CCK09 Emergence and Growth of Knowledge

This Emergence and Growth of Knowledge and Diversity in Hierarchically Complex Organised Systems: Genesis of a theoretical framework sounds intereting.

 

 

CCK09 Neuroscience Research

This Neuroscience research goes deeper into the brain

Conduct basic research on such questions as how the brain builds and loses memory, and how the visual system develops.

The Plastic Brain: UAB Neuroscientists Stretch the Boundaries of the Mind

UAB scientists on the cutting edge of neuroscience discuss their mind-bending research.

NextWorld - Neuro Genesis

Would you like to be able to learn a new language like you could when you were a child?  It will be possible in the future, but you might forget who your spouse is.

CCK09 Are you a visitor or a resident in the online environment?

Below is an invitation posted on behalf of Roy Williams, Dave White, Gus Goncalves, Sui Fai John Mak and Jenny Mackness.

Please join us

You are invited to join us in the Elluminate conference on Wednesday 4th November at 20:00 GMT to discuss the title question with Dave White from Oxford University.

The Link for the conference is: Elluminate Conference

You can also find it in the Connectivism and Connective Knowledge (CCK09) course.

We will be holding a conversation about Dave White’s vandr (visitors and residents) model. We are all trying to understand the new networked learning media, as users, but also as academics, teachers, trainers, and researchers. So we need frameworks to describe what’s going on, and that’s what this conference is all about: none of us has the final answers, and I guess most of us find networked learning is so interesting precisely because there are no final answers.

We have asked Dave to take us through an overview of some of the key points of his model. Then we will get some feedback on how you see yourself, in terms of his model. After that we will ask Dave to take us into more of the detail. Interruptions are welcome.

Networking

We have set up a twitter site (vandrcck09) where you can add additional comments, outside the chat channel in Elluminate. We are trying to make space for more substantial responses to the conversation in Elluminate, and it looks like the only way to do so is to write a longer comment in a forum post, or blog, and then post a tweet in ‘vandrcc09′, which includes a link to your blog or the forum. We’ll see if it works.

Models and Resources

Please feel free to use the vandr twitter site, from now on, to post ideas and links to aspects of the vandr model, or any other models and research, that you find useful to describe what goes on in networked learning.

CCK09 About openness via questions and responses

There seems to be a difference between Eastern and Western cultures when it relates to openness via questions and responses.

In the West, to ask a good question, in the East, to think and reflect about a good question – silence and meditate. In the West, to respond to a good question, in the East, to think and reflect about a good response – silence and meditate. Does it reflect what social networked learning is all about? Have I thought and reflected about questions and responses?  Have I asked a question?

CCK09 Struggles in the theory of Science continued

This is about Science, not fiction!   It’s amazing.

Struggles in the theory continued.  This part 2 talks about virtual particles, empty space. Virtual particles that fill the vacuum.

“Emptiness” in vacuum is not empty.  It mentions about vacuum energy.

Enjoy this Part 1, 2 and 3.  How does it relate to connectivism?  It’s all about connections!

CCK09 Educational and Business Leadership

In this Abolishing the myths of leadership John Roulet writes:

Many of us have tired of books, articles, and discussions about leadership. After all, there is so much competing and confusing information in the public domain about leadership. On top of that, today’s leaders seem to be getting worse instead of better. But we can’t just give-up and let the confusion continue; we need great leadership now more than ever.

Myth 1: Leadership is Visionary and Inspiring

Myth 2: Business Leaders Manage People

Interesting article. I enjoyed reading it. It’s great to abolish some of the myths of leadership, especially when people think leadership is simply equated to management and control.
Is leadership about people or performance or both? Management is about performance – is it why we need managers? Leadership is about inspiring people so the people working “under” such leadership could manage and lead themselves. For managers, would it be easier to manage performance? Would it be far more difficult to “manage” people?

Leadership is doing the right things, and management is doing the things right. So if we talk about leadership, how about involving the people around the “leaders” so they could do the right things (not just the performance, but respecting the people, listening and responding to their needs, and motivating them to achieve the goals). So leadership is a leader to be, an ongoing empowerment of the people, a behind the scene supporter and encourager, a mentor, a team leader, and most importantly a developer of the “followers” to become the leaders, so everyone shines and achieves their team and individual’s goals.
May be if we rethink about Manage = control. Lead = influence and inspire. Then, the best business leaders are not only the best managers, but best achievers.
John

CKK09 Can Learning Networks (partly) replace the teacher?

This is my response to Can Learning Networks (partly) replace the teacher? as posted in the Hot seat of Networked Learning Conference 2010.  I wasn’t able to participate in the conversation.

Here is my last year’s post (CCK08) in response to George’s question. 

I suppose that’s what George and Stephen would like to see… we are actively building up the connections through forums, blogs, wikis and other various tools, which is all part of the learning process.  And we are proactive in peer teaching as practising “teachers”: to explore what is distributed in the web and networks and people, to be inquisitive, to challenge each others’ perspectives by postings and responses based on reasons (not just passions – with emotional control) in a network.   Some of us have used our own writings, postings, others have used podcasts, videos on Youtubes, pictures, powerpoints, and mind maps etc.  to share the knowledge and learning.  In order words, modelling and demonstration as a teacher and connecting and practice as a learner (as cited from Stephen in various forum discussion). 

When such connections and exchange of perspectives are coupled with personal reflections, I think it could generate powerful learning amongst the individuals – with valuable emergent knowledge shared and developed.   For me, it has already changed the way I learn. 

In the forum I often like to learn the views of the participants, mainly because here you are: George, Stephen, Jon, Frances, Bob, Lisa, Old Socs and others… the lively ones whose quotes and perspectives are more relevant and important than those quoted in “theories” in OUR discussion.  Your views are based on years of experience and knowledge, and are equally valuable when compared to those findings coming from applied research done by great educators, researchers and professors. 

In this connection, I think the exploitation of ICT in the mining of distributed network knowledge and network sharing and discussion could often outperform that of an individual “teacher” or “professor”, as the process could more readily crystallise the essence of connected knowledge, which is emergent. 

Such deep learning is often more valuable to the participants because the emergent knowledge is a result of ”co-construction” by its network individuals.  The diversity, autonomy, interactivity and openness, in a connective knowledge network is both encouraged and forged under such learning ecology (adapted from Stephen).

So in this network, is everyone a leader and instructor in learning?  If you want to enlighten and share the learning, what are you going to do about it?  Lead from the front?  Keep each other excited! Stay current with knowledge upfront!  Is it what most professors are doing? Isn’t it in line with the principle of life long learning?  Is that the spirit of emergent leadership – exploiting the learning via technology and network (artefacts and people) ? Sorry too many questions already.  Your turn…

It seems a similar learning pattern has emerged in CCK09, though there are significant differences in terms of forum participation.  There were some CCK08 participants joining back in CCK09, and I noted a few have acted in the role of “helpers” or “mentors” to each other rather than “teachers” in the blogs, twitters, forum, Ning and various other media.

Can I come to the same conclusion as that in CCK08?  I think I still need more time to observe and reflect….

If I were to answer the question in general, then my response would be: it depends on the situations.  Under certain circumstances, learning networks could replace the teacher partly for some learners, but not all. 

I think it depends on (a) the learning context (formal, informal or non-formal learning, or a hybrid/blended learning or institutional learning, (b) the curriculum or learning outcomes required, (c) the roles of the “teacher”, (d) the expectation of learners, (e) the skills, expertise, experience, and learning styles of the learners, (f) the tools and technologies and connections that are available to the learners to support the learning, and (g) the time factor.

Though the learning network may be able to provide guidance, facilitation, mentoring and even expert advice on ICT tools and techniques for the learners, it is important to realise that we have made huge assumptions here.  

What sort of learning network is the learner engaged in?   Are the  networkers coming from a diverse field of interests or expertise? How about the learning readiness of the learners?  Are the network members ready to support each others?  Have the learners mastered certain metacognitive skills (including technology literacy, critical thinking and communication skills)?  Would the network be able to provide the emotional support that some learners need on a confidence and trustful basis?  Does the learning network fit into the learners’ needs?  

Due to the complexity, changing and emergent nature of learning in networks, there are difficulties in guaranteeing the results of learning.  

Can a network of individuals replace a teacher or professor?  Your conclusions…..

CCK09 Which is better – Results-oriented or process-oriented?

Stephen Downes asks: Is it better to be results-oriented or process-oriented? What if it is very hard to guarantee results, due to change and complexity?

Hi Stephen, would it depend on what you (and your customer(s)) want? In learning, you want both, but the process may be more valuable to you, as the results can’t be guaranteed, due to complexity in learning. But in real professional life – work, the organisation wants results, our supervisor wants results, our customers, our stakeholders (including government, education authorities) want results, and they want us to ensure the process is “right” (follow policies and procedures) too! That is quality from a customer’s (our employer and stakeholders’) perspective!

So in learning, we could afford to make (minor) mistakes, so far if we could learn, and we could improve our learning through reflection on mistakes and taking corrective actions.  At work, our organisation and supervisor would therefore like us to achieve the results.  That is reality.

May be a few minor mistakes would still be tolerated in the learning process, but not a big one. And still one needs to learn from that to ensure the results are achieved at work.

John

CCK09 Open and closed systems thinking and Complex Adaptive System

When thinking about organisations it is necessary to distinguish between closed-system thinking and open-system thinking. 

 

In closed-system thinking there is a tendency to regard the enterprise as sufficiently independent to allow most of its problems to be analysed with reference to its internal structure and without reference to its external environment.  This approach tends to lead to a static view which ignores imbalance caused by influences coming from the environment (and resulting change).

 

In open systems thinking, there is the logical implication that such systems may spontaneously re-organise towards state of greater heterogeneity and complexity and that they achieve a steady state at a level where they can still do work.

Organisational problems come from disturbances to regularity caused by (1) changing market environments, (2) changes affecting labour, materials and technology.

The flexibility of an organization’s technology affects its reaction to change.  Some organisations can simply change their internal technology in the face of change.  Others, with rigid technology, have to adapt by changing their structures.  Thus technology is an important boundary condition mediating between the organisation and its environment.  Because of its importance alongside the human factors it becomes useful to think of an organisation as an open socio-technical system (Emery 1969).

It is therefore imperative to understand the impact of ICT & Web 2.0 on organisations, the people and the systems.

In this complex adaptive system

A CAS is a complex, self-similar collection of interacting adaptive agents. The study of CAS focuses on complex, emergent and macroscopic properties of the system. Various definitions have been offered by different researchers:

• John H. Holland

A Complex Adaptive System (CAS) is a dynamic network of many agents (which may represent cells, species, individuals, firms, nations) acting in parallel, constantly acting and reacting to what the other agents are doing. The control of a CAS tends to be highly dispersed and decentralized. If there is to be any coherent behavior in the system, it has to arise from competition and cooperation among the agents themselves. The overall behavior of the system is the result of a huge number of decisions made every moment by many individual agents.^[1]

A CAS behaves/evolves according to three key principles: order is emergent as opposed to predetermined (c.f. Neural Networks), the system’s history is irreversible, and the system’s future is often unpredictable. The basic building blocks of the CAS are agents. Agents scan their environment and develop schema representing interpretive and action rules. These schema are subject to change and evolution.^[2]

From wikipedia (complex adaptive systems)

Under connectivism, it is trying to explain the learning under an open learning system (the informal and non-formal learning (PLN/PLE), and the formal learning (LMS), face-to-face, blended based on various connections, and learning due to the immersion in the networks (real and virtual).  So this is cutting across the open and closed system and their boundary, and in most cases, it would be covering both the open system with Web 2.0 – social media and the closed system with classroom and the blended learning when online learning is involved.   

 

That also explains why I would like to apply connectivism on organisational learning.  However, I think the application of an open-system thinking on a closed or semi-closed-open systems (such as an organisation or educational institution) will need certain adjustment, in order to balance the self-organised local relationship that may exist in an open system and the structured functional relationship in a closed system.

 

Due to the fuzziness and often overlapping areas of social media of these open-closed systems, there would be emergent leadership and learning  arising from such media and networks interaction.  In this Community of Practice (COP): 

Diverse approaches to supporting communities of practice have been adopted by different organizations: some see them as largely emergent phenomena, others have adopted more deliberate strategies to design and manage their shape and purpose. A community of practice is fundamentally a self-organizing collection of volunteers. Knowledge is shared within the community based on relationships with others, rather than direct transactions. Hence membership involves an emotional as well as an intellectual component

So, COP is trying to accommodate for the close-system thinking (geared towards both the organisation’s and network’s needs, though trying to accomodate individual’s autonomy), where community members could still practise in an open-system thinking (a hybrid of open-closed system thinking) in a network.  In many COPs, many participants still prefer to be the legitimate peripheral participants (lurkers) rather than active participants.  Also the voices raised by the COP would be a perfect  way of letting people to “release their emotions and speak their voices”.  It depends on the organisations’ leadership and culture in terms of responses to such voices…

In this Network Logic

             Think about your networks.  Your friends, your colleagues, your social circle.  How new networks take shape

             through introductions at parties, over coffee breaks, via email.  How your connections have helped you,   

             supported you and hindered you. 

They are all around us. We rely on them. We are threatened by them. We are part of them. Networks shape our world, but they can be confusing: no obvious leader or centre, no familiar structure and no easy diagram to describe them. Networks self-organise, morphing and changing as they react to interference or breakdown.

Networks are the language of our times, but our institutions are not programmed to understand them.

As individuals, we have taken advantage of the new connections: to earn, learn, trade and travel. But collectively we don’t understand their logic. Our leaders and decision-makers have often failed to grasp their significance or develop adequate responses. We do not know how to avoid internet viruses or manage mass migration, structure urban communities, regulate global financial markets or combat networked terror.

So now we live in a world held together by networks, but lacking the language to solve its common problems. We’re left with a sense of unease – a governance gap that needs to be bridged.

In summary, I think using a complexity approach does help in identifying some of the aspects in organisation (when it comes to vision and mission statement development, strategic planning and action etc.  A COP may be an alternative approach to resolve some of the issues that arise from the impact of open systems (i.e organisational problems come from disturbances to regularity caused by (a) changing market environments, (b) changes affecting labour, materials and technology, and in case of education institution (changing needs of education (vision and mission), clients (learners), and employers).

 

So I think it is important to appreciate the differences between an open and closed systems thinking in order to ensure the proper application of connectivism or networked learning principles in education, business institutions and enterprises.  

Networks are the language of our times.  We need to understand the language to solve problems.

References:

1. Community of Practice

2. F.E. Emery (ed.) 1969. Systems Thinking, London, Penguin

3. http://www.wikipedia.org

4. http://www.demos.co.uk/files/networklogic.pdf

CCK09 Assessment online using a community approach

In this What about Assessment by Tracy, she writes: “We do have a shaky sense of “objectivity” in grading that we don’t like to talk about much. Unless there are clear right and wrong answers (which there are sometimes, but very often NOT), it gets muddy.” I think it depends on what we are assessing. And more importantly, why assessment based on right and wrong answers in an online environment?

Downes writes:

I commented, and not purely in jest, when talking about assessment. I want to change the system of assessment in schools because right now we have tests and things like that that are scrupulously fair, particularly distance learning where we outline the objectives the performance metrics and the outcomes and all of that. I want to scrap that system. I want testing to be done by at random by comments from your peers and other people and strangers based on no criteria whatsoever and applied unequally and unfairly.

And people say, “Well, why would you want that?”

And I said, “Well, that’s the way the world works.”

If we are assessing online learning, what would be the ideal and practical way of assessing? For instance, Jenny, Roy and I have completed the research on (a) blogs and forums as communication and learning tools in MOOC and (b) the ideals and reality of MOOC on CCK08.  We have suggested a peer review on our 2 research papers as posted in the CCK09 forum from CCK08 and 09 participants.  Would this be an assessment on us as a team by the network (community of CCK08 and CCK09)? Would this help us (our research group) and the community in finding ways in assessment on research and learning?  We are greatly thankful to those who have provided us with valuable comments.

If we are assessing people (networkers) online about creativity, innovation, technology and critical thinking skills, then a more holistic approach using a community peer review and assessment may be more beneficial to the networkers and the community.  The repurposing, recreating and remixing of ideas and contents using various tools, story telling, videos making, and blog posting would stimulate the networker(s) to develop new and useful resources and thus contribute to the community.   

This would add value to the community in terms of social capital.  This would further encourage more networkers to participate and engage in social networking as they find it both fun and enjoyable not only to consume such resources, but to contribute in the production of resources, and to cooperate with others in networks.   Wouldn’t it be the ideal way of developing educators and learners through such cooperative and collaborative efforts, activities or projects in the networks?

Tracy said:” if I was taking cck09 for credit (and thus, actually doing the assignments), would I be OK with my peers in that course”

For me, sure! I would be happy if my blog, forum posts and other artefacts be openly critiqued and evaluated by others. This would not only help me in developing myself, by being open and responsive to others’ comments and feedback, but would provide some insights for me to help and develop my learners in their course of study. 

Learning and assessment is about action – by connecting and interacting with others.

In this post on Connectivism The Multiple Choice that I wrote last year Oct 7, 2008:

3. For me to respond to connectivism and answer why it is a new theory.

1.  Write a paper

2. Communicate with my readers in a clear concise manner – start with this draft

3. Communicate, collaborate and cooperate with stakeholders, participants, and negotiate

4. Connect with the networks

5. Explain a complex learning theory – connectivism in a simple way

So, I have set up some assessment criteria for me to achieve.  Have I achieved them all?  Still I am on this journey, I suppose.

Besides, I think an e-portfolio approach would be useful for my learning.

In summary, I am finding that network assessment would be part of my learning journey.  It is part of the learning, not just a project, an artefact, or an eportfolio.  

Again from Downe’s post:

And the more I thought about this, you know, I struggle with myself all the time and I wonder, was it indoctrination or were they right? And after many years, I’ve come to the conclusion they were right. And so there is this idea of the network, there is this idea of distinctness and diversity in an environment where people are encouraged not to be the same, but to be different. I like to think I have fulfilled my teacher’s expectation, having internalized the encouragement not to consume and to absorb the message from the mass media, but to create, to be that media, to be the artist, to be the writer, to be the videographer.

I would resonate that network provides a wonderful media for me to be part of, to learn with and be assessed.  I love to be that part of the media too.

In this Dave’s post on Overcoming obstacles – a practical guide he writes:

Overcoming obstacles – learning communities
You can’t collaborate alone (JM). Find learning communities. Connect with other people like you. You can all come to edtechtalk, we’d love to have you. There are tons of other great ways to communicate. Find one (or several) you like. If you are at all careful IT WILL SAVE YOU TIME. seriously.

I found it most useful in assessment and learning.

Have you found your learning community?

Are you comfortable with such peer online assessment?  What are the challenges?   How would you overcome those challenges?

John

Hello world!

Welcome to my blog.

About Me

Sui Fai John Mak

I am a teacher of Logistics and have been teaching warehousing and logistics for more than 9 years. I am a Certified Professional Logistician. I am passionate in sharing my knowledge, experience and skills with those who would like to achieve excellence as a goal of life.

Whichever mountain I choose to climb, the route may appear simple, but that does not mean it will be easy. And afterwards there will be another peak to climb in the Himalayas, Andes or Rockies. One day I may want to change my life and go sky diving.

I endeavour to embrace my vision and mission, climb the mountains, work out my paths and reach the summit. I may have to change my life and go sky diving – accepting new challenges and goals, if this could serve others and society in a more effective and efficient manner, especially in the area of learning.

When do I want to change my life?
Today
What is the greatest reward from learning?
A sense of achievement and satisfaction.

How about you?
What are your vision and mission?
What is your learning journey?

Are we in a learning revolution?

Are we in a revolution? This important question has been raised and debated in the last 2 years, especially in the academic circle.  See Background Reading: What is Web 2.0 Ideas technologies and implications in education.

If we are to trace back the source of change of these emergent technologies and the evolution of Internet, my next questions are

1. How can we define revolution at this digital age?

Is it any complete change of method or conditions?  Is it a substituion of a new “system of government, especially by force” as defined traditionally? What is your definition of revolution?

2. Is Internet revolutionising how we communicate?

3. Are we in a revolution of communication?

4. Are we in a revolution of learning?

5. Is there a shift away from the mere “e-learning” and back to learning?  Is learning complemented with on-learning technologies and enhanced with connectivism and connective knowledge?

Finally, I am starting to realise that each of us interpret the definition, concept of connectivism, connective knowledge differently.  So, if we claim that we are in a revolution of learning, it may be interesting to see how all these have “revolutionised how we think?” Not just learning!!! LOL

6. Are we at the centre of “revolution”, “evolution” or “innovation” as a result of ALL OF THE ABOVE?

John

Most successful network in history

Which network is most successful in history? (especially in the last two decades)  

 May I start with SARS?   

 http://www.abc.net.au/science/features/sars/default.htm  

 Or you may like to share your case.

1. What are the critical success factors in such a case/network?  

2. What lessons can we learn from the case?  

3. Can we transfer such learning to education? Or your organisation?

4. How could connectivism be applied in this case?

5. Add any questions that you would like to address….

If you prefer to discuss elsewhere, please consider your blog, or mine or wiki for further discussion.

 

 

When is the learner ready?

When the course is ready, the student appears,

When the student is ready, the teacher appears,

When the teacher is ready, the theory appears,

When the theory is ready, the education appears,

When the education is ready, the technology appears,

When the technology is ready, the network appears,

When the network is ready, the learner appears,

When the learner is ready, the purpose appears.

So what is the purpose for the learner?  Learning and development…..

In adult learning, one of the most important assumption is that:

“Adult learns best when he or she is allowed to make his/her own learning decisions”.  Everyone should be free to do this.  And this is fundamental in adult’s education.  

For K-12 learning, learning decisions depend on the readiness and skills level of the learner.  Adults (include teachers, parents) are there as mentors, coaches, guides and support.   They are there to empower the students to become independent learners eventually.

So that’s why metacognitive learning skills (learning how to learn) is important.

Your comments are welcome

Suggested answer on SARS case

You will find an interesting lecture that explained about SARS here: http://videolectures.net/eccs08_havlin_cntap/

Here is my suggested answers on SARS:

1. Critical success factors

- global media coverage (TV news, newspapers, radio)

- government intervention, control and support

- local and global education

- networks – social, medical (medical research teams and networks), news, community, schools, industry & business

- information and communication technology (mobile, internet technology, Web tools etc.)

- disease control & effective infection control procedures 

- World Health Organisation’s (WHO) involvement

- Charity support

- People’s involvement

2. Lessons learnt – Innovations/advancement and development of the following required:

- quick response

- advance planning (vision, mission)

- Network learning

- Collective wisdom – local and global

- Prevention & control, risk management

- Education (on health and disease control), and promotion

- Collaboration (local and global governments, networks)

- Policies, systems, procedures

- News and media,

- Medical research, government and business investment

- Communication technologies (internet access, support)

3. Transfer of learning of SARS to education

- a change in attitude towards education, training and learning (accomodate informal learning more extensively, promote the concept of knowledge people and nation)

- a blend of formal and informal learning

- long term advance planning (vision, mission)

- education (addresses equity issues, informal learning, lifelong, lifebased) (local and international)

- networks and network learning

- collective wisdom

- research and development

- government, business and community support

- investment

- collaboration (local, international)

- Policies, system and procedures

- Benchmarking, best practice

- Adaptive, responsive education system

- Recognition and qualification (informal learning incorporation)

- Promotion of education and learning (such as this course)

- Communication technologies (internet access, Web tools, support)

- Respect on humanity – human learning, harmony,  

- Understand our ecology

- Focus on the learners

- Learning is everyone’s business

……..

4. Connectivism could be applied in SARS case:

- Individuals form networks

- Different networks (medical, social, academic, personal)

- Network learning locally and globally

- Collective wisdom and Voice of the Crowds

- Education at all levels, locally and globally

- Prevention based

- Adaptive, flexible and responsive system – (networks, policies, procedures)

- Learning for everyone (lifebased, lifelong)

- Respect on humanity and our ecology

- And your answers here……

……

You are welcome to share your ideas on this.

 

Reflections on motives, use of jargons, emotions and communication in connectivism

      I suppose motives, jargons, emotion and communication play an important part in any on-line communication.  

      Motives-  I think one needs to understand why people are going on-line first. What are their goals? Or do they have a goal at all? For me, I am interested in knowing and learning more about connectivism. For others, some may just be “lurking” and they would remain silent most of the time and prefer reading rather than participation, and may “pop” in on a few occasions. For some others (less than 2%)who are more involved in the forum, that’s where the discussion and debate begins. I realised that there are some participants who have participated in the Elluminate session.  I suppose they are passionate in learning more on connectivism.  I noted that there are many other participants who have set up their blogs and would prefer to participate in a relatively passive manner instead.  There are also others who join the facebook.   As a result of these divergent motives amongst participants, it is very difficult to understand the group dynamics of the non-participating ones, bloggers etc.

     Use of jargons- Another issue relating to this connectivism is the use of jargons throughout the sessions (forums, instructions etc.), and the assumption of participants having some pre-requisite knowledge on the different learning theories. I must admit that despite my completion of different education and training courses that I have attended in the past 20 years, I have never been exposed to concepts and knowledge at such an abstract level. I have at times found it difficult to comprehend.those nodes, entities etc. The explanation of complex concepts using metaphor sometimes may be difficult for the participants and I to understand, and so it has led to further confusion and clarification. I must admit that I am also responsible for my learning: to follow the instructions by reading through the suggested articles and watching the videos and listening to the podcast to reinforce my learning.  And I have done so.

Emotions - After reading the numerous assigned articles and watching the recorded video and podcast session, I have gained a better understanding on what connectivism means.  However, I am still reconciling what I have learnt in the past on behaviourism, cognitivism, constructivism with this new concept on connectivism, as there are numerous conflicting views on the basics such as knowledge and learning. Emotions such as excitement, confusion, followed by AHA (surprise), and happy to know and understand it have been my natural reactions throughout those instruction sessions.

Also, there is an assumption that people will develop social network and that knowledge would be distributed amongst participants under the connectivism paradigm.  However, what happens if people are getting too emotional (upset, defensive)? This is especially so when some participant(s) were perceived as a troll or aggressor. And such conversation is not conducive to learning and further constructive conversation.

Communication – As most of us are communicating using “language” (mainly in words) throughout the forum, we could hardly be able to “read” the others’ body language except the tone.
Further, as people are coming from different ethnic or cultural backgrounds, there are certain “rules” of communication which needs clarification in the first place.

      In summary, a clear sharing and understanding of the goals and the use of clear and concise communication amongst the participants may be critical success factors to connectivism. Emotions also play an important part in effective communication and relationship building in networking.

      It would be interesting to see how emotions and communication develop in the later part of the course.  Your comments are welcome.     

 

A response to SARS case, connectivism and more reflections

I didn’t intend to use knowledge to equate to virus.  But it may be of interest to compare the distribution of knowledge in networks with the spread of virus in human.  It may also be worthwhile to understand the process of transmission of such viral disease from a scientific standpoint. But again, I am not an expert in this area… and I think there are already some research done… see the references in SARS on internet.

Surely there are already Network Analysis done on SARS case.  Network chains can be used to trace back the patients and the connections. But I am uncertain if it could explain the concept of ”transmission or distribution” of knowledge under the banner of connectivism or not.  Are there any research done on this yet?

This also led me to reflect on an educational philosophy of Confucious:

I hear it, and I forgetI see it, and I remember

but it is only when I do it that I understand.

Some people just believe in the above statements, others will say, please prove it, using a scientific method.  Has the above been proven?  I am not sure….. It is yet a philosophy…

So when it comes to knowledge and learning, my experience is that I will truly understand connectivism when I do it… It works for me.. but how about you?

In SARS case, I believe that certain knowledge is distributed in the network.  May I borrow George’s concept on knowledge under connectivism?

The development of specific skills and mindsets of medical practitioners, researchers, educators, patients and government officials (and evern everyone) becomes as critical as, or even more so, than the possession of existing knowledge.  The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more….(George, 2008) (see http://elearnspace.org/Articles/systemic_impact.htm)

And so the emphasis is on the distribution of knowledge rather than the traditional acquisition of knowledge by individuals. 

I hope we could see SARS as a learning lesson for us, rather than just a disaster or epidemic.

George’s paper cited above stimulated me to ask:

1. How to deal with the education dilemma? Online vs classroom learning.
2. Which is more important? “Quality teaching/instruction vs autonomous valued learning” 
3. Are we in an educational cross road or a crisis?
4. Can we cater for all stakeholders’ interests? How?
5. What are the reactions of educators, administrators, communities, teachers, learners to the transformation?

 

 

 

 

 

Further reflection on learning and revolution

I dare not touch on the politics, because I am afraid of the strong “ism” associated with it.   

Here are my views:

1. I am passionate in embracing those transformation (big changes) in education and learning with communication, technology as enablers. 

2. I believe that network learning (or connectivism) opens up new opportunities and widen our horizons in learning.

3. Throughout the past decades, we have the computer, internet, then the web tools, and I agree that we are in the midst of big changes.  And that nothing is constant, but change is. 

4. But my questions are: Have we really changed our way of thinking?  Or have we changed our way of learning?  Ask any educator, learner and adminstrator and I think you may have different answers.

5. Learning theories could be changed. But why?  We need to have a new learning theory… for a purpose: I think it is to help us in understanding how we learn at this digital age, and learn better ways of learning, to explore all learning opportunities..and keep improving our learning experience…

Is that the purpose of Connectivism?

And George and Stephen have clearly explained their reasons in their papers and presentation… 

So we may need to look at the impact and outcome of such transformation before we could judge whether we are in the midst of learning revolution.  What is the impact on our society from a political, economical, social and religious… point of view?  What are the changes in values and long term impact on our society?  Are these changes sustainable?  How does it affect this and next generation? ….

How do all these compare to first and second industrial revolutions?

Can we call ourselves having a third industrial revolutions? 

Or a communication technology revolution? 

Or an education or a learning revolution? 

History will surely tell…. and these are our legacy.

Cheers

How are emotions distributed in social networks?

I am thinking about the attitudes (likes/dislikes), and affective domains (emotions such as feelings of love, hatred, joy, fear etc.) that are distributed or communicated (through tones, words, images and emo-icons) in networks.  

Another aspects of virus is that it may change its form and severity when transmitted or contracted, which seems to exhibit some similarities to the changes in knowledge, emotions and feelings amongst people in a social network….

Would a comparison study on the spread of virus and distribution of knowledge and emotions help us in understanding more about network learning?

Has there been any study on this?

Reflection on learning theories

I don’t think you could find a perfect learning model.  By the time when you are convinced of a learning model, you may find another one which could explain it better, because of changing environment, technologies, and knowledge.  

Most learning theories are based on the principles that are valid at that moment of history. 

The application of each learning theory will depend on the context (circumstances in which something happens or in which something is to be considered).  It explains some of the everyday happening, but not at all times, and for some situations only, due to everchanging environments, people’s and networks’ level of knowledge, and technologies etc.

So if there is such a theory, I will call it a situational learning theory: situational application of all learning theories.

Each theory could explain some parts of the phenomena, but no theory could explain everything.  See the theory of everything http://en.wikipedia.org/wiki/Theory_of_everything…..and the string theory… http://en.wikipedia.org/wiki/String_theory

Are we going into a similar pathway? Do you want to have a Theory of Every Learning?

So, what I like about connectivism is that it focuses on the continuous enrichment and improvement of knowledge and learning both for the individuals and networks, the collective wisdom, through network learning. 

Such concepts are applied in organisations: they call it organisational learning using knowledge management system and networks.

How does it sound to you?

 

 

 

 

 

Is connectivism a new learning theory?

After experiencing these few weeks of debates, readings, and on-line communication, blogs, forum, podcast/elluminate/UStream sessions etc. on:

1. What makes a learning theory?

2. What opportunities and challenges we are facing as an educator and a learner?

3. How could we make good use of opportunities using connectivism?

4. How could we tackle these challenges using connectivism?

etc…

May I suggest to look at this subject in depth? And consolidate a summary of views.  And this would be most exciting.

I will start by saying: Yes, connectivism is a new learning theory.  I will post my reasons later.

Your comments are welcome.

Connectivism – the Multiple Choice?

 

Have your ever sat in an examination with multiple choices?

 

Here is one:

1. What would you like?

A. Formal education

B. Informal learning

C. On the job training

D. Off the job training

E. All of the above.

 

Answer:

What is your answer?

 

Here is another one:

2. What would you choose?

1. My academic education was not bad, just irrelevant.  I participated, but I wasn’t inspired. My education prepared me to get through school, but not through life. (Holden, 2005, p48) Success Intelligence  
2. My education is rich. I learn both formally and informally, and I am passionate in learning
3. I don’t like school, and I don’t know what learning is.  I am just a failure
4. I want choice, a multiple pathway to learning.  Are there any choices?  Are there any connections I could make to make this happen?
5. I want fun in learning, I enjoy learning, and I have high emotional intelligence

Answer:

Have you chosen your answer?

 

3. For me to respond to connectivism and answer why it is a new theory.

 

1. Write a paper
2. Communicate with my readers in a clear concise manner – start with this draft
3. Communicate, collaborate and cooperate with stakeholders, participants, and negotiate
4. Connect with the networks
5. Explain a complex learning theory – connectivism in a simple way

 

 

 

Answer…..

Sorry, I still haven’t answer the reasons.  Why? 

Because I choose to answer it in steps….

 

What’s new in connectivism? (Part 1)

Connectivism is new in that it is:

about the distribution of knowledge in the network and oneself (including our brain – your and my brain), and that knowledge, learning and solutions lies in one’s network – the brain and the “brains”.  All problems and solutions are there in the brain – your brain if you want to solve the problem, and my brain if it is my problem and solution.  And what connectivism differs from other learning theories is that we could connect one’s brain to others’ “brains” that will lead to continuously improved and innovative knowledge, learning and solutions for me and the network in this digital age.  Networks including yourself with collective wisdom with emergent knowledge. 

This relates back to what connectivism is: Knowledge distributed, learning as networked process (i.e. forming connections), principles form base of all design.  And the three levels: Neural, Conceptual and External (people, information sources etc. (Siemens, 2008)

about choices:  The focus is on choice of connections and the network process throughout learning, rather than just the outcome of learning.  A person could choose amongst the connections and networks to suit and improve his or her learning.  See multiple choice in the other post in http://suifaijohnmak.wordpress.com. 

about and around the learner: education, learning is now related back to the learner, with teaching and/or facilitating as a support and network, technology as enabler.  You may even claim it as a wholely learner-centred approach to learning.  And the best way to learn relates back to the learner – individualised learning based on learning styles, intelligences (the mulitiple intelligences one has) and connections – network associated with, and his/her choice of support and technology.

More reflections on Connectivism

What is a learning theory? 

Unless you define what learning is (under ones “learning theory”) and what theory means, (under all definitions of “theories” as defined traditionally), otherwise, there would just be circle games, with people start claiming that this is not learning under my learning theory, or that is not a theory at all under a theory of theories.  In psychology and education, a common definition of learningis a process that brings together cognitive, emotional, and influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values, and world views (Illeris,2000; Ormorod, 1995). Learning as a process focuses in what happens when the learning takes place. Explanations of what happens are called learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. http://en.wikipedia.org/wiki/Learning_theory_(education)

What is connectivism?

I see connectivism now in a much simpler way – in that it is learning  (meaning and application of knowledge) as a result of connection of nodes – brain (my brain, my networks) with “brains” (your and other brains, information sources, networks). 

Theory and application

When one is developing a theory, the researcher may not need to be concerned with the application first.  Most theories are based on a scientific approach and that’s why the affective domains cannot be over-stressed in the formulation, especially in the case of network learning theory.  Also, most learning theories fail when people found it difficult to tackle or resolve the affective shortfalls – and that’s why emotional intelligence is important in any learning situation.

Some shortfalls in connectivism

I think there is a lack of address to the affective domains in networks and one’s interaction with networks.  This may have a significant impact on individual and network learning.  The attitudes (likes/dislikes), and affective domains (emotions such as feelings of love, hatred, joy, fear etc.) that are distributed or communicated (through tones, words, images and emo-icons) in networks could  affect individuals in the learning process.  This is manifested in the forum discussion in CCK08 and various blogs posts and responses as discussed by my co-learner Jenny Mackness.  http://jennymackness.wordpress.com/2008/09/29/emotion-and-networked-learning/

http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=930

Refinement of Connectivism

Connectivism is still an emergent learning theory, and requires further refinements in various areas such as the impact and implication of the affective domains to individual and network learning, and how these will affect one’s interaction with the networks.  This is important to ensure that it reflects the learning practice and that it could be well applied in education and training.

A blend of learning theories

Perhaps, it is still worthwhile to make use of a blend of learning theories instead of just relying on one particular learning theory.   This is vital to ensure that learners could choose their way of learning. 

http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=930

John

My reflection on Connectivism : A response to Jenny

Wow, Jenny, that’s fantastic.
I like your explanation.  That’s exactly what I mean by the use of blended learning theories.
I tried to use the word brain in the connection – instead of the connection of knowledge, information etc. to allow a complete flow of all emotions, perceptions, minds etc. because all of these are there in the brain (and they are abstract to define in words or even images) – your brain and my brain when we communicate or interact (or even just connect).  And these are subject to perception, distortion, etc.
That’s how I see learning at this digital age both as an art and a science. 
And your mention of the beauty of landscape and emotion in a piece of music is a deeper expression of the understanding of the nature, which worth more than thousand words.  That also capture what is connected when we hear music on the internet, MP3.  And that we learn how to enjoy music, to learn/echo the feelings and emotions that the author wishes to express etc.  Aren’t these missing in the connectivism definition? When only knowledge is distributed.??
And I always like to think it outside the square to allow my imagination to flow, especially in learning.
And my learning philosophy is: every learner likes to learn with his/her “heart, mind, soul, strength” which is unique.  And so do a teacher, when sharing his/her knowledge with the student.

That’s the power of our brain, beyond any learning theory, I suppose.

Renewed thanks for your insightful response.

What do you see might be the philosophy (learning and educational) that could be learnt in networks (or connectivism)?
Cheers.
John

Groups, Networks, Collectives – Where and How you see it?

Groups, Networks, Collectives: Are they the same or different?

Both George and Stephen are right.  Here is the explanation.

You could be in a group, and/or a network, and/or collectives at the same or different times.  It depends on where you are and how you see all these.

Networks

So, if you are participating in the forum, diversity, autonomy, openness and emergent knowledge are all emphasised and would also be encourgaed and/or valued. 

Diversity - Views of participants are all “right” from the participant’s perspectives.  One could use different theories, experience, applications or observations to back up your view, but this is your view only, it could be logical from your perspective, but not necessarily from other’s perspectives.  That’s why some of our views are different and some are the same.

Autonomy - while you are in a network, you would be free to share, express your views and opinions freely.  It is not important even if your views are irrational or illogical, as perceived by others, though this would soon be pointed out by others.  You will also learn how to think and analyse before you share, and share and reflect what you have learnt.  Everyone has a view.  And in a network environment, some people are more than happy to share their views or knowledge because they find liberation of their views.  And so if you are in the forum, you will value this autonomy as it gives you a freedom of “speech or views”.  Provided that your speech or view is not dominating….and not condescending…

Openness - Being honest and open is important in a forum discussion, but you would also need to respect or value the others’ views, even if they are different from yours.  This would also mean that you could be open to comment, criticisms, judgment and control.  Is that a challenge to you in a forum?  For some people (learners included) who don’t find it comfortable to share or contribute in a forum, they would prefer to share or contribute their views in a blog instead.  Some others may however, find it easier to share in Facebook because that would be limited to their “group members” only, though the person is only trying to connect with others.  

Emergent knowledge – After sharing, reflecting and possibly research, and then again sharing in the debates… you may find emergent (new and developing) knowledge to learn.

Groups

Let’s see what happens when you are in a ”group” and participating in a meeting or “a typical classroom discussion”, and are debating on a topic: 

Sameness – Though you could raise your views, at the end, your group members would be expecting you to come to some consensus, because your group needs a decision, or needs to achieve a goal.  So you may be expected to exhibit the same sort of behaviours of others: may be mutual respects, no finger pointing, following rules and regulations.  And you may also be expected to share similar or same values with other group members.  That’s why some people who are accustomed to network setting (social networks in particular) may find it pretty uncomfortable in a group setting. 

Order and control – Your facilitator and co-learners and you may all agree to some order and control in the discussion.  Such order and control is also important to avoid time wasting in endless or mere criticisms and debates without solutions or resolutions.  Effectiveness and efficiency may also be emphasised in group discussion and decision making.

Borders and membership – In a group discussion, the members of the group are expected to join in, and there are clear guidelines on what is and what is not acceptable behaviour in such a group.  Rules and regulations may be important.  Also, members may be criticised if they are not observing some of the rules.  Some discipline is therefore expected from the group members.

Additive, cumulative knowledge – in a classroom setting, learners are expected to acquire knowledge (additive and cumulative), both from facilitator’s and individual and group’s point of view.  The individual would also find that through the participation in a group, he or she would “acquire or share” such knowledge cumulatively.

So, in the case of classroom discussion, the learner will experience a feeling of being in a group, as there is an objective to achieve.

But, in the case of a forum setting, the learner will experience a feeling of being in a network, as sharing of views is more important.

If the learner is in a classroom group discussion, but then all learners are encouraged to share views but not to arrive a decision within that group meeting, then that learner may feel more like to be in a network at that moment.  But after a series of group meetings, the learner may gradually find that mere sharing, discussion and debates may not be productive, and thus lead to nowhere.  The learner would think that the group will need to arrive to a conclusion to achieve a goal.  So the learners would behave more like a group under a group setting.  

If the learner doesn’t like the group setting, either because of personal reasons such as shyness, uncomfortable with the criticisms, comments, judgment or control from others, the learner may like to continue his/her discussion with others via networks, by setting up one’s blog, participating in facebook, and wikis etc, where his/her views are valued and that he or she could also contribute freely.

The learner may later on find that he or she would also like to participate in a group as he develops his or her knowledge further, so as to contribute to a group or team’s goals, then he or she would join a group and the network to group cycle will keep on going…

Collectives: Collectives aggregate, then filter, compare, contrast and recommend information.  They will use a variety of algorithm and searching technology to try to distill the information and compare them to that within communities, groups, networks and individuals.      

In summary, I think both George and Stephen are right, though their views are different.

It really depends on where you are and how you see the groups, networks, and collectives.

So, you could be in a group, a network and a collective all at the same or different times, even when you are just in a “network”.  How does this sound?

Below is the extract from the forum discussion: 

http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956

 I think you are right, that George’s approach differs from my own. I see networks as being of a continuum of types of knowledge (and therefore, organization):

 quality ——— network ——— quantity

The types of organization are also on a continuum:

individual —— network ——— group
(atomism) (collectivism)

By contrast (and George is a better person to state this than I) George would depict all forms of knowledge, and all forms of organization, as types of networks.

 From Stephen

 ‘Emotions vs Reason’ is not the ‘dividing line’, as you describe it. It is simply a characteristic I observed.The actual distinction between groups and networks, as described at length in my various writings, is based on four dimensions:

 1. groups emphasize sameness, networks emphasize diversity
2. groups emphasize order and control, networks emphasize autonomy
3. groups emphasize borders and membership, networks emphasize openness
4. groups emphasize additive, cumulative knowledge, networks emphasize emergent knowledge 

Now – given this characterization of the distinction between groups and networks, can you see the distinction?   

A re-visit of education, learning and connectivism

Our challenges today are many.  We are experiencing the “big bang” of information, and are left with vast traces of information and knowledge that grows astronomically in seconds.

As adults, we have become both educators (parents, mentors, trainers, teachers etc.) and learners, at work and at home.  Our dual role throughout life challenges us to become more inquisitive.  We are eager to adopt new concepts if they could be applied in our real life.  We are willing to take reasonable risks to educate and learn from our present and next generation.  We are more willing to change our views and attitudes when we are better informed.  And we are willing to try new ways of learning in order to fulfil our changing needs. So is connectivism part of the solution?

Engagement of learners is important in learning. We are always engaging if we stay connected. And we are educating and learning at the same time through such connection. 

And we could select what, when, where, how we like to learn and acquire knowledge and information when connected.

I would like to learn from you:

1. How could we keep up with the information changes? 

2. How could we acquire and apply knowledge more effectively?   

3. Can we achieve some of our goals such as improvement in our education system and learning  through such connection? 

4. Is connectivism a shift in learning paradigm?

Review of Connectivism – theory and practice

Learning theory is a set of properly argued ideas intended to explain facts and process of learning. 

A learning theory should be based on a set of principles.  For instance in the case of adult learning theory, there are certain assumptions about adult learning.  Based on those assumptions, one postulates learning strategies that could facilitate and reinforce learning.  Such learning could include a change in knowledge, skills, attitudes and/or behavior.  And if the goals and learning outcomes are achieved through the adoption of those learning strategies in real life applications, we would argue that such ideas and strategies have been tested to be valid and reliable in explaining how and why learning occurs.  We can then develop a set of principles of adult learning which are universally “true” or “valid”.

In the case of collaborative learning in a “networked global learning environment”, I believe that there are some universal general principles that are essential: “everyone’s ideas are valued by each other”, “everyone in the network is willing to openly share their ideas”, “everyone appreciates feedback or responses from others”, ”everyone respects the ideas or views of others, even if there are conflicting views”, “the truth needs to be based on facts, not just opinions or beliefs”, “we are motivated in a connective world”, ”we treat each other with respect”,  “we believe that we will build a better world through collective learning” etc. Though we may argue that some of the above “principles” or “assumptions” are really common sense.  We still need to provide solid proof that they could stand the test of time and are true on all occasions.

I think we still need to explore the “elements and principles” which constitute a learning theory, in the case of connectivism and connective knowledge.  Perhaps the sharing of learning amongst us through this course provides an excellent platform to build up those elements and principles.

As we grow in knowledge and understanding when connecting with others, we may argue that it is going beyond the traditional way of learning, i.e. the adoption of an unstrutured, dynamic and changing way of learning, through connecting with others, and sharing of views and understanding of complex themes and topics.  This leads to “deep, real and dynamic learning of our world”, with a focus of understanding on both individual and collective views. 

So my definition of learning theory in the context of connectivism and connective knowledge is that the facts and process of learning is based on the connection amongst members of the community, through a cycle of continual learning  – reflection and observation, argument and analysis, understanding, and application of concepts, principles both individually and collectively. 

I would like to learn from you on the following: 

1. Is knowledge power?

2. In a connective learning community, can we share our knowledge without losing power?

3. Why do we want to connect with others?

4. What can we learn through connectivism and connective knowledge?

5. How can we learn more effectively in this connective community?

John Mak

Reflection on Groups, Network and Collectives and Learning

George’s perspective is focusing on “What type of network it is?” as you would consider groups, networks and collectives are all under the umbrella of networks.

While Stephen’s perspective is focusing on properties of groups and networks, and based on his observation and analysis, he could see the differences.

For some of our “group members” here at the forum, I think they have seen some of these differently:

Here are my observations:

1. We are in a “group” in this forum, but we seem to be practicing in an atmosphere of networking situation.  We don’t have a formal group leader from amongst the participants except you and Stephen.  We are encouraged to have peer moderation, an ideal of leaderless group, where everyone learns most freely.  Sometimes this practice may not appear to be in congruence to the research findings: you could refer to the paper by Terry Anderson on Collectives, Groups and Networks, where forum is a tool typically used in group.  May be we are practising a wholly new approach that are not typical in the conventional forum where a formal moderator is assigned to each group. 

2. We have learnt about the merits and demerits of group and network, and it seems for me that networking provides far broader perspectives, as you could learn outside your group by networking with bloggers, using collectives, or be connected to the participants in the facebook, etc. So, participants in this forum would likely be in a group, (reading and listening/watching Elluminate/Ustream etc.) and networking and even using collectives at the ”same time”, because this is necessary to ensure we could get enough knowledge to come back and discuss.

3. Each of us has a view and perspective.  Some of our perspectives may not match due partly to the angles we see things: that’s why I am saying that George and Stephen are right, because those are their perspectives, with a different angle of seeing groups/networks, based on observations and analysis.

My reflection

1. Learning to me means that I am connecting my brain to the information sources, or your brain, or the network (internet) and absorb such distributed knowledge – be it know “what” and “how”.  Unless I could apply my knowledge learnt through such a process, it could remain just a shallow learning (know what by “knowing say the facts and information”).  What is emphasised so far is to go for deep learning (know how) through both the group discussion (this forum), by critical questioning and reasoning (Socratic approach), reflection etc. and networking with other bloggers, outside sources. 

2. Learning in the networks means the network may have the “know what”.  The various sites in the internet could provide “facts, knowledge, and information”, but that these are stored and distributed throughout the web sites, blogs, wikis, etc.  A group of people (a special type of network) can tap into the network to collect the information (say in a wiki), but learning in this case would only occur if the brains of these people of the group are connected to the sources of information.  And again the deep learning will happen if the group have both the know what and know how as mentioned above in individual learning.

In summary that’s what we meant by emergent knowledge (new and developing).  And that George, Stephen and your perspectives are all important.  And that’s the main difference between connectivism and all other learning theories.

See http://suifaijohnmak.wordpress.com for my perspective and explanation on groups/network/collectives

My next question is: How would you convince your colleagues to try networking, if they are so used to group working?

Human element in connectivism – a response to Jenny

Hi Jenny,
I love your article, emotional, moving, and full of warmth.  That’s why I prefer to talk to people, just like your mum, though I am much younger than her.  Ommm.
May be that’s the “human element” lacking in the e-connectivism, that human touch, which I think is most important for human. 

Remember that most of us love to learn – that passion is not derived from any technology, though technology is an enabler.

I am more inclined to connect with others who share that passion, just like your mum and you. 

When I was young, at my early twenties, I worked with others as volunteers.  We have about 60 plus volunteers, most of them in their late teens, high schools leavers eager to devote their efforts in contributing to society.  I was the coordinator who coordinated 3-4 other volunteering associations.  And we organised an event with 15 game stalls.  I was even invited to the radio to talk about the event.  It was a huge success.  I also assisted the Community and Youth Office in running various programs for the poor (young kids).  We conducted surveys on the family.  Based on the information we collected, we ran cartoon show, visit to softdrink company, excursion and game stalls.  Those were the days without computers. 
And we were able to connect with others with that spirit of compassion, enthusiasm.

However, nowadays, we are using emails, blogs, and all the tools to commuicate, but we are pretty uncertain that we are even safe enough in this e-world. 

That’s why we need to seriously consider the impact of this technology on our spiritual and emotional growth and development, and not to neglect that a sense of concern is more important than that professional touch.

That’s how I feel.
I really hope that this could be included in the course – the art of connectivism, how we could become a more compassionate person.

Cheers.

Connection with whom – The computer or the human?

Hi Lisa, http://lisahistory.wordpress.com/2008/10/13/save-me-from-too-much-connectivity/
I like your post. You have always got something extra to share and contribute, and that’s wonderful. I echoed fully with your view, in that sometimes too much connections could become an addiction. And we have to ask: is it a healthy habit?
And we might have forgotten what we really need is to communicate with those people who are compassionate, with our hearts and minds with honesty, not just talking to another machine or a parrot.
I have illustrated that in facebook. May be I hope you don’t mind me repeating it here:
Computer: What is the opposite of right?
Student (key in): Left
Computer: Wrong
Student: (It can’t be wrong, let me try again, thinking) and then type.. Left
Computer: Wrong
Student: But I have checked with my teacher… that it’s left, silly computer… cried out loud and complained to her mum.
Is it happening all over the place, with computer. I am trying not to be sarcastic, but do think about how many times it appears in our real life…. Because we are just human.  And in front of us is the fantasy world called internet, with all the Web 2.0 tools.
So, hope you can just have a laugh.
How about this: How could connectivism be done in a more “enjoyable” way? Funny stories?
Cheers.

Comment by suifaijohnmak — October 14, 2008 @ 12:39 pm

My view on the paper relating to complexity theory

Hi Jenny,
I have the same view as yours, when I read the article.  I don’t see how elegant it was a solution, by the use of complexity theory.  Throughout my last 9 years of on-the-job training and assessment with few hundreds of trainees and supervisors here in Australia, I have been using a similar approach as that cited, only to add the human elements into the learning, without bordering too much about “computer networks”. 

Rather, we don’t need to rely on the computers that much.  We could rely on the job itself as the training ground and learning platform.  In essence, the job is the training, and the learning takes place in an emergent manner.  In this manner, connectivism is always built into the work, especially when people are using emails, websites, computer networks and various technology tools.

So, I don’t see anything that is amazing, even if they were quoting from great theories found.

Also, this was based on just one research finding.

One could conduct numerous research on all these case studies, only to find that the results of each case would be different, mainly because the learners are different and the context are different. 

What I think is most important comes back to 3 main points:
1, Human element must be given the highest priority in any learning environment
2. A choice of education and learning must be offered to the learners.    
3. A learning paradigm of letting the learners to learn what, when, where, how and who to learn with is of paramont importance.

I will continue my response later..  To be continued.

Cheers.

I need your help: My problem in understanding all the metaphors and theories

http://pespmc1.vub.ac.be/papers/Info-overload.pdf

After reading the above paper on complexity and information overload in Society, I seemed to agree with the conclusions by the author.  And I would like to thank the author for the great insights

  

Complexity and Information Overload in Society:

 

why increasing efficiency leads to decreasing control

 

 Francis HEYLIGHEN

CLEA, Free University of Brussels, Pleinlaan 2, B-1050 Brussels, Belgium

http://pcp.vub.ac.be/HEYL.html

However, I also found my problem.

As a Chartered Professional Engineer with an engineering background,  I thought it won’t be difficult at all for me to understand the Second Law of Thermodynamics, the Entropy, etc. as I still recalled those topics that were learnt some 30 years ago.  Also, the concept of friction is easy for me to comprehend, and I think it would be of great interest to use those metaphors to explain those phenomena and analyse the system. 

However, when I read further, I found it really difficult to understand what those metaphors mean.  I understand the need of metaphors to explain some complicated concepts, but start to wonder why we are so used to the metaphors?

I am pondering on these:

1. Are metaphors helping me to understand the complexity of the subject? 

My answer: No

2. Are metaphors being used appropriately?

My answer: I don’t know, because this is a judgment made that is unfair to the author, who has no way of explaining to me why he/she did it.

3. Why are people so used to metaphors?  Is it a pop? Is it a myth? Or is it Ephemeralization?

My answer: I don’t know, but it seems people like it. But do people understand it?

4. Are there any simpler ways of explaining those complicated concepts in theories (learning theory in particular)?

My answer: I would like to know, if someone could explain them to me without any metaphors

5. Who are the readers of this paper?

My answer: Must be academia or researcher? But am I?

6. Who can help me?

 My answer: the authors, and you??

Reflections:

1. When I read a blog, I hope to understand what the blogger is thinking, and of course it would be a gift to me if the blogger has synthesised all reflections in the readings.  So many thanks to those bloggers who have inspired me with the excellent “collectives”.  And I thank you very much for reading my blog.

2.  I am used to communicate in simple plain English.  So, I often need help when I read forum threads or blogs which are explained in a metaphorical way.  However, I am hesitant in asking for an explanation of those metaphors…. simply because I don’t want to embarrass the writer or blogger.  So, please help me.

Does it echo with you?

I sincerely hope that our learning is based on simple theory, though we are living in a complicated environment.  And I think we need a simple learning theory that most of us could understand, even though if it is not perfect.  Please see my previous post of Learning Theory.

Are we sure that we understand such complicated metaphors?

Are we sure that we understand the theories?

If we couldn’t understand it, how could we expect our coming generation understand it?  I know it’s harsh to any researchers, but I think this is a reality, at least for me. 

Can we keep it simple? KIS    …….

 

 

 

 

A response on education and learning

My friend, http://connecteded.wordpress.com/2008/10/06/cck08-networks-and-groups/#comment-33
My experience is that instructing four to five year olds is somewhat different from the adults.
For the young toddlers, they are full of imagination. Given the right environment and instruction, they could pick up new ideas quickly. Also, they still have a huge bank of memory (imagine when you re-configure a computer, you notice that there is a huge memory at the start). So learning is an adventure for kids, like Alice in Wonderland, where discovery is more important than reasoning, and fantasy is the dream of those kids. Dictating the learning process for the young ones may soon spoil their interests to learn, as they don’t feel that they could enjoy their freedom. However, it would also be important to be aware of the risks involved. Therefore most formal childhood education are based on experiential learning followed by instruction. This will ensure that kids could develop logical reasoning and rational thinking before they enter adulthood.

Adults learn differently from kids in that they normally would have acquired some experience in their early childhood, which significantly affect how they see the world. Perceptions and prejudices, motivation and attitudes, and values are readily set in an adult of mid twenty onwards. To educate adults require a totally different approach in that adults learner would ask the basic question of:”What’s in it for me (WIIFM)?” Unless an adult sees the value or benefits of changes, otherwise, they will ask: “Why changes?” or “Why learning in this way and not my way?” Also each adult learner has different learning experience, so it’s impossible to prescribe a solution that suits all. The connections of adults will therefore be different from one person to another. http://jennymackness.wordpress.com/2008/10/16/all-learning-begins-with-a-connection/

My experience in instructing senior adult (60 plus) learners and those with disabilites is that one has to be very patient in listening to the learner’s needs first. Once you have understood their needs. It is imperative to use a pragmatic and simple tool to start with. For those adult learner who are illiterate, or not having the pre-requisites, or having disabilities then guidance through clear explanation and demonstration is important. At times, some adult learners don’t even know how to use a mouse, or add favourites. So don’t assume, and don’t judge those adult learners.  Empathy is the key.
Senior adult learners who haven’t been exposed to the use of computers would likely take a longer time to learn than the kids and young adults. This should be considered in any adult education program.

Treat any senior adult learners and those with disabilities with respect, even if they have made “silly mistakes”. Do not focus on their weakness, rather, focus on their wealth of experience. Allow more time for them to try. Provide them with clear instructions. If they don’t understand a step, show them the right step. Let them try, practice and practice. If possible, encourage them to seek peer support, so they won’t feel alienated.

So, does a group or network matter?
Does it depend on who these learners are? http://rudirieko.wordpress.com/2008/10/15/week-five/
May be, should we ask: What are their needs first?
http://suifaijohnmak.wordpress.com

What can we learn from Complexity, Chaos and Emergence?

George provided a concise paper on Complexity, Chaos, and Emergence

http://docs.google.com/View?docid=anw8wkk6fjc_15cfmrctf8

Thanks to George for such clear definitions and his insights.  It’s an enjoyable read.

It’s also time for my personal reflection on what it means to us in our daily life, and education and learning in particular.

 I think most of us agreed that education and learning is complex and chaotic.  At the moment, we have established institutions which provide an infrastructure in education and training.  This ensures that education and training is streamlined and learning is structured.  This is important to ensure the outcomes of learning and the mode of education is aligned with the best interests of the stakeholders and society at large.  This is also important from a social, economical and political or religious point of view, since education is the foundation of a society.  Without proper education, its citizens would easily loose their identities.  And the citizens may fail to communicate or connect effectively.  This would ultimately cause conflicts between communities and instability to society. 

In order to survive and sustain identity in a community, the citizens would therefore seek out avenues towards better education, so as to make a living, to acquire a job, or vocation, and to live a meaningful life.  That partly explained the migration of people of under-developed countries or developing countries to developed countries.  These people may need to seek “refuge” or look for a better living due to different reasons.  Such reasons could include a deprivation of their “basic human needs and rights” , especially if they haven’t been given the opportunities of education that most developed countries enjoy.

So, are we looking at these issues from a “developed country” point of view? 

Would we be biased in suggesting solutions?  That we are trying to solve issues that are complex and chaotic, without a clear understanding of the basic needs of these “global citizens”, “the net-users” and “non net-users”?   Or do we need to think about what civilization means for our fellow “global - digital and non-digital citizens”?

How do these impact on those who are under-priviledged, those who have not been able to connect to the society due to poverty or disability, or those who are trying to connect but are suppressed to do so due to pressure from their groups, communities, religious or political parties? 

How do these impact on those who are limited in isolated communities or who haven’t even got electricity or basic facilities to support their connection?http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=995

Are there complex and chaos solutions to these clear, everyday phenomena?  What are you going to do about it?

Given that we are living in a complex and chaotic society, how are we going to

(a) ensure that learners see things in simple, yet comprehensible term, though the learning process is in itself complex?

(b) ensure that learning is enjoyable for the learners, and that life-long learning is sustainable?

(c) ensure that society could achieve harmony given that there are conflicts of interests and power issues amongst individuals, networks and groups and society at large?

(d) ensure individual values and priviledges are not sacrificed at the expense of collective pressures to conform - Individual voices vs the voice of the crowd?

(e) ensure that people realise the importance of science and art of connection?  That is it is not just about connection but who you are connected to as cited by Geoge and Stephen throughout the course.

(f) ensure that a conceptual framework is built into the infrastructure that is sustainable as pointed by George in the forum? http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=924

And finally how can we leverage the power of networks and technology that could promote individual rights, inclusiveness, collective wisdom and tolerance?  At the end, is education a means to a purpose?

So what do we mean by complexity, chaos in learning?  Are we learning individually or in groups or in networks? Do our network learning add value to individuals? How and to what extent to the “global digital and non-digital” citizens?

http://connect.downes.ca/archive/08/10_14_thedaily.htm

Without a good understanding of learning from a complexity and chaotic perspective, we may go down the pathway of thinking that learning is linear and so could be “spoon fed” or “structured” for our learners.  And so should curriculum be at the hands of educator or learner or a joint product of educators and learners?  And should curriculum be negotiated between “educators” and “learners”, especially if it is for adult learners?  What does it mean for open education?

But what is the purpose of re-structuring the education infrastruture.

Without purpose, does education mean anything?

And without education, does learning mean anything? 

Education should be the means

And Learning should be the process

If both the means and processes are confusing, unnecessarily complex, chaotic, what will a novice learner think?  Confusion? Frustration? Upset?

But if the means and processes are clear, simple and easy to follow, what will be the reaction of the learner? Enjoyable.  Satisfying. Happy. May be a belief and practice of sustainable life-long learning.

How about the learning for expert learners/teachers?  What are the reactions to these notions of education and learning?  Formal vs informal education, On-line vs Institution,  Blended vs traditional.  Adhoc vs structured learning, Emergent vs specific outcomes etc….

So which pathway do you choose?  It’s your choice.  Is it?  No, it’s too complex and chaotic, back to basic….. for me??

To this end: I would like to quote Stephen’s vision, which I also share:

http://www.downes.ca/ 

This to me is a society where knowledge and learning are public goods, freely created and shared, not hoarded or withheld in order to extract wealth or influence. This is what I aspire toward, this is what I work toward.

And my belief that each of us has our potential that is still not yet released…as so

Learning is sharing…the greatest gift to mankind

Complexity, Chaos – The Butterfly effect

There was once a famous Chinese philosopher called Chon Chow.  In his dream he saw a butterfly that could fly and he thought he was a butterfly too.  When he woke up, he didn’t know whether he was actually a butterfly living in reality or was merely dreaming himself as a butterly with illusion or fantasy. 

Imagine if each of us is a butterfly and flap our wings, what would be the outcome of such flapping?  What are the impacts of such flapping on the environment, the weather?

The phrase refers to the idea that a butterfly’s wings might create tiny changes in the atmosphere that may ultimately alter the path of a tornado or delay, accelerate or even prevent the occurrence of a tornado in a certain location. The flapping wing represents a small change in the initial condition of the system, which causes a chain of events leading to large-scale alterations of events. Had the butterfly not flapped its wings, the trajectory of the system might have been vastly different. Of course the butterfly cannot literally cause a tornado. The kinetic energy in a tornado is enormously larger than the energy in the turbulence of a butterfly. The kinetic energy of a tornado is ultimately provided by the sun and the butterfly can only influence certain details of weather events in a chaotic manner.

Individual and Group Learning (when each of us is flapping our wings) could be chaotic due to the various sources of information and “shared knowledge” under a digital or virtual world.

Learning as a network (with many butterflies flapping our wings and interacting) could be complex. The flapping wing represents a small change in the initial condition of the system, which causes a chain of events leading to large-scale alterations of events.  And when there are many butterflies flapping the wings, this may cause further changes in the initial condition of the system.  So the sharing of such knowledge is also complex, unpredictable and emergent.

Have you flap your wings yet?

“A small change in the initial condition of the system, which causes a chain of events leading to large-scale alterations of events”, when applied in education could mean that if each individual is to connect and cooperate with others via networking, then this would cause a chain of connections and events leading to large scale alterations of learning events.  Such emergence of shared knowledge is unpredictable.  An adaptive curriculum may also be required to suit the individual’s changing needs.

This also explains why a fixed curriculum may sometimes be less effective than an adaptive curriculum in the education system due to the complexity and chaotic nature of “learning” and its poor responsiveness to emergent knowledge.   This may be the reason why “an open and adaptive  curriculum” is welcome in adult education.

Do you find this in our CCK08 course?

Chaos, complexity – The platform to stage and participate in a networking environment

How would you stage and participate in a networking environment?

Would a network (say in a forum) be staged as a

(a) peer review

(b) teacher vs learner vs co-learners (similar to the digital classroom/workshop where learners and teachers all interact, only that in this case we are all talking/responding at the “same time” or “same topic at different times”)

(c) question/response debates on different perspectives

(d) reinforcement of advanced concepts, applications development (for academics and teachers)

(e) cultivation of new ideas and development in teaching and learning under the umbrella of “connectivism” (not only for professionals and para-professionals, but also for any one who are involved in learning)

(f) some of the above or one that I haven’t mentioned here.

As each participant (especially in this forum) is playing a different role at different times and interacting with each other as we progress through the network, some of us may prefer just to reflect (and be a lurker) to see what may be gained out of this, while others would prefer to reflect/share via blogs.

This leads us to think again about learning as chaotic (mainly because we may be carrying different hats/roles as we interact and think the other parties are carrying such a hat/role as well).

So even in the forum like this, due to differences in the perspectives and roles, you will find un-ending debates (that’s healthy) as well as emotions (that’s part of network learning) that could be accounted for the complexity of digital network learning and connectivism (connections of all kinds).

I think there is always a blend of passion and reasons in groups and networks.  And you wouldn’t be easy to distinguish them easily, as role of the participants (learners and teacher inclusive) often change.  Also, the stage of development of networks are important (a complex and chaotic situation).

One thing is certain though, I think, we all wish to support and help each other in our forum or through blogs in our network development, irrespective of the roles, at least to move forward in our learning journey, even if participants (teachers and learners) have different perspectives and understanding of connectivism, and that the future outcomes/development of such networking or learning is unpredictable.  And that networking (both digital and non-digital) is always part of the life journey of everyone, whether we like it or not.

And you could even agree with disagreement in forum or blogs….  But I think we all value our discussion here at the moment. Otherwise, we would have spent time elsewhere.  

Are you looking for passion or reason or both?

Do you find some chaos, and complexity in this learning development?

Video Lectures – Complex network, Complexity Science and more…

Here is the link for the latest video lectures on Complex network, Complexity Science and many more:

http://videolectures.net/site/list/latest/

Complex network: Theory and Applications

http://videolectures.net/eccs08_havlin_cntap/

Shlomo Havlin

Complex networks: theory and applications

Spring School in Complexity Science 2006

http://videolectures.net/sscs06_southampton/

Complexity Science: Complexity behaviour and emergence

http://videolectures.net/sscs06_bullock_abe/

You will have a busy time.  See you later.

How do you find these lectures?

Hope you have enjoyed them?

Your comments are welcome.

John

Simplicity to Chaos

http://docs.google.com/View?docid=df8mx5rb_78g755hr

Don’t miss the above paper. This paper is the best ever paper I have read.  It was written in a simple, yet clear manner.  It explains how chaos theory could be applied in education and learning.

I think my previous problem is totally solved if more writers are going to write in such a manner.  Thank you so much to Bill.

And my request of simplicity to chaos is fully answered.

I hope Bill Harshbarger wouldn’t mind me quoting his paper below:

Emphasis on individual learning processes. Rather than imposing rigid and standardized one-size-fits-all pedagogy and materials, educators and educational programs will focus on providing an input-rich environment combined with varied, interesting and engaging activities that promote individual learning. Use of internet based resources in particular can be helpful in encouraging students to explore materials that are relevant to their unique interests and needs.

Teachers as resources and models. Rather than seeing teacher behavior as a direct causal element in students’ learning, we will see teachers as resources and models. We will also reject the traditional view of teaching as transmission of information that can be banked for some time in the future when it might be needed. Instead, we will have systems that encourage students to strengthen their own learning abilities by having learning modeled for them and by encouraging learning that has as much current meaning for the students as possible.

Holistic engagement levels and proficiency change over time as the basis for program, teacher and student assessment. Measurement of learning outcomes will be based on a relatively long-term scale with interim sampling that would provide indirect assessment of learning trends within groups of students rather than trying to determine that a sequence of discrete, fixed achievements has taken place in individual students. In addition, measurement of factors such as engagement and effort may be the best indicators of how likely it is that learning is taking place, and consequently the effectiveness of the educational system/environment. These could be in the form of activity parameters such as how much reading students do, how extensive their journal entries are, how much they participate in class, how many exercises they have completed, etc. They could also be in the form of self-report on how motivated students feel and how interesting the material is to them.

Conclusions

Changing any idea that has been generally accepted for centuries is never easy, as Copernicus and Galileo found out. The same will most likely be true with changing our fundamental concepts of learning and education. But perhaps it won’t be too difficult.  I think the seeds of this transition are already planted. Concepts like student-centered education, the existence of multiple intelligences, different learning styles, and the value of content/task/problem-based instruction are not entirely foreign now and they appear to be better suited to a dynamic systems model of learning than the traditional linear one. Furthermore, the increased use of computers in education will allow greater exploration and incorporation of non-linear materials to support learning. 

I am totally convinced by the writer’s views on those aspects.

I have pointed out some of these in my previous post, when I have no idea of the existence of this paper, especially on

• student centred education
• multiple intelligence
• different learning styles

See post on What’s New in Connectivism.

about and around the learner: education, learning is now related back to the learner, with teaching and/or facilitating as a support and network, technology as enabler.  You may even claim it as a wholely learner-centred approach to learning.  And the best way to learn relates back to the learner – individualised learning based on learning styles, intelligences (the mulitiple intelligences one has) and connections – network associated with, and his/her choice of support and technology.

So, I am happy that some of my experiences and findings based on previous research have fully agreed with this paper’s finding.  What a surprise! 

I have been using on-the-job training and assessment since 2000 as a platform in achieving the ideals as shown above.

I have conducted a research on Distribution Centre Training: Delivered When, Where and How Customers Like It in 2003. 

 We have even achieved a Quality Award based on such a model.  

Please contact me if you would like to know more about it. 

Email: suifaijohnmak@yahoo.com.au

Do you think on-the-job training could work for you?

Connectivism as a learning theory – What’s new? A re-visit

This is my response to Ailsa’ post. http://amusingspace.blogspot.com/2008/10/cck08-short-paper-collectivism-what-is.html

I read your article with great interest.

I agree with your views in that most of the concepts involved in connectivism is not entirely new.  I would consider some of those were addressed via different theories such as Complexity Theory and Chaos Theory.  And so they were just an extension or integration of the latest scientific and learning theories, with the affordance of technologies “accelerating” and “enhancing” learning at neural, conceptual and external network level. 

Have you considered some other aspects of this “learning theory”? These include: emergence of knowledge and learning process, a focus on process – authentic networked learning (via technology affordance and networking) rather than product (traditional institutional based teaching, lesson plans, assessment outcome, curriculum) and a nearly complete learner centred approach to learning?  I have elaborated these 3 main points in my blog: http://suifaijohnmak.wordpress.com on “What’s new with connectivism?”

I reckoned that most previous learning theories did address some of the above points, but have not been able to explain why learning is exhibiting the chaotic and complex nature of learning – but that connectivism could attempt to explain the three main points shown.  The assertions by George and Stephen provide further claims on connectivism as a learning theory.

Also, I would even say that there is a “NEW LEARNING THEORY” which could be in par with Connectivism called “Situated Learning” if learning is defined in an umbrella term.  See situated learning http://otec.uoregon.edu/learning_theory.htm#Situated%20Learning

Again, your insights stimulated me to think again about the underlying concepts, principles and applications involved in connectivism.

Do you think human element need to be considered more highly in connectivism?  Again you are invited to my blog to comment on the human elements…

Cheers.

Psychologoical aspects of connectivism – Human and Ecology

 

This is my response to Jenny’s blog on connectively – defeated – again.

http://jennymackness.wordpress.com/2008/10/22/connectively-defeated-again/

Hi Jenny,

I feel sorry for that failed connection you experienced.  This is similar to the feeling that we have when our trusted friend failed to turn up in an appointment on time. 

So, I think you have touched deeply on the human side of connectivism.  That’s sometimes we experienced disappointments due to the failure of technology affordance.

 

I have also visited Ailsa’s blog, and have responded to hers’ in my blog.

I have always pondered on the psychological impacts of connectivism on people and networks (social and all other related community of practice) (but that is beyond behaviourism, cognitivism, constructivism, or even social constructivism etc. because they have not fully addressed the technology affordance at the time of their creation). 

I am aware that “connectivists” may think that such psychological approach will temper the “new learning theory” but still think this is absolutely necessary to off set the side (or negative) effects due to connectivism.

Do you think such an “art” and “science” of human aspects in connectivism be useful?

Cheers.

Further question:

What’s the impact of connectivism on ecology?  Educational reform, policies… Curriculum… Education….

Complexity Theory of Learning – Our learning ecology, environment and technology affordance

This is my response to pierfranco ravotto http://teacker.blogspot.com/

I like your summary of the views. At times, I realise that learning itself is both complex and chaotic mainly because of the world we are living in, with that plenty of technology affordance, “attractions” and “distractions” that lead us to think in such a way. If I were to live 100 hundred years ago, would it be the same? So my view is that context, environment, learning ecology and the network that one and the network is involved in will all shape our perspectives on the complexity and chaotic “nature of learning”. Do we have the “chicken first or the egg first?” I would reckon the environment (or the learning ecology) will shape our thoughts, whereas our perspectives will also shape the “thinking” and “direction” of the network. There are impacts and influence both from individuals and networks – which shape the learning and social networks, learning ecology, and the world on education and learning.

To what extent do you think an understanding of complexity and chaos could help the teachers in the teaching and learning process?

Role of educational institutions and structure to support education and learning

This is my response to

http://techticker.net/2008/10/22/the-role-of-the-educator-and-institution-in-a-changing-educational-landscape/#comment-1649

It’s important to reflect on the role of educator and educational institutions such as universities and colleges.
I suppose that universities still play an important role in its accreditation of the courses and employment of professionals (professors, instructors, designers etc.) who would continue to serve the learners. I also think that there is a need to inverting the pyramid of hierarchical structure in that learners could be at the peak of the pyramid upon which all educational institutions and their infrastructure, professionals, technology and networks are means to support both education and learning of the individuals and the networks.
This could be a huge challenge to both the educational institutions, teaching and supporting professionals, networks and society. In this connection, both formal and informal education becomes the pillar of every individual and network, with the ultimate goal of serving the needs of the individuals and society.

My questions is: Do you think this would happen?

See Gina’s article http://gminks.edublogs.org/2008/10/22/the-cost-of-supporting-collaborative-project-spaces/ in which I also find interest in.

Her quote below:

However, is it possible some of this ties back to costs? I am pursuing my Master’s degree at a State University. Since the University is funded by the state, the institution has a responsibility to act in a responsible fiscal manner. Providing on on ramp to the Internet, creating the project spaces, and maintaining all of these things costs money. You have to pay for the servers, the cables, data storage arrays, software, and for the people to run and support all of this. Some of the “walling” must also come because there is a limit to what can be supported, and who can be allowed to access the tools.

Additionally, if someone is paying to go to that institution, they should be afforded priority access to University’s on ramp to the Superhighway. That doesn’t mean one person should get the biggest lane, which is way access to some tools such as Bit Torrent is restricted.

My question is: Are there any need of differentiated strategies in terms of customers’ contribution to the institutions as mentioned by Gina?  How does it impact on the educational infrastructure?  And what are the “costs” and “value” (the qualifications in particular) to both individuals and society?

If everyone is learning on their own, or with their network, what is the role of the teacher?

In response to Mike’s comments on:

http://techticker.net/2008/10/22/the-role-of-the-educator-and-institution-in-a-changing-educational-landscape/

Thanks for your response.  I agree with your views that such change will only happen slowly.  I have been a teacher since 1985, and have experienced a lot of changes in teaching and learning practices during the last 23 years.  Since 2000, I have been doing on-the-job training whereas there are practically no physical classes as such as the Universities.  I started with zero student (trainee) in 2000 to a few hundreds for the past years.  What I found was a fundamental shift in the learning paradigm, where learning is the key to education, rather than teaching.  I know my idealogy will be vehemently opposed by other instructivists, as well as other professional teachers, where they would feel threatened or might worry that they would lose their jobs.  Imagine, if everyone is learning on their own, what is the role of the teacher?  I shared such feelings in 2000, but has now been totally convinced that such thing would only happen if teachers are unwilling to accept and adapt to changes.  That is there is still an important role for every teacher to play, only that teachers must be flexible and proactive in meeting the learner’s needs.  In other words, I think best practice in teaching is based on a learner centred approach, where learner’s needs must come first.  Without learners, why employ teachers?  And without teachers, who would be guiding the learners (especially the kids and teenagers) the “right” values?  So, in summary, teachers must share their experience and knowledge with learners by putting learners first.  Remember, at some time, we were the learners, did we learn from our teachers?  For me, I must admit that I learn best from those teachers who are empathetic, and willing to understand my needs.  These are just my personal reflections, but I hope other teachers could understand why we are moving in such directions – towards a learner centred model of teaching and learning.  Is teaching still a noble profession?  What do you see will be the future of teachers?

Some websites for you- on education, learning and connectivism

Here are some websites that you may find interest:

On-line education database

http://oedb.org/library/features/top-100-education-blogs

Wiki

http://t4tl.wikispaces.com/

On Connectivism

http://t4tl.wikispaces.com/Connectivism+

 On Web 2.0

Videos from Classroom 2.0: Koofers.com Demo Video (~4 minutes)

http://www.new.facebook.com/video/video.php?v=617683525163&oid=2259602350

Enjoy your favourite websites.  Have you found something that interest you?  You are welcome to share them with me.

A shift in learning and teaching paradigm

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Hi Jenny, http://jennymackness.wordpress.com/
Thanks for your insights.  I agree with you that trainee teachers would find this very hard, since they might be pressured by their master teacher trainer to demonstrate competency in teaching rather than learning (i.e. just helping the learner to learn).  I had been in that situation on a few occasions, when I took the teacher training programs.  It was really stressful on those occasions, and could even be confusing if one is exposed to different learning theories and practices.  But once a teacher has gained some confidence and practice in the basic teaching techniques, there is no reason why one could not proceed to  the next stage, and develop more advanced skills in inspiring the learners in acquiring the metacognition skills.  Besides, this would assist the learners to choose their learning options, and thus improve their learning progressively.  This could be achieved if learners are proactive in the formal and informal learning through blogs, wikis, forum discussion etc.  These could also augment the formal lesson (if the teaching is still institutionally based), whereas assessment could be done more effectively.  I could see such changes happening in a number of institutions, when I browsed through the blogs and wikis.  See http://construction10.wikispaces.com/Assignments 

Such an approach is also suggested by Tom Whyte http://whereoldmeetsnow.edublogs.org/2008/10/16/groups-into-networks-new-curriculum-needed-cck08/

The process of moving the students forward from a group setting to a network will be required, so will an educator familiar with both.  For this process to properly occur, curriculum will need to be specifically designed and implemented, taking into account, emerging technologies and student safety within an online environment. 

Terry Anderson’s further emphasises the needs of exposing students to groups, networks and collectives in learning. http://terrya.edublogs.org/2008/10/20/more-on-groups-versus-networks-and-collectives/

Being able to differentiate amongst the three and insuring that learners have experience of learning in all three contexts is an important function of the teachers’ role in formal education.

So, an exposure of students to a networking environment is preparing them for a life based and life long education.

I have also found a trend in moving into online and distance education when learners are no longer satisfied with the traditional classroom delivery.  See

Online and Distance Education, Serious Games, Simulations, Mobile Learning

Susan Smith Nash, Ph.D.  http://mlearners.com/

Do you see this as a trend for adult education?

So I think this is not only a shift in learning paradigm, it could even be a shift in teaching paradigm, in that both teachers and learners have their voices, in the teaching and learning process, especially in networking.   This is already happening in this CCK08 course, and also in a number of University courses.  See Michael Wesch’s class. http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/

Time and cases will tell whether this is the case.   More researches would be necessary to validate these “hypothesis” and claims.
Do you think there is a shift in teaching paradigm?  Do you think there is a need of Connectivism as a “new” “teaching theory”?   See Downes’ Educational Theory http://lnx.funteaching.it/moodle/file.php/1/Learning%20Networks%20and%20Connective%20Knowledge%20Stephen%20Downes/ANetworkPedagogy.html

What are your observations so far?

Reflection on the role of learners in networks – Connectivism in practice

When I reflected on what has happened in our CCK08, http://www.innovateonline.info/index.php?view=article&id=668&action=article, where interaction and contribution of readers and learners were encouraged,  what I realised was a cautionary approach in the interaction between co-learners.  Whenever someone is trying to adopt a teaching approach, there would be a “tension” developed mainly because the co-learner has not been prepared or able to accept the “teacher-learner” or “expert – learner” role.  The learners might be preferring to adopt a “peer to peer” or “learner to co-learner” approach in learning on some occasions.  This seems also is the case in blogs, when the readers or co-learners were responding or commenting on each others’ blogs.  I have already noted numerous feedback from the blogs.  See my discussion in the forum on the different roles one may have in a network:  http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956  Also, see Frances Bell’s comments on group and network discussion in  http://eduspaces.net/francesbell/weblog/485692.html and the forum discussion on groups and networks posted by Ailsa Haxell on passion vs reason. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=956, where there were interesting and heated debates on passion and reason amongst teachers, learners and co-learners.  And the follow up discussion and debate via the blog by Terry Anderson:  http://terrya.edublogs.org/2008/10/20/more-on-groups-versus-networks-and-collectives/

Is such role conflict an issue in your teaching or learning?

If there are such role conflicts in networking or web 2.0 applications, what do you think will be some better ways to resolve them?

Role of learners – A response to Mike

Hi Mike, http://techticker.net/2008/10/22/the-role-of-the-educator-and-institution-in-a-changing-educational-landscape/
Thanks for your valuable insights.  I agree with you that educators are still students and still learners.  I have posted my full response on the role of learners on my blog:http://suifaijohnmak.wordpress.com 
My concern is that due to occasional confusion and conflicts of roles for learners, co-learners or even the teachers, there could be “internal friction” generated amongst network learners upon interaction or connection.  Such practice is apparent in our CCK08 course, especially in the forum.  If we are to adopt this practice in our classroom situation, I am not sure if such role conflicts or confusion would appear or not.  And I am interested in knowing how that could be resolved.
Also, I think this is one of the major areas of concerns in the practice of connectivism, when each of us defines our own boundary based on our needs and interest.  Also, not everyone is sharing the same or similar “values” in the interaction or connection, mainly due to the autonomy and diversity of perspectives and opinions as promoted or inherent in networking. At times, I could see people arguing in those cases or posts in the forum, and not valuing each others’ opinions.  And I wonder if this is viewed as a “best practice” when students in Universities or Colleges, or even K-12 classes are employing such practice.  One could claim that debates are important, but I am really concerned about the emotional outbursts (or the passions) which could impact the learning and the ecology.
Do you see this an issue?
You are welcome to visit and comment on my blog.
Cheers.
John

Connectivism as a learning theory – a revisit

I noted that some of our co-learners have new insights into connectivism. You are welcome to share them here.

For me, whether connectivism is a new learning theory is now of secondary importance.  I don’t think it’s necessary to prove to anyone why it is a new learning theory, as this had already been done by George, Stephen and others on various occasions.  And I think it is unwise to debate on the principles which are emergent, as have been said by George and Stephen, what is “correct” today may not be “correct” by tomorrow, due to changes in context, ecology and technology, and the chaotic and complexity nature of knowledge and learning.

And I think it’s equally not necessary to write another set of convincing papers to defend connectivism, because connectivism is about emergent knowledge, process and people’s thoughts. 

If people still believe it, it’s their choice.  If people don’t like it, it’s still their choice.  So, if you like it, great to have a try! And see if it works

What’s most important I think, is rather to

(a) practise and reflect (as a learner) and model and demonstrate (as a teacher) (as shared by Stephen), and then share our findings, observations and understanding, as a feedback to this theory and its application

(b) share our distributed knowledge and experience amongst participants (Stephen and George, and various bloggers, forum participants), and continue with this journey on network learning (as shared by George and Stephen throughout their presentations)

(c) try the skills at local level (Stephen), with pilots if you want to (views shared by various bloggers), and remember the butterfly effect (Stephen and George), everyone’s contribution throughout the network could make a big difference (everyone – networkers, lurkers, not only those in this course)

(d) connect, connect and connect, grow and develop the networks and ecology (at neural, conceptual and external – social levels) and find your ways – patterning, wayfinding and sensemaking (George, Stephen, and you)

Finally, this theory on connectivism is different from all other theories in that everyones’ voices and connections are welcome, because it is all emergent (what I think).  Though I think there are still a lot of refinements needed - such as the pschological aspects, the social, economical and educational implications. Overall, I still think it’s a very useful theory to base on.

How about your ideas and views?

Is knowledge power in network learning?

May I quote this one which echoed my thoughts:

“By high school and college I learned that while I could not be popular, I could be useful.  Being useful by doing all the work earned me a certain level of leadership potential because I became visible to the kids who cared about a certain club.  My new strategey was to trade work for attention.  I still use that strategy more than I should, and I’m guessing there are a lot of men and women who do….

By the time I hit the working world I had tried lots of strategies.  It wasn’t until I studied group process that I realized that groups have patterns, and if you can predict the patterns of the group you can be in the right place at the right time.  That sort of knowledge is power. 

I also learned about how ruthless groups can be to members who are innovative (deviant) or perceived as weak.  Different behaviors will be interpreted differently depending on the stage of the group’s development.  That’s what we are here to learn.  No matter what strategies you currently use, this one will only add value and save time.”  What is this one to you?

Are you in a group or in a network?  Or are you in both? What stage of group’s or network’s development are you in? 

How do you interpret this? Is this view reflective of what happens in the business world (in a group),and/or in a network?  Or is it dangerous, foolish or simply not worth it, because….it may be going against the organisation’s mission or network’s ideal?  Wow…. caution! alert!!!

What’s your experience?

 

Education and learning – on connectivism

My focus is on how education and learning with technology as enabler and networking could add value to my learning, and could also add value or contribute to the network, not just with connectivism. 

When it comes to my own learning, it is the “I” only.  When it comes to network learning, or Wisdom of the Crowd, “I” cannot represent the “voice of the crowd or crowd’s views”.  So, I said it is a useful theory in my context.  Your and other’s experience are very important for its justification as a valuable theory.

I am now considering these:

• education needs leadership (so there is educational leadership) (a vision and a mission)
• learning needs management (so there is learning management system or personal learning management system), at neural, conceptual and external – social, network levels

So, connectivism or network learning is part of that management.  But it requires leadership to make it happen.  And both management and leadership must go hand in hand to make “connectivism” happen in networks, institutions and the business world of learning.

What is more important is education (leadership) (the means) which could transform the educational infrastructure (the big picture).  And that learning (the process, and the experience you and I value) via networking will/has become a critical success factor for life based or life long learning.

How do you see education and learning under connectivism?

Power on fire!

This is my response to Lisa’s post Control by Personality http://lisahistory.wordpress.com/

I read the post with great interest.

“It seems to be the perception of power that is important”… “As with all effective aspects of learning, personality may be another overlooked element…”I echoed with your view and insights. 
As a teacher myself, I had never taken drastic actions without first consulting my learners (all adult learners).  I realised that a teacher’s integrity lies with “one’s walking the talk”.  So unfortunately, the spirit of networking has been greatly affected, and I don’t think that’s conducive to learning, especially for adult learners and teachers.  My comment is based on an incident, rather than based on a person.  And as I am not a learner looking for credits, I didn’t want my comments to affect others’ grading.  And I realise how upset people (co-learners and lurkers) are.
However, I think this is a revelation that a teacher’s “great knowledge and power” doesn’t come from inside of that person, but from outside.  And I learnt that respect can only be earned if a teacher is truly “compassionate, empathetic and knowledgeable to and engaging WITH the learners or teachers – peers”.  May be that’s the missing element in connectivism??  Is it?
No one likes to learn without emotions or feelings, otherwise we will become the computers, which could be switched on or off by others.  And I do not believe that computer can “learn” as much as human do, and as smart as human too. 
Do you think you and your students share such feelings or emotions towards power?  Is it the reason why connectivism is so “hard” to stay alive if people are just “connecting” without feelings?  Or are people really connected? I have seen such happenings often in organisations, and the result is…I would NOT be bent with power…., though anyone could play with it.  But it is like playing with fire.  It hurts.

Thanks for your inspiring post. 
Cheers.
You are welcome to comment on my blog http://suifaijohnmak.wordpress.com

Power in class and networks – implications of connectivism on k-12

Hi Tom, http://whereoldmeetsnow.edublogs.org/2008/10/29/control-issues-cck08/
I echoed with your views in that as an adult learner and professional teacher, I never like being told what to do, in a class without good reasons.  And especially if someone else is trying to control my teaching/learning without my consent.
Throughout my 23 years of teaching (and learning), I have encountered different challenges, especially when teaching teenagers (around sixteenth to nineteenth).  If the teenage learners are not ready to shoulder their responsibilities, then I would have to be patient in guiding them through in their learning journey.  This includes teaching them the concept of mutual respect, self awareness and control through various activities and critique.

In a classroom where student discipline is still important, it could be a chaos if everyone is talking with each other on irrelevant topics (mere chatting on trivial matters, giggling etc) at the same time.  Under such environment, the students could hardly concentrate in learning due to the noises and distractions, and no one could listen to the teacher’s instructions.  So everyone loses.  And what a waste of time and resources!  That is poor education and learning.

Setting of ground rules in the first few lessons (with the adequate sharing of power) with the learners is important.  A reminder of the ground rules in subsequent lessons will ensure learners are aware of their rights and responsibilities in a class.  Adequate and regular reviews of such ground rules would deem to be necessary if there are constant disruptions in class lessons.

In order to avoid the boredom of lecturing, I often use small group discussions (with Socratic questioning) and collaborative and relevant learning activities to reinforce the learning points.  This would then be followed by plenary discussion in which each group’s contribution is valued, shared and summarised.  This allows my students to share their ideas, debate and report in a constructive and responsible manner.  In this manner, power of learning is shared amongst the learners, and they would also see the power (of influencing) in a positive manner.

I see power associated with such action is not only legitimate, but necessary.  I would not relegate my power as a teacher in the classroom to ensure that the environment is conducive to learning.  And that’s how I maintain my integrity, accountability, and responsibility as a teacher.  What do you think?

Are all the above issues absent in digital connections?  I don’t think so.  As discussed in Network logic http://www.demos.co.uk/files/networklogic.pdf , networking as a process is emergent, with weak ties and new connections forming in an amorphous manner.

“They are all around us. We rely on them. We are threatened by them. We are part of them. Networks shape our world, but they can be confusing: no obvious leader or centre, no familiar structure and no easy diagram to describe them. Networks self-organise, morphing and changing as they react to interference or breakdown.

Networks are the language of our times, but our institutions are not programmed to understand them.

As individuals, we have taken advantage of the new connections: to earn, learn, trade and travel. But collectively we don’t understand their logic.”

Racism, sexism, sex, pornography, violence, hatred and evils are floating around in different connections in the virtual world.  Without adequate guidance from adults, are we sure that our teenage learners will not be attracted to those connections?  What are we going to do about it?  Can we police the evils?  How can we ensure that our coming generations are able to discern such evils in digital networking?

Power of power

So, is connectivism still practical with K-12? http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1048

My reflection of the views from Ruth, Jon, Jo, Carlos, Sharon, David, Ariel, Ken, Wendy and Catherine could be summarised as follows: power of a teacher in class is necessary in K-12, especially when teaching those learners who are still at a developmental stage (K-8).  And that gradual sharing of power through negotiation is desirable when the learners become more mature.

So, I think connectivism still has a role to play, especially in the higher classes – grade 9 – 12 where students are ready to further develop their metacognition skills using information and communication technology (Web 2.0, search engines, mobiles, and internet etc).  However, teachers would need to consider the feelings and emotions associated with such e-connections with their learners.  And thus guide the learners in e-connecting with others or sources on the internet in a safe, and responsible manner.  Discussion of feelings and reflection of learning on the internet could be shared and reported to the class, where merits and demerits of the use of technology are thoroughly critiqued and evaluated.  This ensures that students appreciate the importance of mutual respects, trusts,  choice of selection, critical thinking, e-ethics, and the implications of such e-learning in a virtual learning environment.

Learning in an inhumane manner via “improper connectivism” destroy us as a human.  Because, we learn through our senses, emotions and feelings, and that make us a better person, not a better “machine”, which could be switched on or off.    And we have empathy in which no computer network or artefacts could ever learn.

At the end, I would like to quote Jenny’s comments on her post on power, authority and control

http://jennymackness.wordpress.com/2008/10/30/thinking-aloud-about-power-authority-and-control/

I’d be much more concerned about the influence he could have on my thinking, i.e. his knowledge power, and whether that influence was appropriate for my learning and development as a human being.”

Thank you so much for your inspiring post.  Great food for thought.
You are welcome to comment on my blog here on Power in class and networks:
http://suifaijohnmak.wordpress.coml

Power – I had a dream! With acknowledgement to Martin Luther King

I have this dream of looking for full control of my learning some 30 years ago. I resisted unwarranted power exerted on me, especially when it related to my learning goals and strategies. I had started the journey in questioning the legitimacy of power and control exerted by the teachers for a long time. And I found that learning was in the control of the institution and the teachers back in the 70’s to 90’s. I was surprised to find that the only person who could assess and grant me a pass was the “lecturer or teacher”. I started to reflect why the educational system was structured like that, and that why learners were to serve the teacher, and not the other way round. However, without the deliberate efforts and patience of my respected teachers who guided me throughout the learning journey, I wouldn’t be able to appreciate the strengths and weaknesses of the educational system.  Now, I have got my questions answered. As a teacher, I realised the importance of sharing of power and empowerment of learners, in learning and assessment. It’s still not too late to support and inspire our fellow learners to achieve their goals and meet their needs. 

Further notes after posting: I just found such notes from Network Logic page 95,   http://www.demos.co.uk/files/networklogic.pdf  which echoed with my suggestions that:

Teachers are like the network leaders, they start with the deepest needs of their learners, and work back to establish the configuration of organisations, resources and capacities needed to meet them. 

“Network leaders start from the outside-in. They start with the deepest needs of their users, and work back to establish the configuration of organisations, resources and capacities needed to meet them. The task then is to find ways of persuading other organisations of the need to work together.”

 

Will connectivism provide part of the solution?  Time will tell.

How I see George and Stephen’s views in the UStream session Week8

Education

After hearing the recordings from UStream, http://www.ustream.tv/channel/connectivism-and-connective-knowledge I found the presentation from George and Stephen quite interesting.

George thinks that a systemic approach to education is important so as to look after the interests of all stakeholders, not just the learners and educators, as education should be for the benefit of the society.  George thinks that authority, power, control in institutions and teachers is legitimate.  He thinks that if the action taken by Stephen is to happen in a typical university course, those mainstream students will just continue their discussion as usual, as it seems that it is just a normal practice to encourage learners’ participation.  George further thinks that participants should acquire such basic critical skills as filtering of information.  On this occasion, learners could take back the control simply by adding filter to the email inbox etc.

Stephen thinks that you won’t be able to satisfy the needs of all stakeholders.  Sometimes those stakeholders are not even aware of their roles.  So the focus of education would need to start with the learners.  Stephen thinks that the action he did was based on an “experimental” attempt to draw participants into forum discussion, and he feels that he has the authority to do so, and so it is an legitimate action.  He realised that some participants treated it as a sense of humour, others an abuse of power, and some others with a view mid way between.

My views are as follows:

I volunteer myself to participate in forum discussion, and I love sharing my learning with others.  So, I am not too bother with auto-subscription once Stephen has revealed his real intention.

However, some participants are upset with such auto-subscribe action not only because of a sudden change in the “learning practice” (i.e. with no prior consultation or notification), but that their mailbox (work or personal) are suddenly flooded with unwanted or unexpected emails.  I understand how frustrating it could be, especially when one has to distinguish such mails from the work emails.   

I hope his future intention of switching to auto-subscribe is not for the sake of “forcing participants” to participate in the forum discussion.  But a spirit of inspiring participants to learn, engage or connect with others more conspicously.  Nevertheless, this experiment becomes a good lesson for everyone.

As an educator and leader.  I always start with my learners.  What are their backgrounds – knowledge and experience?  What are their goals, needs and expectations?  How could I customise the educational and learning resources to suit their needs?  What are their preferred learning strategies? How could I support my learners in their learning journey?  In this regard, I seem to share similar views with Stephen in his more liberating way of thinking of learning – with learners first for adult education, especially when it comes to personal learning, assisted with personal management systems and technology.  

In an educational institution, both educators and learners could enjoy autonomy, diversity etc. in teaching and learning because of the use of new information and communication technology.  And one could make use of the network to access and learn new knowledge at will.  So authority, power and control issues could still be under the control of the educators and learners.

However, when it comes to business, authority, power and control are much more complicated, due to various social, political, economical issues at a system level and power issues relating to one’s roles and accountability with various parties.  In this connection, the organisation’s or “group’s”  rules are the most important ones to comply with.  Non-conformance or non-compliance to rules and regulations to Education and Accreditation standards, AQTF (Australian Quality Training Framework) or ISO9001 (2000) etc. would lead to the closure of an educational institution.  So, irrespective of whatever transformation one would like to pursue, in education, the bottom line may be:

1. Has the education and learning programs or curriculum met all legislative requirements?

2. Has the institution satisfied the learner’s needs and expectations?

3. Has the institution incorporated innovative and continuous improvement strategies and practice in its system (including people, technology, processes and procedures, administration, facilities etc)?

In this regard, I tend to favour George’s concept of incorporation of networking practice or connectivism with formal education at a systemic level as a vision.  

I would however think that individual practice of “connectivism” would likely be more successful (and could be more readily achievable) rather than the systemic application of Connectivism at this stage of development.  I think we are still at an infancy stage of Web2.0 application and learning management systems.  More resources and training for both leaders, educators, administrators, and learners are required to allow for the gradual introduction of e-learning and Web2.0 practice be assimilated into formal education.  Full support from institutional leaders and government is required for sustainable  transformation in education and learning.

What do you see will be the future of connectivism – in learning and education?

Is this an experiment in connectivism?

Action speaks louder than words.  So under connectivism, which is more important – action or words or both?

There is a Chinese motto: “One set of words could help a nation to prosper, and another set of poorly-chosen words could destroy a nation” I am not exaggerating, it happened in Chinese history when an emperor was overthrown due to his inappropriate wordings. That echoed strongly with Jenny’s assertion that “I could probably do them far more harm with a few ill-chosen words than I could with inappropriate action.” http://jennymackness.wordpress.com/2008/10/31/that-cant-be-right/

I reckon this is also an experiment out of a bigger experiment. What do researchers need in an experiment? In our course – people, resources, apparatus, Moodle, Elluminate and Ustream sessions, assignments, networks, blogs, readings…. What are the researchers measuring? The posts and responses of the blogs of participants.  Discussion in forums, assignments.  The emotions. What are the others doing – including the lurkers? How about the other wikis created, facebook? And I am busily writing my blogs and responses to other blogs.

Have I missed anything? Oh yes- the final report. But we have to wait…..
Is power part of the experiment?
Is learning an experiment?

Is this an experiment in connectivism?
Finally, are we also experimenting?

Learning – I do it my way… of connectivism and more. Is it different from yours?

I am now learning in a “new way”. What I found fascinating is that what I have learnt in my previous University courses or even now at work on say leadership doesn’t sound “right” or “appropriate”, though I believe those concepts were incorrect long time ago under the concept of emergent knowledge as found in networking (see network logic paper on leadership, p94 & 101) http://www.demos.co.uk/files/networklogic.pdf. 

 “Leading with questions not answers

In Leadership Without Easy Answers, Ronald Heifetz argues that conventional models of leadership confuse it with authority. In so doing, they perpetuate the seductive but dangerous myth that leadership is about influence and persuading people to follow a particular vision. So ‘followers’ look to a leader to solve their problems for them, ignoring their own capacity (and responsibility) to solve it for themselves. People in authority believe that their vision of change is legitimate simply because they are ‘leaders’. And when things go wrong, it is the ‘leaders’ who are blamed and replaced, with little or no reflection on the underlying causes of the problem.” Network logic page 94 

‘As Sun Tzu put it long ago: ‘The good leader is the one the people adore; the wicked leader is the one the people despise; the great leader is the one the people say “we did it ourselves”.’ Network logic page 101 

I would still go through the typical learning ways, but I added a way of unlearning all previous ways first, so I could allow for any innovative approach or change to emerge. And I would use all connective, constructive, cognitive, behavioural, situated and experimental approaches in rebuilding my learning. So unlearning is just like demolishing or refurbishing my existing house and new or re-learning is like building a new house with new furniture for new learning to emerge. Of course, I would not discard all furnitures (concepts) that I have, but I would retain those which are still valuable or applicable to me. In this manner, I am putting the emphasis on the learning process, but the process sometimes may start with the connections (the neural, i.e. my brain or my network, and then I will reflect on the concept why it doesn’t explain or why there is a conflict of concepts between my previous learning and what is presented in the connections (e.g. artefacts, readings). I would then reach externally through further connections to validate or re-create my concepts. And I will go through the whole process in a similar cycle. See my previous post on how I learn – I mean deep learning, when I mentioned that the problem and solution lies with my brain, my network, and also through connection with your brain and all other external networks (not just through social constructivism, but a much more complicated cycle of de-construction, reflection, connection (neural, conceptual, external -social and experimental), and further reflection, re-construction and re-cognition, observation of behaviour and emotions of myself and others for validation, and then application, and further feedback and experimentation. Again, this cycle of learning may sometimes start at a different stage for me at different times and entry points, as it depends on the concept or subject (a new one or an existing one) that I would like to learn or re-learn.
Why I would like to learn it that way? Because I am unique in that learning mode and process, and it works for me, but may not work for others. Is it similar to yours?
My biggest motivation for such new way is the “change” itself. Changing concepts, changing ways of doing things requires a change in the way of learning. Again the learning theories are all undergoing changes, and although my statement that “all learning theories need to be changed from time to time” may not be agreed by others, I would suggest that without changes to the principles and concepts of all these theories, they seem so difficult to apply under a changing world of learning (or emergent learning).
So, it seems that these are the differences between us.
Don’t you see it that way?

Please also see the discussion in the forum http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1048

The greatest leader (teacher) is the one who could inspire others and that all these people would say at the end: “We have done it!”

Learning to change, changing to learn – Roles of educators

Learning to change, changing to learn

The Consortium for School Networking (CoSN) and the Pearson Foundation announced the official launch of a new public service announcement (PSA), Learning to change, changing to learn. This five minute video shares the views of an international panel of key educators and thought leaders including Education.au CEO Greg Black.

Please visit below for a Youtube video.

http://www.educationau.edu.au/jahia/Jahia/home/pid/681

Participants in this video hope to add to the continuing conversation about the important role technology can play in delivering 21st century skills and engaging students in learning.

A list of participants is available from the media release below.

 

• CoSN and Pearson Foundation launch new PSA to spotlight transformative role of technology in K-12 education – Media release

 

What do you think will be the role of the educators? 

How would connectivism add value to educators?
I will be posting a series of changing role of educator soon.
Cheers

Teaching the Teachers: A Key to Student Success

Teaching the Teachers: A Key to Student Success

In November 2006, KETC/Channel 9 produced and televised Teaching the Teachers: A Key to Student Success. The goals of the program are to raise awareness of the importance and value of high-quality professional development, to emphasize its role in student success and to spotlight the work of e-Learning for Educators Missouri.

This video is now available from the e-Learning for Educators website and packaged as a DVD, sent to Missouri adminstrators in the February 2007 superintendents mailing from DESE. If your district did not receive this DVD, please contact e-Learning MO to request a copy.

View Missouri PBS Video

Click a link below to view the half-hour program or selected segments in the media player of your choice. File format is WMV. (Duration in minutes, file size in MB)

Please visit the site for entire program http://www.elearningmo.org/video/index.htm

e-Learning Project Video from Alabama Public Television

A brief overview of the e-Learning project, including interviews with state project coordinators and information about project research components, created by Alabama Public Television, presented from the e-Learning Alabama website.

For more information

Christine Terry
Missouri State Program Coordinator
elearningmo@missouri.edu
(573) 884-4233

Role of teacher

Here is an article that may be of interest to you. 

by Prof. Terence J. Lovat

With the assistance of

Dr. Christopher Mackenzie

 

http://acde.edu.au/docs/role%20of%20eds%20-%2024%20june.pdf

Prof. Terence J. Lovat concluded that: 

Recent developments in teaching and education have been timely in contributing positively towards enhancing the status of the teaching profession, improving the quality of teaching and learning and providing opportunities for individuals to reach their full potential. Thus, it may well be that moves towards fortifying the teaching profession and the role of the teacher through registration and the establishment of standards represents a coming of age. The registration of teachers and the development of standards for the profession will improve the status of the profession and make it mature, confident, unified and respected. Teachers will be accomplished professionals in the same vein as doctors, engineers and other professionals.

Having spent much of its recent history being perceived as a more-or-less respected apprenticeship-into-trade, the accumulation of educational research, and especially teaching research (the ‘new pedagogies’), has finally confirmed what teachers themselves always knew; that teaching is a highly skilled and complex art and science that requires a rare grasp of content knowledge conjoined with an even rarer skill of disseminating that knowledge within the limitations and constraints of bulk learning in the average, not overly-conducive classroom.

Despite a number of advances, a range of challenges also face the profession, education authorities, teacher education institutions, parents and other stakeholders. Meeting these challenges will require vast reserves of creativity, innovation, determination, political will and political leadership. There is, for instance, the issue of teacher supply and the related matter of teachers’ salaries as well as ensuring that the development and implementation of professional standards is genuinely informed by teachers and that teachers themselves maintain ownership. There are issues associated directly with teacher education which, if they are to be resolved, will require increased levels of collaboration between stakeholders and a willingness to innovate and experiment. The support of education authorities will be of particular importance. Similarly, a new approach to professional development will need to be adopted to ensure teachers are involved in continual education. Further educational research will be necessary to ensure effective teaching and learning and relevant curricula. Training for university academics will have to be considered if indeed, as the research shows, teacher quality is the main determinant of educational achievement. Preschool education will also need to be examined to ensure that preschool teachers are adequately remunerated and working conditions improved. Furthermore, there are complex issues associated with school, TAFE and the higher education sectors, all of which will require not only greater public investment but cooperation between the State and Commonwealth governments as well as the application of considerable creativity and innovation. It is advancement in these areas that will help to transform teaching into a true profession, one that complies with the highest standards of teaching and learning and aid the development of a world-class education system.

What sort of professional development do you think will be necessary in helping teachers to become “world class” professionals? 

What will be the role of a “global” teacher under connectivism?

 

 

 

 

 

What could educators learn from the philosophers?

Sun Tsu was a war strategist and a philosopher. He was praised for his great strategies and tactics at war. Researchers often refer to his strategies as the best of all times in the military arenas and have thought that they could be applied in the business arenas. And so his strategic philosophies was often used in business to win over others.
Lao Tzu was a great thinker and a philosopher. He was often conceived as a wise leader, but historians have not been able to identify him. Lao Tzu was anonymous and so no one even knew who he actually was. But his concept of leadership was stated as “A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say we did it ourselves.” However, this was quoted in Network Logic as being said by Sun Tsu.
I suspect these may be due to a problem in the translation into English.
Out of the many Chinese Philosophers, the wisest one was called “Chong Tsu”. His most important and famous philosophy runs like this: “Human has a life span, but we know that there is unlimited boundary (knowledge, especially the huge amount of information, and knowledge nowadays) , to use the limited life span to chase after the unlimited knowledge boundary, it would cause “serious consequence – “death”. If you know the consequence, but still want to do it, then, it will just cause “death”. My interpretation of his philosophy is that he was trying to warn people not to chase for the unlimited “knowledge” to that extent, because there are lots of worthwhile things to do other than the mere passion of knowledge.
Another famous story from Chong Tsu was about how to learn. Chong Tsu quoted how he observed a butcher of a cow separated the fresh from bones of the cow. He noticed that the butcher had done it so naturally with speed and seemingly so easy, and so he thought it was due to the practitioner’s practice and his craft in “butchering”. The moral of the story was to illustrate the importance of mastering learning with efficiency based on “profile, pattern recognition and sensing” of the learner and its interface or artefacts – similar in concept to the connectivist’s learning approach of pattern recognition, way finding and sense making.  So, his philosophy seems to provide similar direction to that of connectivism.

I am happy to share more stories of those philosophers with you. Some of these stories were lost in their formal records, but I could still recall them. The genres or themes of those stories have great significance in education and learning, and could be used as a foundation of most modern education and learning theories.

My response to co-learner Maru on the course CCK08 and connectivism

After reading your post, I have mixed feelings.  First, I am glad that you recovered from your bronchitis and feeling of powerlessness.  And I greatly appreciate your openness in sharing how you think about connectivism, in that it is not entirely new, but one that is Christened. 

On the other hand, you have pointed out one the most important elements that may be missing from connectivism – the human element and emotions arising out of the connection, especially in this CCK08 course.  And you are disappointed with the lack of concerns from the group and teachers.  Also, you think you are in a network and your feelings won’t be cared by others. 

Let me share this with you and Ken: when I first read about Sia’s blog on her feeling of loneliness, my first reaction was not to extend my emotional rescue as a co-learner.  Why?  I think it is part of anyone on this “connectivism” journey, and may be how one could develop into a “co-operative, collaborative and independent” learner through such experience.  I remember when I first set up my web pages some 8 years ago, with those Google and other first generation web development tools.. no one was interested in my website.  Even when I set up my blog 2 years ago, no one visited mine.  Why?  Because blogging could be a lonesome journey, and so is an on-line course, with so many participants.  And it’s very difficult to identify the “group” and yourself in the “group” or “network”

But at the end, if you think you have learned something that you have conceptualised in your goals, you have already succeeded in achieving your goals.  It is not because of any theories, not because of any “constructive criticism” or “praises” by others, though some of them may be helpful in your learning, but because of your enthusiasm and passion towards learning.  That intrinsic motivation which sparks the learning, that keeps the learning on fire, and that shines.

So, congratulation as you have already found your way.  Assessment marks to me has little significance, so whether it is A or A+ or a C- in any test, assignment does not make any difference, though one could say it’s reflective of understanding and performance.  What makes a difference is one’s attitude towards learning and education.  People can be trained on skills, but you can’t educate people on attitudes, because it’s learned. 

I also share your view on the  efforts that George and Stephen have made in planning and facilitating the program.  They did it with their passion, but obviously might not be appreciated as much.  To this end, I hope this experiment could be a success to them and us, as that was the reason why we are here.

And I enjoy reading your inspiring post. 

Each of us must be a learner, and each a teacher – 21st century learning matters for us all

In this You Tube:http://www.youtube.com/watch?v=2L2XwWq4_BYit concludes: “Each of us must be a learner, and each a teacher.  21st century learning matters for us all”.What do you think will be the role of teacher/learner? What are the implications of such changes? Show parent | Edit | Delete | Reply

Re: Teaching the Teachers: A key to Student Success by Sui Fai John Mak – Saturday, 8 November 2008, 01:00 AM

Here is the website:http://www.c21l.orgwith resourses: http://coloradolearns.wetpaint.com/page/Research+%26+Resources and http://coloradolearns.wetpaint.com/?t=anon With the wiki as follows: Help us define powerful learning, share resources and support educators. We want to know: How can we best respond to the challenges and opportunities of the 21st century? How can we help empower today’s learners and teachers? What are the alternatives to schooling as we know it? What does 21st century learning practice actually look like (in a “real” classroom)? How can I contribute to transforming our educational organizations? The more voices that contribute to the conversation, the greater the opportunity for our education system to serve a wider diversity of student-learners.

A response to my co-learner Keith on connectivism

Hi Keith, http://keithlyons.wordpress.com/2008/11/07/cck08-week-9-stacks/
Great to see your nice photos.  So you have enjoyed a wonderful time there.
I echoed with others in that you have summarised a lot of other blogs that I think wow, it’s just wonderful to read your blog.
I am also impressed with your Utopian view on connectivism.
I could see the diversity of views amongst co-learners and our teachers, and that could be pretty interesting when it comes to collaboration of projects or working in networks. 
On one hand, we might have been “brainwashed” in our previous education to work in teams, emphasising the importance of team leadership and team working.  On the other hand, we are now considering the networking phenomena, and network learning, where individuality, autonomy and diversity is emphasised.
I still believe that group work is important, in order to achieve vision and mission.  However, I don’t see much liberation allowed from a top management’s point of view, due mainly to the different needs of its participants.  Can you please everybody (including the stakeholders)?  And the slogan of customer first is still predominant.
What do you think will be impact of these back to our organisations – management and leadership in particular? 
I love to see how such integration could become a reality at work. 
I have witnessed the quality journey throughout the 80s till now.  As a big fan of Total Quality Management (TQM), I was intrigued by the Quality Circle movement, with grassroots involvement supported from the top especially first in Japan, then in  the western world, then the customer service movement, Just in Time (JIT) movement, followed by process re-engineering, benchmarking, best practice, Six Sigma and Lean, and customer first etc. now in the business world. 

As an engineer and educator, I think it would be necessary to learn from that quality journey, so as to ensure an adequate support from government, business and educational institution in this educational development. 

In other words, networking could not operate in a vacuum, one needs support from various parties such as communities, businesses, government and institutions to make it sustainable.  And a smooth transition from one stage to another stage of development will ensure that “no teachers/learners are left behind”.

I am interested in this connectivism journey, and would like to compare and contrast its journey with that of the quality movement as mentioned, and to see how it goes.

It has been a nice weekend here in Sydney.  So, I hope you have another wonderful weekend.
Cheers from John.

 http://suifaijohnmak.wordpress.com

Role of teacher (A to Z)

The role of the teacher could be (a to z):

(a) as an assessor (especially in the recognition of prior learning, and recognition of current competency)

(b) as a bright philosopher (an expert in philosophy or in one of its branches, who searches by logical reasoning, for understanding of the basic truths and principles of the universe, life, and morals, and of human perception and understanding of these) – George, Stephen, Dave, Anthony, Nancy……

(c) as a consultant or advisor to industry, or consultant or coach on auspicing

(d) as a course or curriculum designer/reviewer

(e) as an expert (or e-expert)

(f) as a facilitator (facilitation of discussions and learning activities)

(g) as a gardener (as mentioned by Lisa), guardian angel (Maru)  

(h) as an hononary advisor (in case of research projects)

(i) as an education and learning innovator

(j) as an (joint) examiner or moderator (to other institutions, universities)

(k) as a gate keeper

(l) as a learning team leader/facilitator/supervisor (whereas a learning team consists of the learner(s), the supervisor, a mentor, and the teacher/leader, librarian)

(m) as a manager/administrator (self learning manager and network administrator)

(n) as a course or network leader

(o) as a student counsellor/carer

(p) as a learning partner (similar to the co-learner) in this course Ariel, Bob, Carlos, Dave, Frances, Jenny, Keith, Ken, Lee, Lisa, Mark, Maru, Pat, Renee, Roy, Tom, etc. Sorry that I couldn’t list everyone, but you are definitely here.

(q) as a curator (pronounced with q..)(as mentioned by Lisa)

(r) as a researcher/research leader (this may be one of the most important roles of University professors or lecturers)

(s) as an e-learning or project or subject coordinator/developer (wiki, edublogs)

(t)  as a trainer, tutor/learning supporter or guide (like a tourist guide)

(u) (you) as a challenger (weight loss education program etc), Alec, Ariel, Frances, Jenny, Ken, Dave, George Siemens, Maru, Stephen Downes, Pat, Tom, etc.

(v) (we) as a change agent (Nancy White, Stephen Downes, George Siemens etc.)

(w) as a wizard (or better a magician) (as mentioned by Lisa), and a weaver (mentioned by Lisa) – Frances, Tom, Mark, and George and Stephen

(x) as a x-man or x-woman (who could transform the education) (George, Stephen, Lisa, Frances and you?)

(y) as a why-why questioner (always ask why?)

(z) as a mentor/coach (especially for trainees and apprentice or interns, whereas the supervisor or an experienced expert/head teacher would be a mentor/coach)

(zz) as a lecturer (as typical in giving lectures in those conferences or university courses)

 or as a ________ ( you name it)

Connectivism – K-12, Higher and Adult education, open courses and networks

Hi Bradley, http://bradleyshoebottom.wordpress.com/2008/11/11/cck08-book-review-of-disrupting-class-by-clayton-christensen/
I read your review with interest.
I echoed with your view in that why not having fun in learning. So, if everyone is enjoying learning, would this shed light to our future generation in becoming a knowledge nation? And that we have confidence in preparing our coming generation (K-12 students) for the future challenges.

I am not too sure whether the normal distribution curve of learning applies to human. In that not everyone is learning in the same way, and there are always people who could learn by the exploitation of ICT, and thus may be better prepared for challenges (this needs more qualification!) And I am not sure!

However, one thing is certainly normal in that all the learning theories will sooner or later be replaced by new or emergent ones.  Take a look at learning theories based on multiple intelligence, emotional intelligence, where all the directors, education top leaders have attended.  What are the outcomes?  Some people become smarter, and others more intelligent in leading the organisation – with empowerment, managing change, motivation, leadership, etc.

The result: a top down approach with bottom up support expected or executed, with more policies, more accreditation, more innovations, and more controls and standards.  Networks are developed to support the central policies.  Major policies must be geared with career prospects, or business and industry requirements.  Because a responsible government is preparing its citizens towards better education, with centralised and standardised qualifications – for business and society needs.  Vision and missions are the milestones for any education department throughout the world, and all education institutions. 

How do these compare with this connectivism approach? Independent learning, but collaborative or cooperative networks, learning with autonomy, diversity, continuous innovative and improvement in learning with ICT as enablers.  Learners as centre of learning and education.  With emphasis on life-based and life-long learning.  Go with the flow type of liberating views on education, learning and networking. (I think Stephen prefers a more liberating view on education).  Democracy is emphasised, though voice of the crowds needs to be considered in any social networks. 

How will these concepts and applications of networks be linked or integrated with the vision and mission of politicians, directors of business, managers or administrators of business and education, educators, professors, parents, learners?  Where are the bridges?  What are the interests of the stakeholders (as mentioned by George)?  Where are the human, financial, technological and social supports?
What will be the impact on teachers/learners?  Do we need more or less teachers as a result of ICT in classes or courses?

Do we need more ICT training in K-12?  If yes, what sort of training is required NOW and how to do it?  Remember that a lot of institutions have banned the social network sites to ensure safety and security.  So, if the educators couldn’t reach them, how could they “teach” the learners? Besides, as mentioned by co-learner Lisa:”To replace our educational system with completely self-guided learners could mean premature specialization, and a lack of exposure to non-familiar subjects.” http://lisahistory.wordpress.com/2008/11/10/learners-students-and-an-ontological-issue/  So, how are we going to strike a balance between an educational school-based system and a self-guided learning system in K-12?  See discussion on Reality Check – some of the issues and solutions suggested by Ruth, Tom , Frances, Lee, and Stephen. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1079

Surely with the CCK08, if 2 “teachers” could serve 2000 plus learners, do you think there is a need to employ more teachers/moderators in mass open on-line courses?  Will open on-line courses be the future?  Will everyone become a teacher in those “courses” or networks?  How about the accreditation?  Will such courses be recognised nationally and internationally?  Will networks such as community of practice be the education campfire? What will be the educational landscape of the future?
What will be the role of the professors/teachers in higher education?  Are they still the way finders for learners?  Who will be holding the authority/power in education and learning?  Is power an issue?  Where will these changes lead us to – emergent knowledge, learning, education?  A bright future?
And the questions go on….
I am interested in this connectivism journey, and what and where will these lead all of us up to?….
You are welcome to visit my blog: http://suifaijohnmak.wordpress.com for comments.

Connectivism – impact on institutions, individual development and open education

Hi Frances, Roy, George and Stephen and others,

Connectivism attracts attention to practicing teachers.  It also attracts attention from educational institutions.

I have found out that my organisation is going to have an on-line Adobe session on networking with emphasis on the importance of connections and network learning in this coming Wednesday. 

I think it is a great initiative to promote connectivism in educational institutions.  There are also implications…

The main reasons for such initiative are directives from the top that:

Educational institutions are looking for innovative ways to develop their staff (both teachers, assessors and administrators) to continue updating their professional skills.  Networking is viewed as an “effective and efficient alternative to training”, and could enhance staff morale and motivation. And connections in the learning networks seem to be viewed as a contemporary professional approach towards life long learning. (I learnt it from you, and this course)

Individual staff are encouraged and are expected to align their professional development to the section plan, college plan and institute corporate plan - vision and missions.  My impression is that network approach to learning is not optional, but mandatory from top management point of view. 

Stephen – I hope you could comment on this, as your view on openness, autonomy, diversity and interactiveness or connectedness are the essential criteria of success for networks and network learning.  But how does it relate to organisation’s interpretation on networks or network learning? – namely that it may become a “group’s” concept and more like a community of practice is preferred by management where everyone has to comply with the rules and obligations (to certain extent).  So, will this end the diversity of views as promoted in networks?  As corporations normally expect their staff to achieve goals set out in vision and mission statements.

George – I suppose there is a need for top management and major stakeholders to build a deeper understanding in the needs and relationship amongst individual learning and development, community of practice and the expectations from the corporate business or educational institutions.  I suppose this is the bridge that I suggest in my blog: http://suifaijohnmak.wordpress.com

There are many implications in open courses and education: Power issue- who is in power?

Open education- which could lead to “opportunities, challenges – even threats to educational institutions and private providers or businesses, and even teachers”.  There are sensitivities involved in discussing the implications of open content, but remember that it is also a wake up call for many “giants” or corporations who are unaware of the impact of internet and Web2.0 and open courses on their business or education provision.  

Also, when it comes to openness in content, journals, teaching, learning and sources, it will have a great impact on the accreditation system and educational institution’s competitiveness in both local and global “market”.

Comments?

Postscript: Stephen Donwnes’ paper on “Models for Sustainable Open Educational Resources” http://www.downes.ca/post/33401provides thoughtful insights into the sustainability of OERs.

Though there is great temptation to depict the sustainability of OERs in terms of funding models, technical models or even content models …. it seems evident that any number of such models can be successful. But at the same time, it also seems clear that the sustainability of OERs……requires that we think of OERs as only part of a larger picture, one that includes volunteers and incentives, community and partnerships, co-production and sharing, distributed management and control.

Individual development, networks and communities & organisation’s goals

I read your post with great interests. I share your views on the need to develop both oneself and the community. Refer to Lisa’s post on Resistance, Re-assessment and Re-tooling http://lisahistory.wordpress.com/2008/11/13/paper-3-resistance-reassessment-retooling/
So on one hand, an individual may wish to become a great thinker (individualism) (by pursueing a EdD or PhD) as the ideal goal (to fulfil self actualisation). But on the other hand, a lot of organisations and communities are emphasising on the importance of network learning (one must be a good team player) and the importance of mission and vision for the section.
This could have huge implication: Collective wisdom versus individual autonomy; central control versus diversity of views (as in informal learning).
What would happen if organisations would like to control over the networks (informal learning, communities) as individuals’ aspirations may align with the networks but not the organisation’s vision or mission?
A typical example is that some organisations have copyright with their content and would not allow any disclosure to the public. Also, private providers are in severe competition with public ones and so there are always tension between parties in getting the funding from the government and the recruitment of students to their courses. Participants who are in those providers may find it difficult to share their experiences in the networks due to conflicts of interests to their own organisations. So how could these people be open to diversity and openness in the sharing in communities or networks? You are welcome to comment on my blog: http://suifaijohnmak.wordpress.com
Thanks again for your inspiring post.
Cheers. John

Connectivism – relation with religious beliefs, opportunities and challenges

I really enjoyed George’s presentation on openness under Education. http://elearnspace.org/media/Openness/player.html

He mentioned the tools that are typically used for open content, expression, creation, sharing, and aggregation in education, and how one could exploit those tools in open education as educators.

 George insights into the use of the tools prompted me to think about the religious beliefs that are around in the forum discussion of Timeless Wisdom.  http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1090

How are the tools and technology being used in spreading religious beliefs? 

Religious beliefs are complicated and are easily associated with any connections – under connectivism.  Is this another niche area in openness?

The deepest tao cannot be expressed, it is a state of mind. That was learnt in my high school. “Tao that is told is not the tao. It is not easily understood”.

Being a Catholic (and a Christian) myself, I have my religious belief, and so I would treat tao as another way to describe the nature (state of mind) of act and people. 

Are there commonalities in connectivism and religious beliefs?

Is it true that the more one interacts or connects with others, the more one could reveal the “knowledge” of nature, and the more we learn in a network?  And will this result in distributed learning in a network?  To what extent is it true in theory and practice?

Do people spread their religions through “teaching” and/or “connections”/ ”actions”?

Are there good ”spirit” of nature and the “evils” in the connections?

This is my experience and observation:

Good ones include establishing weak ties that overcome space and time, making friends, communicating and listening, sharing and contributing to communities, spreading the news of peace and harmony, and great love”loving each other”.  And that as learning is distributed amongst network and the PEOPLE, we could appreciate each others’ thoughts with a deeper understanding going beyond any religions, races and cultural backgrounds, age and sex.  We are just born to be natural learners/teachers who are ready to serve each other.

Evil ones include having floods of emails telling me that I have been given sums of money by a widow, and I could get those money by return emails, by revealing my personal details.  This has never happened to me before I joined the course.  Or I am the lucky one, now.  Also the various attractive spams advertising products or services, the deadly evils spams who lure me to their “evil sites” by praising how well I have done.  What a hypocrite from those evils!  And could we stop them?

So there are opportunities of socialising, learning through interaction, growing of faith and hope spiritually, but also challenges to our daily life if too much of ourselves are exposed to the public eyes, when we are invaded by those evils of adult themes, violence, indulgences, spams etc.

If this happens to me, how about others?  How about the educators?  How about the K-12 students?  How will they react?

Are they ready for the opportunities and challenges?

Would it be better be “choosy” in connections?  How could one avoid the spams and evils?  Has technology added or reduced our security of “education” and “life”?

How do you see such timeless wisdom realised in the midst of religion, politics, education through connectivism or network learning?  Is Connectivism a solution towards wisdom?

In summary, I am hesitant in introducing connectivism into or applied in religions due to the complex nature of human and the associated ‘arguments” or “beliefs” underlying the religions. 

Have we understood enough about all religions? 

Is politics and religions still the taboos in education? I don’t know the answer. How about you?

Do these illustrate the importance of learning and education (under connectivism in particular)?

Will religious beliefs overcome some of the side effects (evils) due to the (improper) connections?

Can a network of learners serve the role of a teacher or professor?

Here is my response to the forum post http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1163

Who is the instructor? George, Stephen, and each others too?  I suppose that’s what George and Stephen would like to see… we are actively building up the connections through forums, blogs, wikis and other various tools, which is all part of the learning process.  And we are proactive in peer teaching as practising “teachers”: to explore what is distributed in the web and networks and people, to be inquisitive, to challenge each others’ perspectives by postings and responses based on reasons (not just passions – with emotional control) in a network.   Some of us have used our own writings, postings, others have used podcasts, videos on Youtubes, pictures, powerpoints, and mind maps etc.  to share the knowledge and learning.  In order words, modelling and demonstration as a teacher and connecting and practice as a learner (as cited from Stephen in various forum discussion). 

When such connections and exchange of perspectives are coupled with personal reflections, I think it could generate powerful learning amongst the individuals – with valuable emergent knowledge shared and developed.   For me, it has already changed the way I learn. 

In the forum I often like to learn the views of the participants, mainly because here you are: George, Stephen, Jon, Frances, Bob, Lisa, Old Socs and others… the lively ones whose quotes and perspectives are more relevant and important than those quoted in “theories” in OUR discussion.  Your views are based on years of experience and knowledge, and are equally valuable when compared to those findings coming from applied research done by great educators, researchers and professors. 

In this connection, I think the exploitation of ICT in the mining of distributed network knowledge and network sharing and discussion could often outperform that of an individual “teacher” or “professor”, as the process could more readily crystallise the essence of connected knowledge, which is emergent. 

Such deep learning is often more valuable to the participants because the emergent knowledge is a result of ”co-construction” by its network individuals.  The diversity, autonomy, interactivity and openness, in a connective knowledge network is both encouraged and forged under such learning ecology (adapted from Stephen).

So in this network, is everyone a leader and instructor in learning?  If you want to enlighten and share the learning, what are you going to do about it?  Lead from the front?  Keep each other excited! Stay current with knowledge upfront!  Is it what most professors are doing? Isn’t it in line with the principle of life long learning?  Is that the spirit of emergent leadership – exploiting the learning via technology and network (artefacts and people) ? Sorry too many questions already, as Bob said.  Your turn…

Can a network of individuals replace a teacher or professor?  Your conclusions…..

Connectivism – a short case study on mentoring and coaching based on my experience

In my year 7 high school study (many tens of years ago), my teacher suggested us to study in pairs to develop better spoken English, and to improve study skills.  That mode of pairing is similar to the mentor/mentee relationship we have nowadays. I wasn’t awared of this being called mentoring at that time. 

He first arranged us to pair up with other students.  I was paired up with another bright classmate who needed to develop improved reading skills.  Academically he was the star (much better than me in most studies).  On certain mornings before the class started or during the breaks (we negotiated the time), he practised reading with me, and I just listened, and provided feedback where necessary. Throughout the process, we learned and improved.  We had become very good friends based on that relationship. We both had to “report” back to the class, and every pairs did the same too on the progress and outcomes.  My classmate actually had to read in the class to show his improved performance (peer assessment).  And we could even change mentors and mentees at will.  So it was fun, emergent…relationship, learning and leadership.

During the last 10 years, this practice has been happening throughout my own work and outside membership in associations or networks.  On some occasions, I joined as a “formal” mentor and did the mentoring – all between us (me and the mentees) in private, and then more openly with the other mentors, during site visits, meetings, but we are both “mentors” to each others, and sharing the learning either face to face or in groups. 

So, we are now extending such mentoring relationships to the  networks, this course – with sporadic mentoring and coaching, consciously and unconsciously, sometimes propositional, other times nonpropositional (as cited by Stephen).

I always like to break the rule, if it is good for “us”- especially the one to two paragraphs cited by the experts or professors in forums.  Why? Because I think that is one question only, and is limited to one paragraph of answer (correct?), a didactic Socratic approach.  But I would like the stimulation of multi-conversation, and that’s the challenging part of the discussion. That simulate the multi-facets of complex issues in real life, and we could become the curator blended with creativity.  And Bob, Lisa, Ruth, Frances, Stephen, George…you are the one….

Did I pass marginally?

Thank you for being patient with me….more stories to share…in coming posts 

My original response to George’s posting on: Can a group of networked individuals play the same role as a teacher or professor?

Can a group of networked individuals play the same role as a teacher?  This course could be a good example.  In the short term, I do think such group of networked individuals have played “part” of the role of a teacher… provided the individuals perceived the network as a valuable source of knowledge and experience, which could be trusted and relied upon. 

But will there be a timeframe for such role? 

How about the emotions of the individuals towards each other?  How would the emotions be resolved?  An example is if the member was not “liked” or was neglected by other networked members, he/she may decide to leave the network.  So how could that member learn or be helped out?   How about the lurkers?

Are there any “facilitators” or “leaders” needed in such networks?  Will these individuals assume their role as ”teacher” ultimately?  What motivate these individuals to stay in the network?  Is the network based on a community of practice/interest/project/problem/social reasons?  Is there a definite start/end time for such network (like a project)?  

To what extent will such network relationship persist? 

How will power relationship be developed in external/social network?  How will conflicts of power be resolved?

As the network develops, will the “weak ties’ grow into “strong ties” or “transform into something else – like a group”?

Will there be a cycle of network – group?

Will it be similar to the TQM (Total Quality Management) movement, starting with Top TQM Steering committee, quality circles, then formal TQM cross functional teams, Just in time, then leaderless teams, then process re-engineering, best practice, customer service, then lean, six sigma, and now networks (quality networks), then…will it be  Network Steering or Community of Practice, network circles again…?  And the cycle goes on?

Even if we don’t need teachers, will some people still want to become teachers or like to take up the role of a teacher?

Where will the teachers go?  Re-deployed?  Will the parents become the teachers?

So will it be schooling then de-schooling, then re-schooling cycle?

Where there is a solution, there may be a set of problems arising from that solution, the TQM movement cited above well illustrates the lesson from history.  Does it?

Can a network of learners play the role of teacher? More reflections – I

I couldn’t sign in to read the article.  I can’t comment because I haven’t read the full paper. http://www.informaworld.com/smpp/content~content=a784754045~db=all I am wondering the reason why people are looking for efficiency in learning. 

An old saying: it takes half to a year to grow a crop, ten years to grow a tree, and many tens of years to grow people.  At this digital age, we have a manic society.  How long will it take to grow and develop a person – to become a digital, net or network citizen?  Do you need a seond life?

Here is a picture in a scene featured in a best-of compilation called Parrot Sketh Not Included:

It is the Silly Olympics.  The stadium is full.  There is a blue sky overhead.  There is a sense of great anticipation as the main event is about to begin.  Assembled at the starting line are the finalists – an elite band of runners who have absolutely no sense of direction.

The runners are clearly agitated.  They are itching to get on with the race.  The starting gun fires, and the runners are off.  Very quickly they all leave the track – sprinting forwards, sprinting backwards, sprinting sideways, sprinting in circles.  They are all running extremely fast.  Maximum haste.  Great effort.  Fantastic speed.  Very athletic.  But there is no track, no direction, no finishing line and, ultimately, no purpose to the running.

How does this relate to the learning in this ‘Fast Society’?  Are we no difffernt to the fast runners?  Are we becoming a generation of “fast laners” in the networks?  Are we testing the limits of fast living, fast business, fast learning, fast instructions?  Fast posting? Fast responses? Fast research?…..Fast teachers?  And fast learners?  So you don’t need years to become expert, don’t you?

Is instruction important?  Do you need a purpose to your learning?

Connectivism: Do we still need physical space for teaching and learning?

George posted the above stimulating question in the forum http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1155

Though we seem to have overcome the space problem by communicating or connecting asynchronously or synchronously via e-chat, forum, Elluminate or Ustream, Facebook, Myspace, Youtube, Slidewares, blogs, wikis, and various web resources etc, we could hardly read or learn through the sense of “smell, touch or body language etc of other human, animals or artefacts” in e-learning or e-connection. 
So, the sensory-motor skills and affective domains would not be easily addressed in e-learning.
That may account for the difficulties in teaching and learning of those related skills on the web.  Actual outdoor games and activities are important in the building of physical and mental health (i.e. the knowledge of physical and mental well being).  Perhaps connectivism could provide theories, knowledge and principles in certain disciplines, leaving the skills to be practised by the learner.

Typical examples that require motor and sensory skills include: cooking, swimming, driving and gymnastics.

I have “learnt” how to cook some dishes by watching Youtube, but have to actually practise in order to make a delicious meal.  Watch this video on Youtube on cooking the crab

http://hk.youtube.com/watch?v=lU2wGjk7yD4

Can you smell the crab?

Perhaps, you need actual piping to connect the smell.

Have you thought of any ways in overcoming those limitations cited above?  I am sure that there are always innovative ways to teach and learn the affective and sensory-motor skills, via connectivism.  Suggestions?

Identity, integrity, risks and assessment in a connective world

This is my response to the forum discussion on  Connective World raised by Jim McKendry, Lisa Lane and George Siemens http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1159

This is interesting.  We seem to touch on an important and sensitive subject: integrity amongst educators and participants.  

Trust, honesty and openness are the connerstones of network learning (in my humble opinion IMHO), that was also mentioned by George, after my response to Catherine in previous forum discussion. Otherwise some conversations, critiques become apparent appreciative inquiries (sorry, I don’t mean to be negative), where participants would praise with responses to each others, in order to please and concur, (or the sandwich approach), in order not to offend each other, which sounds “good” in a class. 

Fake critiques and conversations are happening in many social networks.  Is it the reason of the avatars in Second Life?  Are the conversations “really reflective” or honest saying of the participants?  Just for fun or exaggeration? 

On the other hand, as tensions amongst participants build up, some people would stay away from the forum, in order to avoid conflicts.  So even networks (or this group) have norms (and implicit rules).  Is it?

Video chatting and posting is one way to identify people.  Due to time zone problem, I found it difficult to attend some “Elluminate” or “Ustream” sessions here in Sydney, Australia.   Is it a problem for others?

Are people in networks (this group in particular) willing to identify themselves in open space?  How many participants are willing to openly comment on their work practices, associations, organisations, society or community in public?  Is politics, religion still a taboo especially if ones identity is revealed?  Are people willing to speak the “truth” from their hearts?

Is it true that network could provide that protection for people who wishes to engage and connect if they hide their true identity?  Is people free to voice their opinions with minimum risk if they stay anonymous?  Again, is it why Second Life is so popular? Is risk an important factor in network learning?

If this is happening in “our network”, how could we know if the blogs, forums, facebook posts or even wiki  (in this and other networks) are genuine or authentic (both content and personal experience)?  Are they real or just imaginary in such a virtual, digital age?  Any research done in this area?

Is on-line assessment trustworthy?  Are there lots of plagiarism in on-line network assessment?  If that is the case, how could one detect and avoid it?   These all belong to another big topic that deserve a new post.. Who would like to start?

Can a network of learners serve the same roles as a teacher or professors? Revisited

This is my response to Jenny’s post on: I don’t know what I don’t know http://jennymackness.wordpress.com/2008/11/23/i-dont-know-what-i-dont-know/

Hi Jenny,
Thanks for this in-depth analysis on that important question. As mentioned, it is pretty difficult in generalising nowadays, as even situated learning is contingent to the situations.
In network learning:
Is there a teacher needed in a network?
Who are the “teachers” in a network?
Why does one join the network?

Not all scientists like to work in a network, Newton is a typical example. His lecture was not filled with any “student”. He liked to work alone. There are few Newton nowadays.
Even Einstein preferred to conduct research (i.e. on relativity). Isn’t it interesting? Many great philosophers and scientists were lonely researchers and thinkers, and they may not like to be bound by the rules of communities, society, so as to allow their creativity to flourish. Besides, society places higher values to those great educators and research scientists (the Nobel Prize winners in particular). How would one be remembered in history? Individual or collective contribution?
Nowadays, people could only achieve their goals with the co-operation, collaboration and connection with others. One needs “learners” to become a “teacher”. So teachers and learners need to be connected. And it all comes back to the vision (pathfinding) of both learners and teachers.
George and Stephen are leading the way in this course, and they deserve the credits in opening up the avenues towards connectivism.
Is teaching still a noble profession? In a commercial world, is corporate training more important than higher education?

Connectivism – my personal development resources

Under connectivism, apart from the technology that I have used (as an enabler) and the various connections made,  I have made use of other related personal development resources to enhance my learning. 

Leadership  

If you are interested in the leading of a powerful life, Stephen R. Covey could be a good read. http://www.stephencovey.com/8thHabit/8thhabit.php 

He mentions about Conscience (modeling), surrounded by Vision (pathfinding), Passion (empowering), and Discipline (aligning)- the four roles of leadership. I found the pathfinding and modeling concept quite similar to Stephen’s learning model.
I have interest in Stephen Covey’s 7th and 8th habits for years.

Emotional and Social Intelligence

I also found the books on emotional intelligence and Social Intelligence by Daniel Goleman very good read. To me, those concepts on the human relationship leverage the effects arising from connections in connectivism.

Motivation

Other further interesting theories include: Self-Determination Theory

 http://www.psych.rochester.edu/SDT
It highlights the focus on professional development by creating an environment that facilitates intrinsic motivation.

How do you find the above resources?

1. What sort of resources are you using?

2.  How do you use those resources?  For reflection?  For application?

3. How do they add value to your connections?

What’s next for connectivism and connective knowledge?

Here is a talk by Mary Poppendieck on the Role of Leadership in Software Development http://au.youtube.com/watch?feature=user&v=ypEMdjslEOI Thanks to Jenny Mackness for showing the URL.

What are you building?

Three Stonecutters were asked:

What are you doing?

1. I’m cutting stones
2. I’m earning a living
3. I’m building a cathedral

The suggestion by Mary was: Move responsibility and decision-making to the lowest possible level.

The Litmus Test: When workers are annoyed by their job

Under the same concept, when learners or teachers are annoyed by the “teaching and learning ecology”, what option will you choose?

Are you going to be the cathedral builder?

Some suggestions:

1. May be we can do experiments
2. Try innovative solutions – develop open course/coursewares, build networks, community of practice
3. Be adaptable in learning new ICT tools via continuous personal learning and development – applied connectivism
4. Go out and learn more - join communities, networks, open courses and forums
5. Use creativity in building constant improvement both individually and collectively (connectivism and connective knowledge with brain power) with the exploitation of ICT (Web 2.0), networks, community of practice
6. Leadership in place – every learner a leader – takes ownership in learning and teaching
7. Network leadership – co-operation, collaboration  amongst networks, community of practice
8. Research

Your suggestions….

May be a wiki to collect more ideas…

Or a set up of a community/network to continue our exploration on connectivism…

 

 

 

 

Suggestion of a wiki, ning or edublog on connectivism

Do we need more ideas from others?

The options could be

(a) an existing wiki (such as this course)

(b) a new wiki

(c) a new Ning

(d) an existing edublog

(e) a new edublog

(f)…

If we have a few of us starting it, I think it will just take a few days to build the initial one – we can have a few suggestions on the title of the “wiki or blog”.  And if people like to contribute, just leave your blog contact here and we could keep in touch with each other to have a go.  What do you think?

Everyone is welcome.  And I trust that all of “us” are equal in sharing the “power” if there are any!

What is needed for research?

“Connectivism can draw much from research in related fields such as neuroscience for understanding biological basis of learning, AI for how neural networks function, sociology for external connections, psychology for conceptual formations, systems thinking for understanding how the entire system of education relates”

http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1223

Thanks George for your insights. I agree. 

There are both opportunities and challenges:

Opportunities:

1. Reinforce the theory of connectivism – especially a deeper understanding of the concepts and principles governing connectivism.
2. Inform authorities and stakeholders (i.e. higher education in particular) of the theoretical framework of “emergent” connectivism
3. Introduction of psychology for conceptual framework and connections would provide a leverage to connections, and a framework in understanding the dynamics of both strong and weak ties (at all three levels – neural, conceptual, external/social).

Challenges:

1. Some critics viewed connectivism as a blend of different theories – including behaviourism, cognitivism, constructivism, social constructivism, complex and chaos theories, constructionism,..and are similar in certain ways to Actor Network Theories (ANT).   How would such research be “integrated” given that each theory proponents have their own views on those theories?  Extending those theories into connectivism would need to be considered under specific context.  Will the findings be inconclusive?  And I am not too sure when it comes a “virtual world” whereas some research findings may not be reflective of reality (will provide evidence based on url in coming threads).  How would one overcome that?
2. Which is more important in research?  Applied connectivism? Empirical research?  Cross discipline research? 
3. Will any of the researches be funded?
4. Given that such researches may be based on individual initiatives (such as a PhD thesis), competition (in funding) rather than collaboration may arise.
5. If the researchers are to form networks, will copy right (or plagiarism) be an issue?  How original will such researches be?
6. How will peer review be coordinated?  Is it through instititutions or networks?  How will credentials be achieved?
7. It’s difficult for novice to weave through the different theories, and any research on those other areas create conflicting views in connectivism (which may turn up to be a good idea). 

I think getting research done in those areas is not too difficult, as there are already many PhD candidates doing research in this connectivism area.  Getting coordinated results and colloborations amongst researchers would be the most difficult part of it.  A “network” or “community of practice” approach would likely yield better result.  But would it be easy to coordinate such efforts?  Networking amongst researchers is never an easy task – note the ”autonomy of scholars” and “islands of researches” that has happened in the past. 

Even by now, only you and Stephen are the main pioneers in this area, would we need more people to join?  But again, this will add complications to the theory, as it is evidenced in this course, towards a learner centred approach, and as an emergent learning theory. 

I am still learning…

Your comments please.

Identity under connectivism or network learning

As I have highlighted in another thread (connective world), identity is important in network learning.  http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=1206

Would we want our coming generation to become a virtual human being without identity?  And that “such e-citizen” are not trustworthy?  Do we want to educate our children to connect and communicate with others with integrity (trust, honesty, openness with respect)?  Do we wish to see each other connecting with a fake identity?  There may be good reasons not to expose one’s identity.  But in the long run, why?

Can we trust any survey done when it could be done with fake identities?  Can we trust scientific study based on digital networks which have fake identities?  I suppose any e-surveys can then be made to serve its purpose – with fake results.  Fake-in-fake-out!

I can claim to have done all researches and surveys on connectivism, just like the cloning research conducted, which was later found to be fake.  Why?  Is it because human are selfish?  Looking just for fame? Or is it a joke to the whole world?  Is it really education?  Is that learning?

Would it be disastrous to see this happening?  

Take a look at the current terrorist pandemic, is it a result of terrorist networks?  How could “human” be identified within such network?    Are we really secured under a network learning environment?

Final paper on Connectivism – Part I – An exciting flight

You are invited to watch these videos on Youtube

http://www.youtube.com/watch?v=7JDcpGTFwOs&feature=related

 

http://www.youtube.com/watch?v=eaStEgS59bw&feature=related

 I still call Australia home

http://www.youtube.com/watch?v=zqaCzsCSn90&feature=related

Here is my final paper on Connectivism-Part I.  I am doing all the assessments starting from the end, due partly to the time needed for reflection, but also my quest for a better version to be published to the public.

To address George’s questions

1.       What is the quality of my learning networks: diversity, depth, how connected am I?

2.       How has this course influence my view of the process of learning (assuming, of course, that it has)?

3.     How can you incorporate connectivist principles in your design and delivery of learning?

4.    What types of questions are still outstanding?

May I start off with a metaphor?

Flight in search of learning experience with people and learning/educational  landscape

I have often liked to take flight to reach different places of the world.  This has widened my understanding of the knowledge, perspectives and habits of other people.  I could see the importance of social, political and cultural values, and habits of people in learning and education in this global village.

When I first joined this course, I found I was boarding a virtual flight on connectivism.  With a 2000 plus passengers on board, we were all ready for the take off.  At the start, everything seemed so smooth.  It was an exciting journey, so new to me, that I wondered if I have chosen the “right” flight. 

Then, here came the announcement of the chief pilots- George Siemens and Stephen Downes (G&S), that the flight was on time and on track.  And our plane climbed the heights (the connective knowledge, networks and history of networks sessions in 2^nd, 3^rdand 4th week) smoothly…. 

Then the Moodle, Blogs, Wiki, Daily, RSS, Facebook, Second Life etc. were all in place and I felt like connecting to the other passengers using the computer screens – the internet and the artefacts. And it seemed that we have all boarded on an actual plane, where we could connect and have conversation with each other.  Due to the friendly service of G&S, everything seemed nice and calm.   

Then there came a surprise announcement from a female co-pilot named Catherine.  We were informed that the course track wasn’t right.  Our flight was heading to the wrong direction! I was taken back by such a surprise notice. I thought it must be a hijack! 

I talked to myself: ’Take it easy, calm down”

With the courageous act of the two steering pilots G&S and few passengers, the voices seemed to calm down.  It wasn’t a hijack at all.  It was just a virtual game – to entertain us.  And we were told that we could enjoy our flight, and so just relax with our dinner.

Then, there came the turbulence, power in between the pilots and passengers, when I have to fasten my seat belt.  It was a bumpy ride, and luckily, I have got my gears ready, and so I was safe and sound.  On one occasion, I took the breathing apparatus to keep alive.  But after a few more roller coaster rides, the complexity and chaos theories, the jargons, metaphors on friction, pipes, etc. I managed to focus on my exploration.  I finally understand where I am, and who I am talking to. And I soon got accustomed to the flight.

Once we have moved to the 9^th week, we were safe.  And here came

the landing in Week 12. Safe and sound landing on the wonderland of connectivism.

I am going to start my reflections by trying to answer these questions – but I may come back with further reflections in a later post.

1.       What is the quality of my learning networks: diversity, depth, how connected am I?

Throughout my journey here in this course, I managed to make a few strong “ties”, but most of the others are just “weak ties”.  In the moodle, I took an active part with a lot of co-learners.  I often interacted with Roy, Ken, Bradley, Dolores, Ruth, Jo Ann, Om, Pat, Mrs Durff, Jorge, Carlo, Jon, Sarah, Bob, Carlos, Frances, Catherine, Andreas, Ed, Lee, George and some others.  In the blogosphere, I often connect with various co-learners, like Jenny, Mike, Lisa, Tom, Maru, Ariel, Ailsa, Viplav, Dave and Keith, and many others. 

I managed to maintain conversation with more than 40 participants throughout the diverse network.  Gradually, I have to use RSS, Google Reader, Delicious, Wiki and blogs to keep up with the connections and aggregations.  I thought I have been able to connect with others without too much difficulties.  However, I also realised that it was a challenge in sustaining the connections due to two main reasons. First, any connection must start with a sincere intention, whether it is a post, or a response.  Second, reason and passion (and emotion) must be considered in a connection or interaction.   It really opens up my learning in that not only “like minds attract”, “unlike minds attract too”. 

I hope I could maintain such enthusiasm in connection even after this course, by taking an active part in blogging and response.

 2.  How has this course influenced my view of the process of learning (assuming, of course, that it has)?

Learning

 

I started off on-the-job training in 2000, and since then I realised our learners (including me) all learn in a diverse manner.  Learning from the instructor, peers, various artefacts mediated (resources, internet), work itself, etc.  Both formal and informal learning are important, in that they all contribute to one’s life long learning due to its emergent nature. From this course, I further realised the importance of emergent learning distributed throughout the networks, at neural, conceptual and social/external level. So, learning could be complex, and chaotic.  But out of all these came the emergent pattern, where one could find the order, the knowledge hidden behind – both the tacit and explicit knowledge in connections are important. 

 

Patterning of Knowledge and Wayfinding

 

This course has helped me in focusing on the pattern that lies behind those formal and informal learning.  I have gained a better understanding of the knowledge distributed in the network and in particular the artefacts and people.  Without such mining of distributed knowledge and learning, I would still think that knowledge could only be acquired.  I have also steered my learning in a different direction, with a focus on continuous learning via way finding.   

More than anything else, being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways.  William Cronon, 1998 

3.       How can you incorporate connectivist principles in your design and delivery of learning?

I have already incorporated a number of principles in my design and delivery of learning at work.

These included:

·         Re-structuring the units of competencies that map the learners’ needs.  A complete learner centred approach towards learning

·         Design of Resources and Delivery of Learning –Resources were customised to each trainees’ needs – printed learner’s guides and assessment tools followed by mentoring visits and on-line session

Learning Management System (LMS) are structured: the Janison Learning Management System Tool box (similar to Moodle) with e-learning resources like virtual warehouse etc. and all powerpoints on lectures, activities and assessment tasks and quizzes are available in the LMS.

Further attempts include the extension of more blogs and wikis to support learning.

4.What types of questions are still outstanding?

·         How decisions could be made effectively in networks, given the diverse opinions and autonomy of the learners.

·         Explore the wider use of connectivism in a corporate training environment.  Is applied connectivism (such as Web 2.0) applicable to the training of CEOs and senior management?

·         What will be the use of connectivism in e-mentoring?

·         How will connectivism add values to teachers who prefer to teach in a face-to-face format?

 Comments?

 

Connectivism – What are the undesirable by-products of connections?

I have noted numerous intrusion to my blog and emails (in particular) and computer (over the internet): 

1. spywares
2. pingbacks/spams with adult themes (advert. on porno, sex, dating, car insurance, etc.), and others such as construction jobs advert. …(at least 4 spams)
3. offer me with a huge sum of money (from a mysterious account) 
4. virus

Am I still secure?

I have even found a mixed blog which has “posted my recent post on blog” on its blog with “an attraction” for advertisement.  It hasn’t got my consent.  Is it an “e-theft”? What are the ways to stop these from happening? 

And here in the forum, at times, with no idea about who I am talking with, not knowing their intention or needs, and expectation (a metaphor – the camouflage). Are people really open? What portion of the conversation is genuine?

In second life: Is he/she an avatar (fictitious one) or a real person?  Is the learning experience shared authentic?   

Unfortunately, these are the by-products of connections.  These are not only future dimensions, but immediate threat.  How to deal with these?

I learn from my co-learner that sage on stage would be better to be guide on side.  In this insecure ecology filled with terrorist attacks and computer virus and security threats (I don’t want to be negative, but have to be realistic), who could be my guide?

Am I too critical?

Are these also your concerns?

A response to Revamping a MOOC

Lisa has posted an important one on Revamping a MOOC http://lisahistory.wordpress.com/2008/11/29/course-recommendations-revamping-a-mooc/

I found her post so inspiring that I would like to respond to it here:

Hi Lisa,
This is an interesting debate.  I appreciate your, Bob’s and Jenny’s points on the course on restructuring and other comments. 
My point is: It’s really difficult to have a black or white strategy under connectivism – is it duality or plurality?  Are there any grey areas?
As mentioned by Jenny, a fully learner centered approach could be complex and chaotic.  I have used that in my on-the-job training and assessment in Distribution Centre Training.  Every learner becomes a leader.  They decide what, how, when, where and why they would like to learn them, all on an individual basis.  Every learning experience would be based on their needs, not mine.  I could be the guide on the side…
So, what make sense to the learner may not be what the instructor wants to do. And whether connectivism could really achieve this would depend on the learning paradigm adopted by the learner, not only the teacher.
For me, I take the stance of a learner (while I am a teacher by profession).  But I may not be connected to others, as others may be avoiding me as I am a “teacher”.  These are just my speculation.  With the same token, George and even Stephen took a stand-off role in some ways, to let go of the teacher’s hat.  But, what are the reactions of the participants? It’s a complex and emergent situation.  A structured course like this will suit someone like you, perhaps.  But, again under connectivism, a network or community of practice will suit a bigger “audience”.  Are we having the “right” audience or participants for this course?  Are we having the “learner centred” approach to “teaching and learning”?  This experiment has revealed part of the emergent phenomena.  Does it mean that we have to become “true” learners to appreciate connectivism?  Would you mind me including everyone, you, Jenny and me as true learners?  I am not sure whether Stephen and George would agree.  ??
Cheers.

Connectivism Taxonomy – A re-visit

 I have just re-visited George Connectivism Blog:

http://connectivism.ca/blog/2006/02/connectivism_taxonomy.html

 Here is the response that I left on 27 September 2008:

Sui Fai John Mak:

George, great to learn about this taxonomy.

Your taxonomy prompted me to reflect upon Bloom’s Hypothesis:
1. A normal person can learn anything that teachers can teach
2. Under favourable learning conditions the effects of individual differences will approach vanishing point, while under unfavourable learning conditions the effects of individual differences will be greatly exaggerated
3. Individual learning needs vary greatly
4. Uncorrected learning errors are responsible for most learning difficulties

Under Bloom’s model, instead of trying to bend the learner to suit the method of teaching, Bloom’s approach sees the task of educators being to tailor the teaching process to suit the learning needs of the individual.

Since I learnt the above model in 1985, I witnessed great changes in the learning approaches, and that most of the hypothesis set out by Bloom needed modification if we are to consider a similar behavioural approach in teaching in this digital age.

For instance, hypothesis 1 doesn’t fit the on-line learner, as any normal person can learn anything even without the teachers. In hypothesis 2, Bloom contends that the most important factors influencing learning in the individual child are the interactions that occur between the child and its parents on the one hand and between the child and the teaching process on the other. Again, such hypothesis is no longer true in an on-line environment where the emphasis is no other just on the teaching process, and that the learner is not merely relying on the teaching process, rather the learner will consider his/her learning style in his learning(David Kobb’s learning style seems to be more useful in an on-line or connectivism approach).

Also an experiential approach is often preferred amongst adults in an on-line environment.

In your connectivism taxonomy – you have proposed a staged view of how learners encounter and explore learning in a networked/ecological manner (the taxonomy begins with the basic and moves to the more complex).

My comments are: As connectivism is operating in an open system model, would such a simple taxonomy approach be good enough? I am doubtful if learning could be viewed in a linear manner in a connective environment, and am unsure if one could describe a staged view of how learners and explore learning in a networked/ecological manner that reflects the reality?

Once we define such staged views of learners, we may have assumed that a learner is learning in distinct stages, and that we can measure competency in a discrete manner – i.e. there are units of competency, elements and performance criteria clearly articulated.

But if I reflect on the chaos and fuzzy dynamic environment any learner is facing nowadays, the reality is that competency of an on-line learner can no learner be based on those defined units of competency. It must include a fuzzy set of continuum variables which are attributes transcending beyond the semantics, or linguistics – this includes emotional elements (i.e. EQ – emotional control, self awareness, self confidence, motivation, social skills and interpersonal skills, social elements (social awareness, ethics, intellectual property awareness etc.) which are very difficult to define in terms of competency. Even if can define all these emotional, social elements, there would be difficulties in drawing a map between all these dynamic factors or competencies, which could all change due to other factors such as culture, equity and learner’s access to technology.

In this respect, it would be imperative to develop hypothesis that are robust enough to take all those factors into consideration.

1. So what are the hypothesis behind this connectivism taxonomy?
2. Will such hypothesis be fluid or static? I would be interested to know if a further change in some of the technologies or learning environment would change the hypothesis.
3. Is a taxonomy good enough reflection of the staged views of learner.
4. Is such a taxonomy able to generalise under different learning circumstances?

In conclusion,

I am uncertain if a rigid taxonomy would be appropriate in building up a model on connectivism.

My suggestion:

I think a dynamic n-dimensional (or mxn matrix) model of taxonomy would be more appropriate and reflective of the reality. An adaptation of a Quality Function Deployment approach may be useful (ie. the voice of the learners on the left columnn and and the enablers and process of learning on the row of a matrix): i.e. With a matrix of What versus How in the the learning hierarchy/taxonomy. The “what” aspects would include What the learner’s needs are in a hierachical form and the How’s aspects would include the teaching/learning process, the enablers such as the technologies (Web 2.0 etc.)the networks,and other important enablers of learning such as support, mentoring, etc.
3. This might also take the form of a network, though such network may be in the form of a mind map superimposed by the what and how aspects of learning.

I would be interested in conducting research in this area to further explore about the theory of connectivism. Please contact me if you think such an approach might be useful to you.

I could be contacted via:
suifaijohnmak@yahoo.com.au
http://suifaijohnmak.wordpress.com

Looking forward to learn your views.

Posted by Sui Fai John Mak | September 27, 2008 10:23 AM

Posted on September 27, 2008 10:23

As I have now completed the course, I have learned that there is a folksonomy developed versus taxonomy.

I also learned the Chaos and Complexity Theories applied in learning situations, and so a linear taxonomy approach may not provide the answer.  But, I think this is an important area for research

I am still reflecting on my original suggestions to George Connectivism Taxonomy, but would like to explore such framework based on the survey (both qualitative and quantitative findings), and analysis.

I greatly appreciate George’s initiative in creating the model.  And would like to learn from our colleagues in CCK08 on how George’s model could be further built upon, based on our experience in CCK08. 

George: What do you think about this research?

For our colleagues in CCK08:

Are you interested in this further research? 

If yes, what approach would be appropriate?  A network approach? Individual research? Or a survey research?

 Can we explore this based on the survey results of CCK08?  How about the inclusion of hypothesis in the research questions of the end of course survey?  Is it appropriate?

Connectivism – RFID as an enabler

I have attended the elearning 08 today.

Here is the blog site for RFID learning table:

http://www.rfidlearningtable.com.au/

There is another one:
http://sites.google.com/site/botanicalpartnerships/

It highlights how technology such as RFID is used in botanical partnerships.
How would RFID be used in enhancing connections in a learning situation?

Connectivism and e-learning

I have attended the e-learning 08 held on 4-5 December 2008 at University of NSW. Here is the website for Australian Flexible Learning Framework http://www.flexiblelearning.net.au/flx/go

E-learning is now being mainstreamed across vocational education and training (VET), a new survey reveals.

The national E-learning Benchmarking Survey shows 91% of students and 88% of teachers and trainers now say their VET experience includes at least some form of e-learning.

Another valuable resource is ARED (Application for Rapid E-learning Development).
AREDv2 is a fee resource from the Framework – could be downloaded from
flexiblelearning.net.au
then “home”->”Business activities”->”Past activities”->”2006 Projects”->”New practices in Flex L…”->”AREDv2-Applications for Rapid..”

How do you find use of the above resources? Are they useful for instructional design?
How do these resources relate to connectivism?

So connectivism and e-learning, it is emergent.

Connectivism – This is just the start of another exciting journey with blogging one part of it

Hi Jenny, http://jennymackness.wordpress.com/2008/12/06/taking-things-forward/
Great to learn how you feel and think about blogging. You have already started practising that synthesising technique Keith has used, that was what you mentioned in the previous blog, and that is wonderful!  I will use that approach in the coming posts too!
Isn’t it amazing? We soon put such “hidden skills” into practice.  

I have always reminded myself, actual learning starts when you are out of school, when no boundary (assessment, accreditation, and limitations of your imagination) is imposed. Isn’t it what Einstein has done?  He developed the Theories of Relativity after graduation from universtiy.  I suppose he might have conceived those great concepts at a much earlier stage.  His research has explored Physics well beyond what Newton had found.  

Though we are not Einstein, are we adopting a similar approach to exploration and research in our field of interests? This time we are armed with technology such as Web 2.0 as an enabler and theory of learning – Connectivism .  And we could reach the connections and the world via internet and tools at our finger tips.  One more click and we are there, to any research or information site… the Google, the Reader and RSS, Yahoo, Delicious, etc. 

I recalled when I first graduated from University,  my impression was: here starts my learning journey, this time, really learning with others. And by blogging, one is a step closer to the Praxis:

Praxis, as a cyclical process of reflection, experimentatin, and action, allows the learner to critically evaluate the tools, processes, and elements of an ecology or network. (George, 2006)

Does blogging make you
(a) reflect more frequently?
(b) listen better?
(c) question more critically?
(d) experiment more frequently?
(e) understand better?
(f) apply new techniques?
(g) choose connections wisely?
(h) learn faster?
(i) learn more strategically? (i.e. with a vision in mind)
(j) feel better?

The above 10 questions are just the starting point.  Would you like to add more?

I will follow up with the 5 W’s and 1 H’s of my learning journey in the coming posts.

Connectivism – What makes you a blogger?

Hi Carmen, http://tschofen.wordpress.com/2008/12/04/293/

“As “open” courses become more common, they need to offer (or continue to offer) a middle ground, an opportunity to practice skills and master new material and ideas – a learning double whammy– without the (if only imagined) potential for vast public scrutiny and the threat of digital foreverness, as Emerging Tech does.”

I agreed.  It’s a matter of choice for the blogger (and learner).  Not everyone is comfortable with blogging or even discussion in forum. 

My experience is that one’s learning  or teaching style may have a great significance towards whether you would like to blog or not.

One may be a director, a relater, a reflector (analyst) or a thinker. 

Directors would prefer directing others to specific goals, or strategies in the teaching/learning process.  They may prefer teaching over others.  This style is especially suitable for teaching novice learners, who have limited knowledge and skills.  A lecturing style could be adopted to guide the learners.  This may still be a predominant style in university lecturing for first year degree students, or lower grades of K-12.

Relaters would prefer to relate to others through building up the connections, relationships.  They would like to communicate with others in an effective way using technologies.  This style is suitable for building up morale amongst networkers, and to achieve a spirit of team working.  Team leaders would naturally be relaters in most cases.  Passion may be more important than reason for relaters.

Reflectors or Analysts would prefer to reflect on what they have learnt through observations, readings or research.  This stye is suitable for most facilitators and learners.  Praxis, as mentioned in my previous post on blogging, also adopts such approach.  Reasons are more important than passion for reflectors or analysts.

Thinkers would prefer to learn individually through deep searching of philosophies and research.  They are likely the researchers.  Newton is a typical example of great thinker.  This style is suitable for those who like to conduct individual research (some PhD’s), where autonomy and creativity is important in the search of “truths”. 

Whilst no one is adopting one or two of the above styles all the time, one could be having a predominant style of reflector, and a secondary style of relaters, at a certain stage of her life.  

Or you could be a relater in the network, but a reflector in your personal learning journey.

For successful networking, it seems that relaters could sustain a more lasting relationships with other networkers.  This of course depends on whether the relaters have also included something valuable to contribute or share in the connections or not.

Here is my observations and finding:

People having the attributes of a relater or reflector may more likely blog, whereas directors may prefer the forum and thinker may prefer a personal private blog (not necessarily sharing with the public).

1. People who are relaters would like to network with others more than the thinkers
2. People who are reflectors would like to share ideas with reflectors and thinkers, more than the directors
3. People who are directors may find difficulties in sustaining connections with thinkers
4. People who are thinkers would prefer to relate to thinkers (peer review in research)

The above are based on my limited observations and studies  and so further research is required to validate the findings.

You could find the above “concepts” in many pioneering work.  I presented the above in my own words, so you are welcome to comment and discuss.  I may include links to those concepts if you would like to explore further.

It’s a challenge to post a blog under public scrutiny, and may be it’s safer to do so in a closed course.  So before you decide to blog, would you like to ask yourself?

Are you a

(a) Director?

(b) Relater?

(c) Reflector or Analyst?

(d) Thinker?

Will a person’s style change throughout the stages of her life?  Probably. 

Are you interested in researching on this topic?

Would you mind sharing your thoughts with me?

Connectivism – Learn to Live

Who brought you life on this earth?
Who taught you the first words?
Who loves you the most?
Who taught you how to learn to live?

Have you thought about connections with your parents, your dearest love?
Have you thought of your mum?

learntolive-1225448112867596-9
What is the key to success?
Why are people lonely? Are people lonely because they build walls instead of bridges?

Have you thought about connecting and re-connecting with your strong and weak ties?

Virtual Learning Environment – postings in blogs and forums

This is in response to Dave on the discussion of Virtual Learning Environment http://davecormier.com/edblog/2008/12/03/how-ples-make-sense-to-me-intro-to-emerging-tech-week-3/

“Some important things to note here regarding that. In last week’s conversations about identity I suggested that we need to be careful that we don’t say things ‘on the record’ or ‘on the internet’ that are easily misinterpreted. One of the other important issues relates to digital identity. It can be very important to monitor what people claim you have said, and to address those issues in a professional manner. Our online identity is all most people will ever know about us,…” Dave

Expressing opinions and perspectives in forum or blogs always carry risks. In the case of forum, some institutions will even insist on the moderation of the posts and threads. This is especially important in the high schools and even vocational educational institution. To safeguard the participants from trolls - and the associated unwarranted criticisms or comments. 

So, expressing opinions and connecting in a professional manner is important in any blogs, forum or even digital media postings, live conversation or recordings. This will also build up your credibility and professional image in the network or community of practice within a digital world. 

However, I would think that one’s view on the educational issues might be more openly discussed via blogs (outside the wall garden) where people could debate and share perspectives. This is the essence of connectivism, as espoused by George, Stephen and Dave in his rhizomatic education – community as curriculum http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/ (especially in peer review), and that knowledge is in the network, and learning refers to the navigation throughout the network. Without such exchange, sharing and contribution in the connections, we might be going back to the old model when we have to wait for the experts to authorise what is and what is not “knowledge” in a particular field. This may still be desirable for the younger kids, where security and an authentic source of knowledge is important. But for adult learning, why are we building walls in the networks that hinder our learning development? 

There are good reasons why people are scared of openly criticising or commenting any colleagues or their organisation, as one could easily lose her job or could affect the relationships with others. If that is the case, it is imperative to consider what to share or contribute wisely in forum and blogs. 

Would these be the options to consider in the postings and responses in blogs or forum?
(a) be “professional” in all conversation – no criticism on their employer? Stay positive, be constructive with solutions?
(b) seriously consider every connections they would like to make, weighing every risks each carry, and connect with caution (especially if the connections are dubious, or lacking in credibility)
(c) share ideas in a closed environment such as a class with known digital identity, with no written or verbal records held on opinions or criticisms
(d) hide one’s digital identity – no one knows who you are, and so there will not be any “liability” issue
(e) cite all others’ opinions, but not yours, and be reserved in commenting or criticising (even if it is viewed as constructive, from your perspective)
(f) don’t comment on anything, you are just an aggregator. Leave others to think
(g) use appreciative inquiry – every exchange connection is appreciative – and only allow to have positive comments (use a sandwich approach) – the good – the comment – followed by good wishes…
(h) your suggestions here……
How does it sound?

Mind map in Teaching and Learning

The Future of Higher Education

After reading the posts below, I have mixed feelings. On one hand, it seems that older adult learners prefer liberal arts education, to fulfil their aspirations. On the other hand, some younger adult learners prefer to take up courses like business/ commerce or vocational education and training to prepare for their future “career”, or for building competencies for their existing career, in face of rising costs of higher education that has become a burden to them and their family.

1. Is this a trend or just part of the pendulum swing, or a result of the economic crisis/tsunami?
2.  Will technology lower the cost of delivery of “quality education”?
3. What is the future of higher educational institution?

Would a forum discussion/Elluminate/UStrem/Facebook chat help in unfolding some of the issues and sharing feasible solutions, using a network approach. I think experts ideas such as those shown below are great, however, would community responses add further values to such debates or discussion?  And would we like to start from here?

Here are some extracts for reflection:

http://www.washingtonmonthly.com/features/2008/0811.carey.html

By Kevin Carey

If colleges use productivity gains from technology to restrain prices, they’ll continue to thrive in a world that values their product more than ever.

Fed up with unaccountable colleges and uncontrollable prices, the public will gradually withdraw from its historic commitment to higher education, weakening institutions that are vital for the nation’s competitiveness in the twenty-first century.

Students, meanwhile, will likely turn in increasing numbers to the for-profit universities that are aggressively moving into the market by offering convenient, no-frills degree programs over the Web.

http://www.mindingthecampus.com/originals/2008/12/by_donald_downs_the_idea.html

 By Donald Downs

The idea of “bubble” has been on everyone’s mind since the escalating housing and economic crisis first erupted in July 2007. Throughout these turbulent times, one institution appeared to be coasting along above the fray: Higher Education.

Obviously higher education will (and should) survive. But there is no reason to think that higher ed will be immune to the shakeouts and reorganizations that have affected so many other institutions in this age of globalization.

And perhaps fewer young adults will attend college. This is not necessarily a bad thing, for the growing gap between aspiration and reality, and between cost and benefit is not a healthy phenomenon. Millions of young adults might be better off attending schools or apprentice programs that train them to perform such important and responsible jobs as carpenters, electricians, plumbers, and mechanics.

Meanwhile, liberal arts programs for older students might flourish, attracting individuals who have finally discovered the motivation to learn and expand their intellectual horizons that they lacked in their earlier years. To borrow from Shaw, who famously lamented that youth is wasted on the young, liberal education is often wasted on young adults, many of whom are prone to be impatient of and unreceptive to the wonderful intellectual benefits that liberal education can bestow.

http://www.theaustralian.news.com.au/story/0,25197,24686593-25192,00.html

“Education is a global currency” By Rupert Murdoch

For most of us, the best path to success is through an education that will allow us to fulfil our potential. That begins by setting high expectations, adhering to real standards and ensuring that when you do leave school, you leave with the tools that will help you get ahead in life.

Another way of putting it is this: it’s not that the poor are getting poorer. It’s that the economic rewards to the skilled are making them much richer. This is clearly understood by the leaders of developing countries. But it seems beyond the comprehension of much of the developed world.

That is one reason I have two key criteria for education programs that News Corporation supports: schools must be focused on achievement and they cannot make excuses for why some students are supposedly poor scholars.

Comments?

Facebook, research and networking – a personal reflection

Facebook

I suppose Facebook (FB) is a social networking tool in its original design, but it has also got blogs and other features added now. Whether it could be used for educational purpose or not depends whether the people there wish to do so. There were reports that some university students have been using FB in their courses.  There are limitations in its use in research. However, I found it useful to cultivate some “new flash ideas” in research, if members of the FB link wish to do so in particular as a ”FB group”.  And it may be better than the wiki in this aspect as it is more easily accessed and “all in one” type of connections for the FB group.

Research and networking

I like Jenny’s ideas on doing research paper with one acquaintance who are interested. In the past years, I spent some occasions in assessing and reviewing research articles (while on development awards panel as convener or member), and reading research articles. I haven’t spent much time in writing research articles nowadays, but may start again next year.

It seems not easy to work in a network environment, particularly in group research, as I found that commitment and motivation could easily shift not only by oneself, but also by each other. Unless one is doing an advanced or research degree such as PhD or MEd, otherwise, it would be just working on some researches of interests. For me, I thought it may be too time consuming to do PhD at the moment,  and I have thought about it more than a decade ago.

I have worked on a research project for my section in 2003 with surveys of all stakeholders (students, employers), peer and industry reviews, meetings etc.  It was a time consuming project.  It took more than half a year for completion. The report was only available on the organisation’s website. My experience was that group’s efforts worked better on that occasion.  And the writing of report was under my control – as I wrote the report for submission for the Quality Awards. We won an Achievement of Quality Award based on that research.

My observation is that though people working in weak ties in a network may develop strong bonds after sometime. There are many personal factors that come into play, that will lead to changes in direction, goals, strategies or actions of the network. As it is not “an absolute group” where “members” are aiming for agreed goals, so there are implications when it comes to “collaboration project” work. In the case of CCK08, I think the credit participants are more committed in working on such group projects. Whereas, for me, as I have spent time doing other things instead of the group project.

However, it doesn’t mean that we couldn’t try similar group or network projects in the future. Except that there must be some reasons for doing so.  Is it for a community of practice? Is it for ones research such as a PhD?  Is it for doing a course? Is it for submission to  a conference in e-learning, emergent technology, or connectivism?

Each of our interests differ.  The more one is involved in those different networks, the more chance one could be exposed to the different knowledge sources, at the expense of “time” and “discretion of credibility of knowledge source”.  Time management and wise connections may be crucial to success in network learning. 

1. Have you thought of other critical success factors in network learning?
2. What do you think are the critical success factors in group research or review under a network environment?

Connectivism: Further research, learning and education reforms, and open education

I have just read the up-dated principles on connectivism by George Siemens. I am glad and impressed that he has added one of the most important elements in connectivism – the emotional dimension in learning, and that he has highlighted its primacy in connectivism.

I am intending to research in this area - the emotional elements which are critical in the personal internal and external connections building, formation, development, and sustaining, using technologies (such as Web2.0, internet and other digital media).  And how a person’s principal style of learning (i.e. director, relater, reflector and thinker) will have an impact on such connections under connectivism.

Though there has been numerous researches done in the psychological domains (Self Determination Theories), learning styles theories, learning styles, on-line learning and Web 2.0 application in various context, what I found were often conflicted views on the theories and their limited validity in different contexts and use, especially in personal learning.

I tend to conclude that theorising the teaching and learning using a pedagogical approach would sometimes lead to over-generalised conclusions at this digital age. Experience and knowledge accumulated in the CCK08 have already hinted that diversity of views on knowledge formation and development(by Maru, Viplav and Carlos) could only be meaningful and applicable if there are significant merits in reflecting what, how and why people learn in a networked environment.

Charlotte Allen’s ”Postmodernism’s Dead End” provides an interesting account on what is epistemology.

The review was less about Cusset’s book than about Fish himself and Fish’s own ideas about the postmodernism: the notion, promulgated by the ur-postmodernist and Fish idol Jacques Derrida, and now the reigning orthodoxy in college literature departments across the country, that essentially there’s no such thing as reality, and there’s also no such thing as a “you” or “me” with sufficient rational ability to know anything about that reality. All we have are “texts” or “narratives” that may purport to tell us what is real (example: a scientific article) but are actually no more than self-referential expressions of ideology (such as belief in scientific progress). Fish wrote: “All we lose (if we have been persuaded by the deconstructive critique, that is) is a certain rationalist faith that there will someday be a final word, a last description that takes the accurate measure of everything. All that will have happened is that one account of what we know and how we know it — one epistemology — has been replaced by another, which means only that in the unlikely event you are asked ‘What’s your epistemology?’ you’ll give a different answer than you would have given before.”

This has a significant implication when it comes to the transfer of knowledge across domains and the significance of epistemology from an individual and network perspective.

The transfer of knowledge from one domain to another domain is therefor another important area of research study. This could have a significant impact on domain experts’ interpretation of what makes “valid and reliable” knowledge. The multi-faceted view of knowledge and learning perceived by domain experts need to be examined and researched systematically under an open system, from an ecological perspective. It’s imperative that networks of diverse domain experts be invited and encouraged to re-examine the impact of technology in learning and education in this era.   And both the educators and learners to develop methodologies that could be used to validate the knowledge under a network approach.  The e-learning network conference presentation and discussion, community of practice networks, wiki (wikipedia) and (institutional, educational and personal) blogs, and research papers websites have provided viable solutions to such validation.  Further research are required to consolidate the findings of such validation approaches.

The transformation of such transfer of knowledge along the networks will accelerate the learning and educational shifts at grass roots and institutional level.

This also means that grass roots level’s urge of  a shift of learning paradigms and the associated institutional educational reforms must be weaved with those developed by domain experts and grassroots network to ensure that both paradigm shift and reforms are sustainable, at least at a local, community or national level.   As each community has its immediate needs, it would best be addressed at such a level by the community networks.  Educators, learners, community networks and institutions (governments, educational institutions and businesses, and unions) must also be involved and consulted throughout the different stages of development of such educational reforms.  This ensures transparency in policy and principles, equity in access (to networks and resources such as technology) and resource support (financial and technical) are thoroughly considered.  Again a network approach to such consultation is desirable to ensure the Wisdom of the Crowd are feedback to the networks, with increased wisdom and learning  for the networks and institutions in response to changes.

How could this be achieved? The development of free open education courses (or open learning networks) on the global market would encourage more people who are ready “learners” to be engaged in active learning at a grass root level. This could be based on the MIT OpenCourseWare or Yale’s University course model. When professors, professional teachers and enthusiastic graduates, and learners are involved and inter-connected in such open learning networks (or in such open course at a university  level), a synergy of learning will give rise to a proliferation of high quality, cost effective network learning. Such approach will lift the community of practice approach near to its ideology, and would be an added value to professors’ and teachers’ credibility in reaching the learners in a proactive manner, beyond the traditional educational boundary.  Such a learner centred approach will truly enshrine the learning networks that are developed, and will inspire more educators and learners to join in to build a better community.

The leverage of this open education approach will further accelerate a community’s education and learning on a cross domain level, culminating the merits of “liberal arts education”, “vocational education and training”, “community education” and “university education” as required by individuals and societies. This will also lessened the boundary that existed in the fundamental educational institutional, public and private educational and training providers’ setting.

The educators and learners of different levels could cross “cultivate, teach and learn” their knowledge and experience under such a free education and knowledge network. The e-mentoring approach which has long been promoted in education, business and industry could be incorporated under such a network model. Both educators and learners (or mentors and mentees) grow and develop together in “multi-visions and missions” networked learning ecology.

There are many implications to this open education or mentoring approach apart from those mentioned by Dave Cormier on his 3 little pigs story on MOOC and the pre-requisite knowledge in order to build a solid foundation on the open education course:
(a) Will substantial research in this education initiative be needed? Do we need to ensure that educators and the administrators are fully aware of the merits and risks in the design and development of curriculum and network formation?
(b) How will funding and costs be established under such open education courseware, networks or “university”?  Who will fund such initiative?
(c) How will stakeholders and their interests be considered to ensure long term growth and sustainability?
(d) How would market segmentation be considered? Is it necessary to aim for the right target market of “educators” and “learners”?
(e) Whether a blend of “educational” and “business” approach is preferred in an open market educational programs?
(f) Should the establishment of such University or networks be based on some sound business and education principles? What are those principles?
(g) What are the visions and missions of both the University or networks and the associated networks (i.e. the University or institutions that are associated with this open education networks)?

It’s also imperative to look at the Trends Shaping Education 2008 and a blog post by Don Ledingham that summarises the Trends Shaping Education 2008.  This report on Trends Shaping Education provides important roadmaps for future changes in education in the OECD member countries.

Open education is not a dream, this is already happening around us.

1. How would we be able to meet up these challenges – on research, development of networks and open courses and learning networks?
2. What do you see will be the most important areas of research in network learning under connectivism?
3. How could such researches be achieved?
4. What sort of open courses are useful for your community?  Will it be in Liberal Arts Education for the adult learners?

Liberal education – How about delivery using network or open education approach

Peter Berkowitz in Liberal Education, Then and Now provides an excellent insight into how liberal education could be better delivered in Universities.

An auto repair shop in which mechanics and owners could not distinguish a wreck from a finely tuned car would soon go out of business. A hospital where doctors, nurses, and administrators were unable to recognize a healthy human being would present a grave menace to the public health. A ship whose captain and crew lacked navigation skills and were ignorant of their destination would spell doom for the cargo and passengers entrusted to their care.
Yet at universities and colleges throughout the land, parents and students pay large sums of money for — and federal and state governments contribute sizeable tax exemptions to support — liberal education.

Mill’s nineteenth-century analysis of liberal education is relevant to the twenty-first-century university not for the specific curriculum he proposes but because of the larger principles he outlines and the greater goods he clarifies. His analysis suggests several lessons. First, a liberal education aims to liberate the mind by furnishing it with literary, historical, scientific, and philosophical knowledge and by cultivating its capacity to question and answer on its own. Second, a liberal education must, in significant measure, provide not a smorgasbord of offerings but a shared content, because knowledge is cumulative and ideas have a history.
Third, a liberal education must adapt to local realities, providing the elementary instruction, the stepping stones to higher stages of understanding, where grade school and high school education fail to perform their jobs.
Fourth, the aim of a liberal education is not to achieve mastery in any one subject but an understanding of what mastery entails in the several main fields of human learning and an appreciation of the interconnections among the fields. Fifth, liberal education is not an alternative to specialization, but rather a sound preparation for it. Sixth, a liberal education culminates in the study of ethics, politics, and religion, studies which naturally begin with the near and familiar, extend to include the faraway and foreign, and reach their peak in the exploration, simultaneously sympathetic and critical, of the history of great debates about justice, faith, and reason. Seventh, all of this will be for naught if teaching is guided by the partisan or dogmatic spirit, so professors must be cultivated who will bring to the classroom the spirit of free and informed inquiry.

Peter Berkowitz also mentioned that:

Nevertheless, reform confronts formidable obstacles. The principal one is professors.  Many will fight such a common core because it would require them to teach classes outside their area of expertise or reduce the number of students for boutique classes on highly specialized topics.

Would this be the time to examine how liberal education be introduced in network learning? This will provide an alternative approach to liberal education, with a more enriched curriculum suited both to educators and learners.
Would it be on blogs, wikis, forums of open courses or “liberal education courses” under a network setting?
Such an approach will tap into the rich resources on liberal education and historical research on education available on the internet, university’s open course ware and cross domains of expertise from different professors and professional educators in Universities.

Both technologies (Web2.0) and virtual (or personal) learning environment could be effective means of accelerating the liberal education agenda, which allow learners to become the drivers of their learning and contributors to knowledge creation. 

Educators could also play a significant role in ensuring such liberal education curriculum is relevant and cost effective to learners via connections (research, consultations) and feedback (surveys, responses on blogs), and the co-creation of  emergent knowledge with learners through an adaptive curriculum.

• Do you see this as a viable approach towards liberal education?
• What do you think may be some of merits and demerits with such approach?
• How would we overcome those obstacles in delivering liberal education in Universities?
• How would we overcome those obstacles in delivering liberal education in learning networks (blogs, wikis, forums, open courses etc)?

Connectivism with Liberal and Teacher Education: How about Teaching using powerpoint?

Is connectivism a bridge towards liberal and teacher education?

Here are some resources for teachers on Powerpoint presentation:

A Powerpont Presentation for Teacher – Design, Content and Delivery by PaulWill

Presentation Skills for Managers by Nusantara99

Powerful Presentation Techniques by WebChef

• Are the above resources useful?
• Which of the above do you like?
• Why?
• Could this be the start of liberal and teacher education? Or at least a stepping stone towards the design of  learning and sharing of knowledge in different fields or domains?
• What sort of resources do you think would be necessary for liberal arts and science education?

Christmas Greetings

Wishing everyone a Merry Christmas.

Silver Bells

and a White Christmas

Enjoy a festive season.

John

Tracing of your comments left on blogs and forums

Which of the following provides you a quicker way of tracing your comments left on other blogs/wikis/Ning/forums?

(a) Go to Google or Yahoo, type your name (or name of your blog), and check those blogs/wikis/Ning/forums you have commented or linked with
(b) Check with the blog/forum features (comments links in wordpress or edublogs etc.) and trace those comments
(c) Tag every blog/forum you have visited using Delicious
(d) Go to Google Reader and check on RSS those blogs
(e) Add to favourite any blog you have visited (then group such favourites)
(f) Create a blog/wiki/Ning where you include URL of every blog/forum you have visited
(g) Your way is…..

For me: (a) works, but not for all forums…
How about you?

Distribution Centre Training

Here are the details on Distribution Centre Training  with Distribution Centre Training Slides and video.  

I was the presenter of the above showcase of excellence in the Learning Powerhouse Conference held on 4 August 2006. 

 Distribution Centre Training: Delivered When, Where and How Customers Like It

 SHOWCASE 13 | Sui Fai John Mak, Teacher of Logistics, TAFE NSW Sydney Institute

‘Distribution Centre Training: Delivered When, Where and How customers Like It’ is an award winning project of Sydney Institute. This showcase will demonstrate how International Trade and Logistics Training Unit’s (ITLTU’s) continuous improvement planning resulted in it becoming the preferred training provider, creating new and repeat businesses in distribution centre training.

ITLTU established commercial on-the-job distribution centre training and assessment programs in 2001. These programs were evaluated in 2003 with a view to ensuring continued customer focus, the objectives being:

• to evaluate the educational and administrative infrastructure
• to evaluate customer satisfaction
• to improve current teaching and learning methodologies
• to develop future goals and strategies incorporating the improvements made

There are also other show cases of excellence which may be of interest to you. 

How do you find the resources?

John

Learning at work: e-learning evolution or revolution?

The paper Learning at work:e-learning evolution or revolution? Latest trends and blends in management & leadership development is based on a study conducted in the UK by Professor William Scott-Jackson, Terry Edney and Ceri Rushent from the Centre for Applied HR Research at Oxford Brookes University. It involves an online survey of 1087 CMI members and in-depth interviews with fifteen leading public and private sector organisations.

Some of the important conclusions  include:

There is no doubt that the use of blended learning is on the increase. The simple combination of ‘face-to-face’ programmes and e-learning has both shown the benefit of combining more than one type of learning and brought e-learning into the mainstream training arena.

There are still challenges however – both technical and cultural. As well as a cultural change amongst employees, where they see learning as an important and ongoing process, the training and development function itself will have to adapt to a new role.  This may be the biggest barrier to blended learning as the skills required to design effective learning are very different to the delivery skills traditionally required, and valued, in training professionals.

The research demonstrates the continued growth of managers at all levels using online technologies to select and access their learning resources.  Through the case studies we are now seeing the evolution of a more integrated, blended learning offer, where both online resources and traditional face-to-face training and development are offered as a complete learning experie