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Pedagogical Founda.ons for Personal Learning Stephen Downes January 10, 2010

Pedagogical Foundations For Personal Learning

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In this talk I outline the differences between learning using a personal learning environment and learning in an LMS. I argue that a PLE does what an LMS cannot do - it is designed to stimulate learning through an immersion into a community, as opposed to learning via presentation of facts. Pedagogy thus becomes the facilitation of skills for participation in such communities, which I tie to my critical literacy framework. Slides and audio at http://www.downes.ca/presentation/237

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Page 1: Pedagogical Foundations For Personal Learning

Pedagogical  Founda.ons  for  Personal  Learning  

Stephen  Downes  January  10,  2010  

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VLE  vs  PLE  

We  are  in  a  process  of  migra.ng  from:  •  Virtual  Learning  Environment  (a.k.a.  Learning  Management  System  (LMS))  

To:  

•  Personal  Learning  Environment  (PLE)  

 This  is  not  only  a  shiK  in  technology,  but  also  a  shiK  in  how  we  view  learning  itself.  

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The  VLE  –  Managing  Learning  

 The  central  purpose  of  the  VLE  is  to  manage  learning  (whatever  that  means)  

Image: http://dougbelshaw.com/blog/tag/information-technology/

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The  PLE  –  Manage  Connec.ons  

Image: http://tesl-ej.org/ej34/m1.html Via: http://edtechpost.wikispaces.com/PLE+Diagrams

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Two  Kinds  of  Knowledge  

Knowledge  in  the  VLE  (Typically):  – Sta.c  – Declara.ve  – Authority-­‐based  

Knowledge  in  the  PLE  (Typically):  – Dynamic  

– Tacit  /  Non-­‐Declara.ve  – Constructed  

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PLE  (From  a  Knowledge  Perspec.ve)  

•  The  PLE  is  an  environment  for  a  person  to  manage  connec(ons  (whatever  that  means)  

•  Knowledge  (conceived  as  dynamic,  tacit,  grown  or  constructed)  consists  of  a  set  of  connec.ons.  

Thus  

•  The  PLE  is  an  environment  for  a  person  to  manage  knowledge  (whatever  that  means)  

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PLE  as  Knowledge  Management  

Image: http://halfanhour.blogspot.com/2006/10/ple-diagram.html

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gRSShopper  

•  A  tool  for  managing  connec.ons  •  Used  in  Connec.vism  course  

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PLEs  in  a  Network  

PLEs  are  envisioned  as  working  as  a  network  

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Social  Networks  

Image: http://www.mguhlin.org/2009/12/rethinking-blogging-social.html Image: http://www.relenet.com/

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Social  Learning  

•  The  next  step  in  such  a  discussion  is  usually  to  describe  a  theory  of  social  learning,  depic.ng  learning  as  an  external  process  (or  set  of  processes)  

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Some  Forms  of  Social  Learning  

•  Behaviourism  /  Instruc.vism  •  Interac.on  &  Interac.on  Theory  (Moore)  

•  Social  Construc.vism  (Vygotsky)  

•  Problem-­‐Based  Learning  (Johnasson)  

Image: http://ibis.tau.ac.il/twiki/bin/view/Zoology/Lotem/MyResearch

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Aspects  of  Social  Learning  

•  Externally-­‐Based  Defini.ons  – Learning  objec.ves,  Body  of  Knowledge  

•  Externally-­‐Based  Processes  – Learning  ac.vi.es,  Processes  and  conversa.ons  –  Interac.on  and  communica.on  

•  External  Systems  – Classes,  networks,  groups,  collabora.on  

•  External  Evalua.on  

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Personal  vs  Social    

Social  knowledge  is  not  personal  knowledge  

•  Personal  Knowledge  management  =  Learning  

•  Social  Knowledge  Management  =  Research  

 The  product  of  the  educa.onal  system  is  not  a  social  outcome  (knowledge,  skill,  problem,  community)  but  a  personal  outcome  

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Personal  Knowledge  

 Personal  knowledge  consists  of  neural  connec.ons,  not  social  connec.ons  

We are using one of these

To create one of these

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Learning  Outcomes  

Simple  vs  complex  –  text  vs  network  

“Paris is the capital of France”

vs

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Learning  Outcomes  (2)  

It’s  the  difference  between:  •  ‘Knowing’  that  ‘Paris  is  the  capital  of  France’  or  even  some  sort  of  ‘knowing  how’  (these  are  external  defini.ons  of  this  knowledge)  and  

•  What  it  feels  like  to  have  geographical  knowledge;  what  it  feels  like  to  be  a  speaker  of  a  language  

Learning a discipline is a total state and not a collection of specific states

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Learning  Outcomes  (3)  

•  Learning  a  discipline  is  a  total  state  and  not  a  collec.on  of  specific  states  

•  It  is  obtained  through  immersion  in  an  environment  rather  than  acquisi.on  of  par.cular  en..es  

•  It  is  expressed  func.onally  (can  you  perform  ‘as  a  geographer’?)  rather  than  cogni.vely  (can  you  state  ‘geography  facts’  or  do  ‘geography  tasks’?)  

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Learning  Outcomes  (4)  

 There  are  not  specific  bits  of  knowledge  or  competencies,  but  rather,  personal  capaci.es  

We recognize this

By perfomance in this

(more on this later)

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Shared  Understandings  

•  Interac.vity  vs  commonality  •  Communica.on  is  not  this:  

Image: http://faculty.evansville.edu/dt4/301/Dialogue.html Image: http://www.answers.com/topic/communication

This is not biologically or physically possible!

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Communica.on  

•  Communica.on  is  more  like  this:  

Syntax

Semantics

Semantics

Context

Context

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Coopera.on  vs  Collabora.on  

•  Groups  vs  Networks  •  Collabora.on  assumes  (the  fic.on)  that  we  share  goals,  objec.ves,  methods,  etc.  

•  But  these  are  seman(c  proper.es,  and  hence  irreducibly  individual  and  complex  

•  Coopera.on  assumes  only  the  interac.on  at  the  point  of  interac.vity  –  a  syntax  of  words,  objects,  ar.facts,  but  personal  goals,  objec.ves,  methods,  etc  

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Social  Construc.on  

•  Social  construc.on  is  at  best  the  collabora.ve  crea.on  of  social  ar.facts  (such  as  naming  conven.ons)  

•  It  can  be:  – Process  driven  – Results  oriented  – Consensus-­‐based  – Delibera.ve  – Mechanical  

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Personal  Knowledge  

•  Is  not  ‘constructed’  •  You  do  not  ‘make  meaning’  for  yourself  

•  It  is  a  maher  of  organic  growth  

(Totally not what personal knowledge is)

This is important because it means that developing personal knowledge is more like exercising than like inputting, absorbing or remembering

(How do I know this? Research on how neural networks grow, develop)

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PLE  as  Exercise  Machine  

•  A  PLE  is  a  tool  intended  to  immerse  yourself  into  the  workings  of  a  community  

•  Once  immersed,  you  then  prac(ce  being  one  of  the  people  characteris.c  of  the  community  – For  example,  you  would  learn  philosophy  by  prac.cing  ‘being  a  philosopher’  in  a  philosophical  community  

•  Your  personal  growth  develops  as  a  consequence  of  the  interac.ons  with  that  community  

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Construc.onism  

•  “the  idea  of  manipula.ve  materials  to  the  idea  that  learning  is  most  effec.ve  when  part  of  an  ac.vity  the  learner  experiences  as  construc.ng  a  meaningful  product.”  

•  “a  philosophy  of  educa.on  in  which  children  learn  by  doing  and  making  in  a  public,  guided,  collabora.ve  process  including  feedback  from  peers,  not  just  from  teachers.”  

http://en.wikipedia.org/wiki/Constructionism_%28learning_theory%29

http://wiki.laptop.org/go/Constructionist

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Construc.onism  (2)  

Image: http://eurologo.web.elte.hu/lectures/valente.htm

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Freire  

•  “Students,  as  they  are  increasingly  posed  with  problems  rela.ng  to  themselves  in  the  world  and  with  the  world,  will  feel  increasingly  challenged  and  obliged  to  respond  to  that  challenge…  Their  response  to  the  challenge  evokes  new  challenges,  followed  by  new  understandings;  and  gradually  the  students  come  to  regard  themselves  as  commihed.”  

http://www.marxists.org/subject/education/freire/pedagogy/ch02.htm

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The  Learning  in  PLE  

•  The  learning  in  a  PLE  is  about  developing  capaci(es  (not  compentencies,  skills,  etc.)  

•  The  outcome  of  personal  learning  is  engendered  through  empowerment  (vs  engagement,  etc)  

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Network  Learning  

•  Science  as  language,  learning  as  conversa.on,  knowledge  as  inference  

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A  Frame  For  Cri.cal  Literacy  

Syntax   Cogni.on  

Seman.cs   Context  

Pragma.cs   Change  

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Syntax

Forms:  archetypes?  Platonic  ideals?  Rules:  grammar  =  logical  syntax  Opera.ons:  procedures,  motor  skills  Paherns:  regulari.es,  subs.tu.vity  (eggcorns,  tropes)  Similari.es:  Tversky  -­‐  proper.es,  etc

Not just rules and grammar

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Semantics

-­‐  Sense  and  reference  (connota.on  and  denota.on)  -­‐  Interpreta.on  (Eg.  In  probability,  Carnap  -­‐  logical  space;  Reichenbach  -­‐  frequency;  Ramsey  -­‐  wagering  /  strength  of  belief)  -­‐  Forms  of  associa.on:  Hebbian,  con.guity,  back-­‐prop,  Boltzmann    -­‐  Decisions  and  decision  theory:  vo.ng  /  consensus  /  emergence  

theories  of  truth  /  meaning  /  purpose  /  goal

hhp://www.cs.cmu.edu/~tom7/csnotes/fall02/seman.cs.gif    

Seman.cs  

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Pragmatics

•   Speech  acts  (J.L.  Aus.n,  Searle)  asser.ves,  direc.ves,  commissives,  expressives,  declara.ons  (but  also  -­‐  harmful  acts,  harassment,  etc)  •   Interroga.on  (Heidegger)  and  presupposi.on  •   Meaning  (Wihgenstein  -­‐  meaning  is  use)  

use,  ac.ons,  impact

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Cognition

•   descrip.on  -­‐  X  (definite  descrip.on,  allegory,  metaphor)  

•   defini.on  -­‐  X  is  Y  (ostensive,  lexical,  logical  (necess.  &  suff  conds),  family  resemblance  -­‐  but  also,  iden.ty,  personal  iden.ty,  etc  

•   argument  -­‐  X  therefore  Y  -­‐  induc.ve,  deduc.ve,  abduc.ve  (but  also:  modal,  probability  (Bayesian),  deon.c  (obliga.ons),  doxas.c  (belief),  etc.)  

•   explana.on  -­‐  X  because  of  Y  (causal,  sta.s.cal,  chao.c/emergent)  

reasoning,  inference  and  explana.on

hhp://www.mkbergman.com/category/descrip.on-­‐logics/    

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Context

-­‐  explana.on  (Hanson,  van  Fraassen,  Heidegger)  -­‐  meaning  (Quine);    tense  -­‐  range  of  possibili.es  -­‐  vocabulary  (Derrida);  ontologies,  logical  space  -­‐   Frames  (Lakoff)  and  worldviews  

placement, environment

hhp://www.occasionbasedmarke.ng.com/what-­‐it-­‐is    

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Change

-­‐   rela.on  and  connec.on:  I  Ching,    logical  rela.on  -­‐   flow:    Hegel  -­‐  historicity,  direc.onality;  McLuhan  -­‐  4  things  -­‐  progression  /  logic  -­‐-­‐  games,  for  example:  quiz&points,  branch-­‐and-­‐tree,  database  -­‐  scheduling  -­‐  .metabling  -­‐  events;  ac.vity  theory  /  LaaN  

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21st Century Skills Languages

The ‘skills’ described by Jenkins and others– performance, simulation, appropriation, etc - are actually languages and should be understood in terms of these six dimensions

http://spotlight.macfound.org/btr/entry/new_media_literacies/

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PLE  Pedagogy  

•  The  six  frames  are  the  elements  of  language  used  to  communicate  bwteen  individuals  in  a  community  

•  Learning  in  a  PLE  involves  immersion  in  this  community  and  communica.on  involving  refec(ve  awareness  of  these  six  frames  

•  Pedagogy  in  a  PLE  environment  is  the  modeling  of  these  skills  and  feedback  along  these  frames  

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Stephen  Downes  

http://www.downes.ca