Adaptive Learners, Not Adaptive Learning
JULY 20, 2016
Some variation of adaptive or personalized learning is rumoured to “disrupt” education in the near future. The prospects are tantalizing: each student receiving personal guidance (from software) about what she should learn next and support provided (by the teacher) when warranted. End result?
Adios Ed Tech. Hola something else.
SEPTEMBER 9, 2015
I’ve been involved in educational technology since the late 1990′s when I was at Red River College and involved in deploying the first laptop program in Canada. Since that time, I’ve been involved in many technology deployments in learning and in researching those deployments. Sometimes it was about righting a wrong or injustice.
The Future of Learning: Digital, Distributed, Data-Driven
MAY 12, 2016
Yesterday as I was traveling (with free wifi from the good folks at Norwegian Air, I might add), I caught this tweet from Jim Groom: @dkernohan @cogdog @mweller A worthwhile think piece for sure, almost up there with "China is My Analytics Co-Pilot" — Jim Groom (@jimgroom) May 11, 2016. Cause I’m a baby like that.
White House: Innovation in Higher Education
AUGUST 3, 2015
A few weeks ago, I received an invitation to the White House. The invitation was somewhat cryptic, but basically stated that the focus on the meeting was on quality and innovation. The event organizers made it clear that no media or social media was allowed during the event in order to have an open brainstorming session. The White House is secure.
What I’ve learned in my first week of a dual-layer MOOC (DALMOOC)
OCTOBER 28, 2014
This last week we launched our open course on Data, Analytics, and Learning on edX. Learning transparently is an act of teaching. It’s chaos.
Personal Learning Graphs (PLeG)
JULY 2, 2015
Personalized and adaptive learning has been described as the so-called holy grail of education. The idea is not new , though its technological instantiation is getting increased attention. Many of the personalized learning systems now available begin with an articulation of the knowledge space – i.e. what the learner needs to know.
What is the theory that underpins our moocs?
JUNE 3, 2012
If you’re even casually aware of what is happening in higher education, you’ve likely heard of massive open online courses (MOOCs).
Remaking education in the image of our desires
APRIL 19, 2012
The current generation of students will witness the remaking of our education system. Education faces enormous pressure. It’s much, much bigger.
Preparing for the Digital University
APRIL 30, 2015
We’ve released a new report: Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning (.pdf). Sometimes new is not better, especially when it impacts the lives of people. Remember the failure of Udacity and San Jose State University project ? This is bad innovation.
MOOCs are really a platform
JULY 25, 2012
We can officially declare massive open online courses (MOOCs) as the higher education buzzword for 2012. MOOCs are a platform.
Innovation in open online courses
OCTOBER 7, 2014
In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. Everything now has social attached.
Openness: Why learners should know about, and influence, how decisions are made about their learning
FEBRUARY 10, 2012
The theme of the event was on open source culture and whether the promises of open source have been oversold. Rigid systems break in periods of flux.
The vulnerability of learning
JANUARY 13, 2014
In a meeting with a group of doctoral students last week, one individual shared her challenging, even emotionally draining, experience in taking her first doctoral course. Much of her experience was not focused on the learning or content. While this is a laudable goal, it is an impoverished and malnourished view of education. ”).
The Failure of Udacity
NOVEMBER 15, 2013
Well, there it is folks. After two years of hype, breathless proclamations about how Udacity will transform higher education, Silicon Valley blindness to existing learning research, and numerous articles/interviews featuring Sebastian Thrun, Udacity has failed. We have a lousy product…It was a painful moment.”". ”".
Open Learning Analytics
APRIL 11, 2014
The future of systems such as business, government, and education will be data centric. Historically, humanity has made sense of the world through discourse, dialogue, artifacts, myth, story, and metaphor. While those sensemaking approaches won’t disappear, they will be augmented by data and analytics. These are obviously important questions.
Neoliberalism and MOOCs: Amplifying nonsense
JULY 8, 2013
I’ve said this many times over the past six months: If 2012 was the year of the MOOC, 2013 will be the year of the anti-MOOC. Things are unfolding nicely according to plan. Faculty don’t like MOOCs. Critiquing MOOCs is now more fashionable than advocating for them. The faculty response to MOOCs is particularly important.
What does it mean to be human in a digital age?
MAY 22, 2016
It has been about 30 months now since I took on the role to lead the LINK Research Lab at UTA. (I have retained a cross appointment with Athabasca University and continue to teach and supervise doctoral students there). This post summarizes some of our current research and other activities in the lab. Finding our Identity. Who are we? That bombed.
MOOCs: How did we get here?
NOVEMBER 7, 2013
I’m at the Open Education conference in Park City, Utah. Slides and video are below. Open Education 2013 from gsiemens
Responding to the fragmentation of higher education
FEBRUARY 16, 2013
Thanks for Valerie Irvine and Jillianne Code from TIE Lab and the Faculty of Education for hosting me. Video and slides are embedded below.
The Godfather: Gardner Campbell
MAY 18, 2016
Gardner Campbell looms large in educational technology. People who have met him in person know what I mean. He is brilliant. Compassionate. Passionate.
Digital Learning Research Network (dLRN)
NOVEMBER 18, 2014
Higher education is digitizing. All aspects of it, including administration, teaching/learning, and research. The process of becoming digital has important implications for how learning occurs and how research happens and how it is shared. I’m happy to announce the formation of the digital Learning Research Network (dLRN), funded by a $1.6m
The greatest MOOC conference in the history of MOOCs
OCTOBER 2, 2013
Massive Open Online Courses (MOOCs) continue to receive a steady stream of media attention. The conversation is more nuanced now than it was a few years ago as attention has turned to credit, the impact on faculty, learner success, and related challenges. They are evolving and improving. And they are not going away anytime soon. The Conference.
Congrats to Paul-Olivier Dehaye: MassiveTeaching
JULY 9, 2014
In a previous post , I commented on the Massive Teaching course at Coursera and that something odd was happening. Either Coursera deleted the prof from the course or the prof was running some type of experiment. It now appears to be primarily the latter. The story has now been covered by The Chronicle ( here and here ) and Inside Higher Ed ( here ).
Bundling and Re-bundling
JULY 22, 2014
I’m at the Knewton Symposium – an event focusing on the future of digital learning. This is the second year that I’ve attended. It’s a small event (last year had ~20 attendees, this year it’s closer to 60+). Now the narrative has coalesced around: 1. economics and funding, 2. access and affordability, 3.
Announcing: aWEAR Conference: Wearables and Learning
MAY 28, 2016
Over the past year, I’ve been whining about how wearable technologies will have a bigger impact on how we learn, communicate, and function as a society than mobile devices have had to date. Fitness trackers, smart clothing, VR, heart rate monitors, and other devices hold promising potential in helping understand our learning and our health.
Group work advice for MOOC providers
MARCH 10, 2013
The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible.
Losing interest in social media: there is no there there
JULY 30, 2011
Google+ was a bit of a breaking point for me. After recreating my online social network ( largely based on blogs from early 2000) in Facebook, Twitter, Foursquare, and Quora, G+ was a chore. Sure, I’ll still continue to participate in those spaces periodically – as soon as this post is done, I’ll tweet it and share it on G+.
Duplication theory of educational value
SEPTEMBER 15, 2011
Higher education faces a value crisis. Value is a fuzzy concept. In theory, I can purchase a $3 steak that isn’t a good value.
What’s next for educational software?
AUGUST 13, 2013
Most educational software instantiates physical learning spaces. This is reflected in learning management systems, virtual classrooms, and interactive whiteboards. Essentially, we use new tools to do the work of old tools and largely fail, at first, to identify and advance the unique affordances of new technology. Call it embodied cognition.
Open Learning Analytics: A proposal
DECEMBER 10, 2011
Learning analytics are increasingly relevant, and prominent, in education. Suddenly, everything was “social”. Sign up is available here.
Handbook of Emerging Technologies for Learning
MAY 21, 2012
In 2009 Peter Tittenberger and I wrote a handbook of emerging technologies for learning. We created a supporting website (wiki) for the book. Those fine folks at University of Manitoba (motto: we’ve never met a permanent link that we haven’t made unpermanent) have deleted the wiki and the website.
Google+ – fundamental misunderstanding of networks?
JULY 10, 2011
I’ve been playing around with Google+. As others have stated, it’s Google’s best foray into social networking. It’s an impressive product, defined by Google’s typical clean interface. Elgg – with its varied activity feed – is an early implementation of Circles. Yes, I’ll remember that.
MOOCs: Expectations and Reality
MAY 13, 2014
In spite of (because of?) significant media attention, the dialogue around MOOCs has been more theoretical than informed. Research is lagging well behind rhetoric. Fortunately, that is starting to change. My only quibble is with the attempt of Andrew Ng (Coursera) to rename xMOOCs as Modern MOOCs. Very little modern about it.
Sebastian Thrun confuses me: Thoughts on Udacity’s openness project
SEPTEMBER 10, 2013
Sebastian Thrun confuses me. He is without a doubt a very bright person, with a resume that includes Google, self-driving cars, and Glasses. He took a bold step early in the MOOC game when he left Stanford to start Udacity. He exhibits vision and focus – two vital and often rare attributes. This is the Thrun that I respect. Learn it yourself.
The open access debate
OCTOBER 19, 2011
He presented on the state of openness in education.
The race to platform education
OCTOBER 13, 2011
Across the full spectrum of education – primary, secondary, and higher – we are witnessing a race to develop platforms for content, learning, teaching, and evaluation. And the reason is simple: companies are in a landrush to create platforms that will tie together previously disconnected activities and tools. More on that in a bit.
Open Letter to Canadian Universities
JULY 6, 2012
Dear Canadian Universities, You are, as the cool 4chan/Reddit kids say, about to get pwned. The dramatic entrance of elite US universities into online learning will change the education landscape globally. Where we, as Canadian higher education institutions, should be leading, we are laggards. We are not without examples of what happens.
Negating the learner in the learning process
FEBRUARY 3, 2013
Yesterday, a Coursera course was closed after the first week of delivery. 40,000 students were left somewhat confused. posted a few thoughts on this on our xeducation site. The interesting stuff is in the comments and that’s what I’d like to emphasize here. have never worked so hard in my life. Up till 4am every night. Get a blog folks.
Learning and creating knowledge in social networks
SEPTEMBER 9, 2013
Networks are the underlying structure for knowledge, learning, and society. We live in networks. We experience them daily. This familiarity results, at times, in overlooking the significant value that connections provide in understanding the world. When a company has a failed product launch, networks and connections can explain why. As can learning.
Stop what you are doing. Watch this: The Avalanche that Hasn’t Happened
NOVEMBER 7, 2013
David Kernohan delivered an stunning presentation at the Open Education conference: The Avalanche that Hasn’t Happened.