4. Assertions:
1. Knowledge needs are today defined by
complexity and interconnectivity
2. Emerging employment opportunities are
knowledge-based
3. The idea of a university is expanding
(complexifying)
4. Knowledge institutions mirror the
architecture of information
7. Increasing diversity
of student profiles
The U.S. is now in a position when
less than half of students could be
considered fulltime students. In
other words, students who can attend
campus five days a week nine-to-five,
are now a minority.
(Bates, 2013)
10. The last decade, two defining
trends:
1. Participatory culture and social/technical
connectivity (Rise of the Individual)
2. Transparency and surveillance culture
(Rise of Data and Analytics)
17. Reducing the basic units of
education:
From courses/workshops/modules
to competencies
18. Agents in a system possess only partial
information
(Miller and Page 2007)
…to make sense and act meaningfully
requires connections to be formed between
agents
19. Coherence is an orientation about the
meaning and value of information elements
based on how they are connected,
structured, and related
Antonovsky 1993
24. “Learning and knowledge creation is often
distributed across multiple media and sites
in networked environments. Traces of such
activity may be fragmented across multiple
logs and may not match analytic needs. As a
result, the coherence of distributed
interaction and emergent phenomena are
analytically cloaked”
Suthers, Rosen, 2011
25. What we are seeing is the
complexification of higher
education
Learning needs are complex, ongoing
Simple singular narrative won‟t suffice going
forward
The idea of the university is expanding and
diversifying
26. Much of what MOOCs address is the
shadow education system.
They are not actual competition with the
existing education system
28. “Both student and teacher are unhappy
when chained to curricula and syllabi, to
tests and mediocre standards. An atmosphere
of uninspired and uninspiring common sense
may well produce satisfactory mastery of
technical “know how” and testable factual
information. Such an atmosphere, however,
stifles genuine understanding and the spirit
of adventure in research.”
Karl Jaspers, The Idea of the University 1959
29. MOOCs/DS106:
Changed relationship between teacher/learner
Distributed, chaotic, emergent.
Learners expected to create, grow, expand
domain and share personal sensemaking
through artifact-creation
30. An education system that fails to emulate the
characteristics information in an era is doomed to
fail.
Information today is:
Open
Distributed
Scalable
Social
Generative
Networked
Self-organized
Adaptive
Global
35. Anderson, T. & Dron, J. (2011). Three Generations of Distance Education Pedagogy, International
Review of Research in Open and Distance Learning 12(3), 80-97, http://goo.gl/j3mRF
36. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in
higher education. The Internet and Higher Education, 2(2-3), 87-105.
38. Kuhn: accumulation of anomalies, create
“phase changes” (sorry, hate the „p‟ word):
dramatic change, alteration of core premises,
development of a framework to account for sub-
changes
41. 7 Primary Tensions in open online
courses
Automation vs. Creation
Social vs. Scripted
Structured vs. Self-Organized
University-based vs. Informal learning
Assessment/recognition vs. Personal growth
Functioning in existing system vs. Transforming existing system
Learner owned vs. Organization owned interaction spaces
diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction 10(2 & 3): 105-225.
Miller, J. H., and Page, S. E (2007). Complex adaptive systems: An introduction to computational models of social life. Princeton: Princeton University Press
Suthers, D. D., & Rosen, D. (2011). A unified framework for multi-level analysis of distributed learning Proceedings of the First International Conference on Learning Analytics & Knowledge, Banff, Alberta, February 27-March 1, 2011.
