George Siemens

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What I’ve learned in my first week of a dual-layer MOOC (DALMOOC)

George Siemens

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.

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The future of higher education and other imponderables

George Siemens

Students, in contrast, suddenly had new tools of democratic information access (and distraction) at their fingertips. Teaching and learning.

What is the theory that underpins our moocs?

George Siemens

If you’re even casually aware of what is happening in higher education, you’ve likely heard of massive open online courses (MOOCs).

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Remaking education in the image of our desires

George Siemens

From my very informal scan of badges, I’d say 30+% of attendees represented venture capital. Education faces enormous pressure. Sector.

MOOCs are really a platform

George Siemens

We can officially declare massive open online courses (MOOCs) as the higher education buzzword for 2012. MOOCs are a platform.

The Godfather: Gardner Campbell

George Siemens

In true higher education fashion, very little information is forthcoming. Gardner Campbell looms large in educational technology. Compassionate.

Digital Learning Research Network (dLRN)

George Siemens

PKG would involve collecting and mapping what an individual knows – based on formal learning, workplace learning, and informal learning – and using that graph as a base for providing focused learning materials to address knowledge gaps in order to achieve a qualification or degree. Higher education is digitizing. SRI (Barbara Means).

The greatest MOOC conference in the history of MOOCs

George Siemens

Like much of the academy, current research models seem better designed for an era where information isn’t developed as rapidly as it is today. Massive Open Online Courses (MOOCs) continue to receive a steady stream of media attention. They are evolving and improving. And they are not going away anytime soon. The Conference.

Congrats to Paul-Olivier Dehaye: MassiveTeaching

George Siemens

Is the university so poorly informed about online learning that simply giving a faculty member keys to the kingdom without some guidance and direction was assumed to be a good approach? In a previous post , I commented on the Massive Teaching course at Coursera and that something odd was happening. It now appears to be primarily the latter.

Information foraging and social networks

George Siemens

The information foraging model is one approach to consider – as detailed in this presentation: Information Foraging

Losing interest in social media: there is no there there

George Siemens

They are a means to connect in crisis situations and to quickly disseminate rapidly evolving information. 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. Washington faces a debt crisis. The reason?

What’s next for educational software?

George Siemens

The internet fragments information and antagonizes pre-established information structures. Even when we get information from a variety of sources, we still go through a process of putting these concepts in relation to others. Physical space and physical structure of information determined suitable pedagogies.

MOOCs: Expectations and Reality

George Siemens

significant media attention, the dialogue around MOOCs has been more theoretical than informed. Fiona Hollands and Devayani Tirthali from Teachers College, Columbia University, have released what is the most informed analysis of MOOCs that I have read to date: MOOCs: Expectations and Reality (.pdf). In spite of (because of?)

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Information: What am I missing?

George Siemens

What can we do now with information that we could not do in the past? I’ve abused Kauffman’s concept of the adjacent possible by applying it to the new opportunities, untapped potential, and levels of complexity, that arise with the development of something new. What can we do with information that I’ve overlooked?

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Learning and creating knowledge in social networks

George Siemens

In spite of the descriptive, predictive, and informative value of connections and networks, most institutions fail to utilize them well. Networks are the underlying structure for knowledge, learning, and society. We live in networks. We experience them daily. Knowledge can be defined through a network lens. As can learning.

The race to platform education

George Siemens

Which means that decisions makers are motivated (partly out of fear of appearing ill-informed, partly out of not wanting to take risks) to adopt approaches that integrate fairly seamlessly across the education spectrum. Numerous companies are eager to platform the educational sector, with Pearson being the lead runner to date. Who ruled?

MOOCs for the win!

George Siemens

And in what some see as a threat to traditional institutions, several of these courses now come with an informal credential (though that, in most cases, will not be free). In our first open course – CCK08 – we emphasized learner’s control in orienting themselves to complex information. Or will that destroy them?”

“I can’t teach at Stanford again”

George Siemens

This substance, I believe, is about aligning teaching and learning with the way in which information is created, negotiated, and shared through digital and social networks. Open online courses really mess things up. The force educators/funders/learners to question the value point of traditional education. ”

New MOOC: Data, Analytics, & Learning

George Siemens

The era of data and analytics in learning is just beginning. I’ll provide more information soon about the design of the course – we are focusing on dual structured and self-organized approaches to the course This fall, together with colleagues, I’ll be offering an open course on edX: Data, Analytics, and Learning.

Activating Latent Knowledge Capacity

George Siemens

Historically, society has created knowledge institutions that mirror what is done with information in a particular era – see McNeely & Wolverton. In this line of reasoning, we can best understand the future of education by understanding what is being done with information today. We aren’t connecting. Latent Capacity.

This kids, is why hallucinogenics and the internet don’t mix

George Siemens

If Bb is hosting Moodle, depending on the end user agreement, they may be able to gain significant value from data and this data might inform the development of their main platform. 3. They’ve made overtures in the past. discussed this in a post on the race to platform education. How do you respond to Open Class? So what does Bb gain?

WISE: The world’s most important education conference

George Siemens

We are experiencing this in Alberta now where our well-coiffed, but ill-informed and short-sited education, minister Thomas Lukaszuk is slashing funding. Education is constantly confronted with a dual threat: 1. Acknowledgement that it is a foundation for all human progress and able to lift regions and society out of poverty, 2.

A learning system to meet the needs of a complex knowledge era

George Siemens

We gain an understanding of needed learning systems, I argue, by evaluating the attributes of information in digital networks and through focusing on the nature of knowledge needs in complex settings I had the opportunity to stop by edX last. gave a talk on the type(s) of learning system(s) that are needed to address complex knowledge needs.

What am I not seeing?

George Siemens

global leader in integrated software and processing solutions and is a leading provider of information availability services. 3. It’s old news that Blackboard has been acquired by a private equity firm for $1.64 billion. billion – that is novel. Why is Blackboard worth that much? And it has been bothering me.

This will be fun: Mother of all MOOCs

George Siemens

In discussions with colleagues at TEKRI , it seemed like a good research opportunity in helping us to understanding how technology impacts global social and information networks for learning. Toward the end of CCK11 , one of the participants in a session asked “what’s next&# ? The draft schedule is available here. Jump in!

Social networked learning in complex information environments

George Siemens

The slides from my presentation are below: Social Networked Learning

Reflecting on Learning Analytics and SoLAR

George Siemens

This was informed by Shane’s thinking on paying an annual fee to be involved in groups such as NMC or EDUCAUSE. The technical complexity of this nascent field is paralleled by a transition within the full spectrum of learning (education, work place learning, informal learning) to social, networked learning. How we got started.

Higher Education – is it worth it?

George Siemens

The higher education model is antediluvian, it is no longer aligned with the information and knowledge ecology in which it exists (see Reinventing Knowledge and Reconstructing the University for more detail on this line of thinking). People like Peter Thiel (PayPal) are suggesting people drop out of school and start companies. Interesting.

Learning Analytics: A foundation for informed change in education

George Siemens

The recording from my session – Learning Analytics: A foundation for informed change in education – is now available.

What do connections do?

George Siemens

I’ve been thinking more about connections over the past several years than I have about networks. Let me provide a simple example.

The Problem with Literature Reviews

George Siemens

In one stretch of six papers, I could have exchanged the first five pages of any of the papers and likely not impacted the quality of any. I was reading 7000 words when I really only needed the 2000 or 3000 that provided new information. As any student knows, a literature review is the starting point for almost any article or essay.

A few simple tools I want edu-startups to build

George Siemens

Basically, it combines your location with information layers. Mobile devices are critical in blurring boundaries: virtual/physical worlds, formal/informal learning. 2. Outside of taking courses in XML, programming logic, and Python, I am not a programmer. It’s like having a desire to communicate but lacking the ability to speak.

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I was wrong

George Siemens

The sessions were generally one-way information flow (from the presenter). Attendees appeared to be reluctant to share experiences and views. I’m not sure if this was due to corporate interests in preserving and not sharing information or if we just didn’t hit on the right topics. Some excellent presentations!

Rejected: On being disappointed, sorta

George Siemens

Eventually, for a variety of reasons, I left the industry and started working in training and development and returned to University of Manitoba as a student. A few years later, a colleague that I had worked with in the past informed me of an opportunity at Red River College. have never really bothered to validate that claim). Research Plan.

Changing Schools, Changing Knowledge: The Agenda

George Siemens

Steve is an informed and provocative interviewer, one of the best I’ve encountered covering the education sector. The interview is below

Join us: Stanford Learning Analytics Summer Institute

George Siemens

Information on joining the live stream: [link]. 2. While MOOCs are sucking all of the oxygen out of the educational technology conversation, significant trends are developing under the radar. One of the most significant trends is around learning analytics. We were only able to accept 100 attendees due to space and cost constraints.

A few thoughts on China and education

George Siemens

My daily information habits (google reader, tag in diigo, tweet, etc) simply didn’t work. I do a fair bit of traveling and I’ve never felt as disconnected as I did in China. I just landed in Vancouver after a short trip to Shanghai to present at the IADIS conference hosted by East China Normal University. Or singing. penetration.

Researching open online courses

George Siemens

What types of technologies are needed to a) help learners make sense of complex topics, b) manage information overload, c) maintain instructor presence, d) encourage learner autonomy? 8. In fall, we (TEKRI, NRC, UPEI and possibly a few other organizations) are hosting an open online course. It’s currently a closed group.

Stanford Learning Analytics Summer Institute

George Siemens

Information and application details are posted on the institute site. MOOCs have been rather selfish, absorbing all of the attention in the edtech space in 2012. It has been all MOOC all the time. One project that I’m quite excited about is our learning analytics summer institute at Stanford July 1-5, 2013.

What’s wrong with the Canadian conference circuit?

George Siemens

While I generally have more conference options than I can attend (and certainly more than I can afford to attend), my colleagues informed me that in a continent such as Africa, academics look with envy at the rich conference options available in other regions (notably Europe and US). At best, it just sucks. CNIE is slowly dying.