought to travel outward, we shall come to the centre of our existence; where we had thought to be alone, we shall be with all the world. Going Home (Robert Patterson) eblog/2005/02/going_home_our_.html

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