1. Learning in Context George Siemens www.elearnspace.org www.connectivism.ca

2. Nature of Learning Climate in which learning occurs Network creation (neural and social)

3. Learning About To do To be To transform

4. Monochromatic Assuming that our current view is accurate all (or most) of the time Ignoring nuanced nature of learning, life, and situational specific aspect of intended learning Assumptions: –Each learning approach serves a unique function –Each learning experience provides different affordances

5. Were going know-where Know-where is more important than know-what and know-how

6. Know where…

7. Connected Specialization Content Social (collect knowledge in my friends (Stephenson)) Learning approach –Multi-dimensional –Multi-faceted –Multi-contextual

8. Learning as a process, not event

9. Formal Learning What: –Courses –Programs –Degrees –Defined by established knowledge –Structure imposed by experts in advance of learning Why: Structure, serve stakeholders, focused Good for: initiating learners who are new (foundation building) Ineffective: when learning at the point of need is required

10. Experience/Game-based Learning What: –Problem Based Learning –Ill-defined learning targets –User defines process and space –Adaptive, flexible Why: Experiential (learning as a by-product of other activities) Good for: real life challenges Ineffective: if foundations are not in place (or the learning experience (as games) needs to provide foundation)

11. Mentoring/Apprentice Learning What: –Personal –Guided and facilitated by expert Why: Accelerate personal performance Good for: personal, relevant knowledge/learning Ineffective: foundation forming, high- bandwidth

12. Performance Support Learning What: –Learning at the point of need –Can rely on other learning approaches Why: Point of need, competence, assistive Good for: short, focused learning Ineffective: Developing foundations of a discipline

13. Self-Learning What: –Meta-cognition –Learning about learning –Learning that is personally driven Why: Learning for pleasure, personal competence Good for: Exploring areas of personal interest Ineffective: How do learners know what they need to know?

14. Community-based Learning What: –Diversity –wisdom of the crowds –Social/dialogue Why: create multi-faceted view of a space or discipline Good for: dialogue, diversity of perspective Ineffective: foundational, high time requirement

15. Informal Learning What: –Conferences –workshops –colleagues Why: Serendipity, constant, ongoing, in the stream Good for: Continual, ongoing, multifaceted Ineffective: Chaotic, not always valued, scattered

16. How do the pieces fit?

17. Various types of learning Challenge: –how to integrate various perspectives, learning, etc. –How do we create the whole? Tools dont exist yet Still modeled after classrooms

18. Conversation, not Content

19. Tools for the Task

20. Whats wrong with courses? Courses cant keep up with life today Courses project start/stop learning Schools need to transform/be transformed by a particular era/culture Courses are one-model views (formal)

21. Stop building courses Start building learning spaces that enable learning Provide learners with knowledge skills to learn for life –Teach learners how to build a personal learning network –Assist learners to build conduits not consume content

22. Learning Ecology

24. Determining the approach Intended outcome Nature of the learning task Match task with appropriate medium Consider profile and needs of learners Meta-learning elements required (are we trying to teach content or process?) Diverse tools/spaces/ecologies

25. Newsletter subscription www.elearnspace.org www.connectivism.ca