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This paper described experimentation in the development of distributed online courses and in software - particularly, the personal learning environment - that support the formation of connections between the far-flung pieces of such courses. This work, in turn, is suggesting and supporting the model of learning described in the first section, that of a course network supporting and informing an ever-shifting set of course episodes. MORE
Real people are complex, integrated beings. School is chock full of formal learning — courses, classes, and grades that obscure the fact that most learning at school is either self-directed or informal. Of course I forgot all that long ago. MORE
Discussing with workshop participants gives you a chance to see the diagram from another’s point of view. My experience with network mapping is with the Venn diagrams of Participatory Rapid Appraisals. Joitske, do you have some examples of the Venn Diagram maps on your blog? # MORE
And, of course, trying to find the actual citation has been an exercise in futility. A diagram? As soon as we get to diagrams, the story gets more complex. Ok, Jill Larkin and Herb Simon once opined on Why a Diagram is worth 10000 words , but it’s about mapping conceptual relationships to spatial relationships. Though they may support retention, but we should use diagrams and images appropriately with text. Video’s even more complex. MORE
Of course, that was not Weller's objective. I taught myself something called MVS-JES3 and also took a communications course called 'On the Way Up'. And I started teaching courses, both for staff and evening students, teaching them about the fundamentals of the internet. course. MORE
I was thinking (one morning at 4AM, when I was wishing I was asleep) about designing assignment structures that matched my activity-based learning model. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue. MORE
I've been struggling a bit to capture a concept that I believe represents a fairly fundamental shift in how we need to think about Training Design. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design. MORE
And, typically, if we’re addressing higher-level thinking than motor reactions (think: decisions about actions), we’re activating complex combinations of patterns. Images representing concepts, diagrams, and language. Invest in solid learning and performance design first. MORE
A North American-centric market share diagram is available here. Some universities are beginning to focus on a big-picture view of technology: making learning resources available in multimedia, integrating technology from design to delivery, using mobile technologies, and increased focus on network pedagogy. Together with people like Stephen Downes, Dave Cormier, Tony Karrer, Jay Cross, and others, I’ve run courses and conferences with tens of thousands of participants. MORE
Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. try a more complex example (perhaps in a group). try a very complex (read: typical) example. draw a flow diagram. design meta-learning MORE
In one instance, a person who’d attended my game design workshop wanted to put it into practice. They found it easy to slip back into thinking of courses, but continued to ‘get’ that they should look at augmenting their work with performance support. In a couple of recent posts, I’ve been telling tales of helping organizations, and I wanted to tell at least one more. MORE
After weighing in, I thought it required a longer response, and of course it has to go here. So, my first concern is the quality of the design. My mantra on design states that it has to be right first. But let’s assume that the design’s right. MORE
Human behaviour and the nature of organisations both tend to be complex and highly variable, and neither lend themself to deterministic approaches. When we’re dealing with human and organisational learning and performance we’re dealing with highly complicated and complex systems. MORE
The ‘learning’ referred to here is what we know as formal structured learning activities - classes, courses, programmes, and eLearning. Prior to system roll-out you’re required to attend a 2-hour instructor-led briefing/course along with all your colleagues. The course is content-rich. MORE
The book turned out to have a small discussion of the design of the French railway system in the early 19th-century, which reminded me of a map my old mentor Franco Moretti had showed me two decades ago in grad school, contrasting the heavily centralized French system with the more chaotic British rail lines. One of those Twitter replies pointed to a Wired interview from a decade ago with Paul Baran, the RAND researcher who was partially responsible for the decentralized design. MORE
One thing I want to tackle in more depth (which I didn't mention in yesterday's post) is the difference between design thinking as it is popularly understood and complexity informed design thinking. We then identify what aspects are complicated and which are complex. (If MORE
In a naturalistic redescription of the phenomenon, we might view it as an emergent, self-organising property of complex systems. One way to look at leadership in our complex work world is through the lens of improvisation. We don’t do fail-safe design. MORE
On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. And I have separate diagrams for each. From the design point of view, there are correct answers, and wrong answers. MORE
the pulse of the music i can't hear coursing through my bones 2/07/2010 Post a Comment Links to this post: " rel="nofollow"> posted by @ Create a Link About Me Name: dave gray Location: st. MORE
To make life more complex, we only have one set of interconnected entities and connections between them, and exactly the same set of connections contains multiple concepts or ideas. At Assiniboine I created a website and online courses and eventually a learning management system. MORE
So yesterday I talked about the value of diagrams , but I thought I’d add a bit about the process of actually creating diagrams. Naturally, I created a diagram about it. I created this diagram for a session I ran on diagramming a number of years ago. MORE
Particularly, I'm interested in the question of: While training as a publisher of courses and courseware faces an increasingly challenging market, what other things can learning businesses successfully sell to internal or external customers? This is a very strange time. MORE
Complexity, the science of uncertainty allows us insight into reality; anthro-complexity, the science of human complex adaptive systems, allows us to co-create new realities out of the crisis. Great insights inspire design, strategy, and innovation. MORE
This is only a very partial chart of these language, and really, if you were going to draw a full chart of these languages, this is just the derivation of different languages from their sources, but if you were to map the influence from one language to another language to another language you would get a very complex diagram. I love this diagram. This is one of my favourite diagrams in the entire world. I have a diagram in Spanish, how about that? MORE
He talks about openness in software, and then he talks about opennessin system, like open courses. George Siemens and I, in our work offering online courses,have depicted the progression of openness in three major stages: - First of all, openness in educational resources - Secondly, open courses, and then - Third, an as yet unrealized openness, opennessin assessment. But there are other standards as well: Learning Design,Common Cartridge, and Learning Tools Interoperability. MORE
Of course the ‘blending’ concept has been around for much longer than the past few years. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum. MORE
I’ve created diagrams (such as the Education Engagement Alignment ), and quips , but here I’m thinking something else. And I’ve created some aids for the Udemy course on deeper elearning I developed. How do you use external resources to keep your design on track? MORE
Its part of a shift to creating more standard offerings that combine SenseMaker® capability with complexity based methods. One common feature of both those offerings is the need to contrast ostensive reality with idealised objective based design. MORE
Hildy Gottlieb added that the diagram is missing the word “context” because “systems thinkers don’t just “look at” things, it is the way they see (subtle difference, but a big one in effect). Found when researching systems thinking. MORE
What they are talking about these days is the destruction of the university at the hands of the massive open online course. As one of the people who invented the massive open online course, I feel a little personally involved here. It''s a fishbone diagram. MORE
When wood burns , for example, the complex hydrocarbon in wood is reduced to gases (steam, carbon monoxide, carbon dioxide) and char (charcol, ashes, smoke). Of course, he is right. There is a third option, of course, and it is the option that only the mental is real. MORE
What this talk is about - it's called "Education as Platform" - is the idea of exploring some of the experiences we've had with massive open online learning, and exploring some of the criticisms that we've experienced, some of the criticisms that we've seen, and trying to understand what elements of the design are working and what elements of the design are not working, and to use this understanding to try to advance our perspective on the way online learning is proceeding and should proceed. MORE
Personal Learning Informal Learning Corporate eLearning eLearning Design Authoring Tools Rapid e-Learning Tools eLearning (e-Learning) e-Learning Software Blended e-Learning e-Learning Tools Learning Management Systems (LMS) e-Learning ROI and Metrics Search via eLearning Learning for first time visitors Thursday, September 10, 2009 eLearning Costs : eLearning Technology A reader sent a note asking my opinion on the vendor pricing in The Great eTrain Robbery? MORE
Of course, when they are stated as poorly as the authors state them, one cannot help but wonder why. Consider, for example, "The Three Gorges Dam is rated at its full design capacity of 18 gigawatts." Then in the diagram we see that 1 CMO is equivalent to '4 Three gorges dams every year for 50 years'. And what's so complex about 315 petawatt-hours? Responding to Wayne Hodgins : This example shows how elusive the concept of simplicity is. MORE
The practical implementation of connectivism is the massive open online course, or MOOC. Rather, we encouraged people to create course content and to contribute to the course through their own websites, through discussion groups, communities, and and other forum they chose. We had about 170 blogs created to support the course, and we aggregated these using RSS – content syndication supporting online learning. It led to our first web-based course a year later. MORE
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE
It provides for a series of defined steps to achieve an outcome; a framework would position said methods (Cynefin places Scrum in the liminal aspect of the complex domain for example). Another quote from the Scrum Alliance: Scrum is an agile framework for completing complex projects. MORE
We're going to talk about the factors that led to the development of the Massive Open Online Course and Connectivism and the new phenomena in learning today. Distance learning therefore required the creation and distribution of learning content, of course packages that would support independent study. They had the model of the course packages, and they had the model of the classes. WebCT in English stands for "Web Course Tools." Of course, we had instant messaging. MORE
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE
I spent an hour or so earlier today working on the diagram below. Its a high level summary designed to provide a visual aid to the text rather than a precise flow or description. In a human complex adaptive system you need to get pretty fast feedback on what is working and not working. MORE
I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And, of course, it requires the right culture. MORE
Complexity Course Design Diagrams Clark Quinn
FEBRUARY 9, 2017
So yesterday I talked about the value of diagrams , but I thought I’d add a bit about the process of actually creating diagrams. Naturally, I created a diagram about it. I created this diagram for a session I ran on diagramming a number of years ago.
Clark Quinn
APRIL 6, 2016
I was thinking (one morning at 4AM, when I was wishing I was asleep) about designing assignment structures that matched my activity-based learning model. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue.
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Tony Karrer
DECEMBER 9, 2008
I've been struggling a bit to capture a concept that I believe represents a fairly fundamental shift in how we need to think about Training Design. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design.
Clark Quinn
AUGUST 22, 2019
After weighing in, I thought it required a longer response, and of course it has to go here. So, my first concern is the quality of the design. My mantra on design states that it has to be right first. But let’s assume that the design’s right.
Clark Quinn
SEPTEMBER 24, 2019
I’ve created diagrams (such as the Education Engagement Alignment ), and quips , but here I’m thinking something else. And I’ve created some aids for the Udemy course on deeper elearning I developed. How do you use external resources to keep your design on track?
Clark Quinn
OCTOBER 18, 2018
Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. try a more complex example (perhaps in a group). try a very complex (read: typical) example. draw a flow diagram. design meta-learning
Charles Jennings
MAY 5, 2015
Of course the ‘blending’ concept has been around for much longer than the past few years. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum.
Dave Snowden
APRIL 12, 2020
Complexity, the science of uncertainty allows us insight into reality; anthro-complexity, the science of human complex adaptive systems, allows us to co-create new realities out of the crisis. Great insights inspire design, strategy, and innovation.
Clark Quinn
MAY 23, 2018
And, typically, if we’re addressing higher-level thinking than motor reactions (think: decisions about actions), we’re activating complex combinations of patterns. Images representing concepts, diagrams, and language. Invest in solid learning and performance design first.
Dave Snowden
JANUARY 20, 2015
One thing I want to tackle in more depth (which I didn't mention in yesterday's post) is the difference between design thinking as it is popularly understood and complexity informed design thinking. We then identify what aspects are complicated and which are complex. (If
Clark Quinn
OCTOBER 25, 2016
On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. And I have separate diagrams for each. From the design point of view, there are correct answers, and wrong answers.
Charles Jennings
JANUARY 3, 2013
Human behaviour and the nature of organisations both tend to be complex and highly variable, and neither lend themself to deterministic approaches. When we’re dealing with human and organisational learning and performance we’re dealing with highly complicated and complex systems.
Dave Snowden
MARCH 18, 2018
It provides for a series of defined steps to achieve an outcome; a framework would position said methods (Cynefin places Scrum in the liminal aspect of the complex domain for example). Another quote from the Scrum Alliance: Scrum is an agile framework for completing complex projects.
Harold Jarche
OCTOBER 18, 2011
In a naturalistic redescription of the phenomenon, we might view it as an emergent, self-organising property of complex systems. One way to look at leadership in our complex work world is through the lens of improvisation. We don’t do fail-safe design.
Stephen Downes: Half an Hour
MARCH 1, 2020
Of course, that was not Weller's objective. I taught myself something called MVS-JES3 and also took a communications course called 'On the Way Up'. And I started teaching courses, both for staff and evening students, teaching them about the fundamentals of the internet. course.
Dave Snowden
JUNE 4, 2014
Its part of a shift to creating more standard offerings that combine SenseMaker® capability with complexity based methods. One common feature of both those offerings is the need to contrast ostensive reality with idealised objective based design.
Clark Quinn
NOVEMBER 9, 2016
In one instance, a person who’d attended my game design workshop wanted to put it into practice. They found it easy to slip back into thinking of courses, but continued to ‘get’ that they should look at augmenting their work with performance support. In a couple of recent posts, I’ve been telling tales of helping organizations, and I wanted to tell at least one more.
Steven Berlin Johnson
DECEMBER 14, 2011
The book turned out to have a small discussion of the design of the French railway system in the early 19th-century, which reminded me of a map my old mentor Franco Moretti had showed me two decades ago in grad school, contrasting the heavily centralized French system with the more chaotic British rail lines. One of those Twitter replies pointed to a Wired interview from a decade ago with Paul Baran, the RAND researcher who was partially responsible for the decentralized design.
George Siemens
JULY 8, 2010
A North American-centric market share diagram is available here. Some universities are beginning to focus on a big-picture view of technology: making learning resources available in multimedia, integrating technology from design to delivery, using mobile technologies, and increased focus on network pedagogy. Together with people like Stephen Downes, Dave Cormier, Tony Karrer, Jay Cross, and others, I’ve run courses and conferences with tens of thousands of participants.
Charles Jennings
DECEMBER 30, 2009
The ‘learning’ referred to here is what we know as formal structured learning activities - classes, courses, programmes, and eLearning. Prior to system roll-out you’re required to attend a 2-hour instructor-led briefing/course along with all your colleagues. The course is content-rich.
Stephen Downes: Half an Hour
OCTOBER 20, 2013
The practical implementation of connectivism is the massive open online course, or MOOC. Rather, we encouraged people to create course content and to contribute to the course through their own websites, through discussion groups, communities, and and other forum they chose. We had about 170 blogs created to support the course, and we aggregated these using RSS – content syndication supporting online learning. It led to our first web-based course a year later.
Dave Snowden
JULY 17, 2010
I spent an hour or so earlier today working on the diagram below. Its a high level summary designed to provide a visual aid to the text rather than a precise flow or description. In a human complex adaptive system you need to get pretty fast feedback on what is working and not working.
Stephen Downes: Half an Hour
AUGUST 24, 2014
What they are talking about these days is the destruction of the university at the hands of the massive open online course. As one of the people who invented the massive open online course, I feel a little personally involved here. It''s a fishbone diagram.
Dave Gray
NOVEMBER 11, 2007
the pulse of the music i can't hear coursing through my bones 2/07/2010 Post a Comment Links to this post: " rel="nofollow"> posted by @ Create a Link About Me Name: dave gray Location: st.
Jay Cross
APRIL 16, 2013
Real people are complex, integrated beings. School is chock full of formal learning — courses, classes, and grades that obscure the fact that most learning at school is either self-directed or informal. Of course I forgot all that long ago.
Beth Kanter
FEBRUARY 6, 2015
Hildy Gottlieb added that the diagram is missing the word “context” because “systems thinkers don’t just “look at” things, it is the way they see (subtle difference, but a big one in effect). Found when researching systems thinking.
Stephen Downes: Half an Hour
MARCH 7, 2013
We're going to talk about the factors that led to the development of the Massive Open Online Course and Connectivism and the new phenomena in learning today. Distance learning therefore required the creation and distribution of learning content, of course packages that would support independent study. They had the model of the course packages, and they had the model of the classes. WebCT in English stands for "Web Course Tools." Of course, we had instant messaging.
Stephen Downes: Half an Hour
APRIL 4, 2015
To make life more complex, we only have one set of interconnected entities and connections between them, and exactly the same set of connections contains multiple concepts or ideas. At Assiniboine I created a website and online courses and eventually a learning management system.
Stephen Downes: Half an Hour
MAY 16, 2010
This is only a very partial chart of these language, and really, if you were going to draw a full chart of these languages, this is just the derivation of different languages from their sources, but if you were to map the influence from one language to another language to another language you would get a very complex diagram. I love this diagram. This is one of my favourite diagrams in the entire world. I have a diagram in Spanish, how about that?
Stephen Downes: Half an Hour
APRIL 25, 2009
This paper described experimentation in the development of distributed online courses and in software - particularly, the personal learning environment - that support the formation of connections between the far-flung pieces of such courses. This work, in turn, is suggesting and supporting the model of learning described in the first section, that of a course network supporting and informing an ever-shifting set of course episodes.
Stephen Downes: Half an Hour
NOVEMBER 13, 2017
When wood burns , for example, the complex hydrocarbon in wood is reduced to gases (steam, carbon monoxide, carbon dioxide) and char (charcol, ashes, smoke). Of course, he is right. There is a third option, of course, and it is the option that only the mental is real.
Tony Karrer
JUNE 15, 2009
Particularly, I'm interested in the question of: While training as a publisher of courses and courseware faces an increasingly challenging market, what other things can learning businesses successfully sell to internal or external customers? This is a very strange time.
Clark Quinn
APRIL 27, 2017
I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And, of course, it requires the right culture.
Nancy White
APRIL 24, 2008
Discussing with workshop participants gives you a chance to see the diagram from another’s point of view. My experience with network mapping is with the Venn diagrams of Participatory Rapid Appraisals. Joitske, do you have some examples of the Venn Diagram maps on your blog? #
Stephen Downes: Half an Hour
MARCH 23, 2012
What this talk is about - it's called "Education as Platform" - is the idea of exploring some of the experiences we've had with massive open online learning, and exploring some of the criticisms that we've experienced, some of the criticisms that we've seen, and trying to understand what elements of the design are working and what elements of the design are not working, and to use this understanding to try to advance our perspective on the way online learning is proceeding and should proceed.
Tony Karrer
SEPTEMBER 10, 2009
Personal Learning Informal Learning Corporate eLearning eLearning Design Authoring Tools Rapid e-Learning Tools eLearning (e-Learning) e-Learning Software Blended e-Learning e-Learning Tools Learning Management Systems (LMS) e-Learning ROI and Metrics Search via eLearning Learning for first time visitors Thursday, September 10, 2009 eLearning Costs : eLearning Technology A reader sent a note asking my opinion on the vendor pricing in The Great eTrain Robbery?
Stephen Downes: Half an Hour
JANUARY 22, 2007
Of course, when they are stated as poorly as the authors state them, one cannot help but wonder why. Consider, for example, "The Three Gorges Dam is rated at its full design capacity of 18 gigawatts." Then in the diagram we see that 1 CMO is equivalent to '4 Three gorges dams every year for 50 years'. And what's so complex about 315 petawatt-hours? Responding to Wayne Hodgins : This example shows how elusive the concept of simplicity is.
Stephen Downes: Half an Hour
NOVEMBER 6, 2011
He talks about openness in software, and then he talks about opennessin system, like open courses. George Siemens and I, in our work offering online courses,have depicted the progression of openness in three major stages: - First of all, openness in educational resources - Secondly, open courses, and then - Third, an as yet unrealized openness, opennessin assessment. But there are other standards as well: Learning Design,Common Cartridge, and Learning Tools Interoperability.
Nancy White
SEPTEMBER 20, 2008
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.
Nancy White
SEPTEMBER 15, 2008
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.
Nancy White
SEPTEMBER 14, 2008
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.
Nancy White
SEPTEMBER 14, 2008
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.
Nancy White
SEPTEMBER 14, 2008
So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.
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