LearningandKnowinginNetworks:ChangingrolesforEducatorsandDesigners GeorgeSiemens PresentedtoITFORUMforDiscussion January27,2008

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TableofContents Abstract......................................................................................................................................................... 3 Introduction .................................................................................................................................................. 4 SituatingtheDiscussion ................................................................................................................................ 4 NetworksEverywhere................................................................................................................................... 5 DrivingChange .............................................................................................................................................. 7 ShiftingShapes:FromHierarchiestoNetworks .............................................................................. 9 TheoriesofLearning ........................................................................................................................ 9 Continuums,notExtremes ............................................................................................................ 12 Understanding ............................................................................................................................... 13 OverlayingorTransformation?...................................................................................................... 14 MetaphorsofEducators ............................................................................................................................. 15 TeacherasMasterArtist................................................................................................................ 15 TeacherasNetworkAdministrator................................................................................................ 16 TeacherasConcierge ..................................................................................................................... 16 TeacherasCurator......................................................................................................................... 17 TheInstructivistConstructivist? .................................................................................................... 17 RoleofInstructionalDesigners ................................................................................................................... 18 OpenEducation ............................................................................................................................. 18 WhatBecomesoftheInstructionalDesigner? .............................................................................. 18 WorksCited................................................................................................................................................. 20 GeorgeSiemens Page2

Abstract Currentdevelopmentswithtechnologyandsocialsoftwarearesignificantlyaltering:(a)howlearners accessinformationandknowledge,and(b)howlearnersdialoguewiththeinstructorandeachother. Bothofthesedomains(accessandinteraction)havepreviouslybeenlargelyunderthecontrolofthe teacherorinstructor.Classroomwallsareincreasinglypermeable.GoogleScholar,Scopus,andopen accessjournalsofferincreasedaccesstoacademicresources;anextensiontomoreinformalapproaches suchasregularinternetsearchandWikipedia.Socialsoftware(blogs,wikis,socialbookmarking,instant messaging,Skype,Ning)provideopportunitiesforlearnerstocreate,dialogueabout,anddisseminate information.Butwhatbecomesoftheteacher?Howdothepracticesoftheeducatorchangein networkedenvironments,whereinformationisreadilyaccessible?Howdowedesignlearningwhen learnersmayadoptmultiplepathsandapproachestocontentandcurriculum?Howcanweachieve centralizedlearningaimsindecentralizedenvironments?Thispaperwillexploretheshiftingroleof educatorsinnetworkedlearning,withparticularemphasisoncuratorial,atelier,concierge,and networkedrolesofeducators,inordertoassistlearnersinformingdiversepersonallearningnetworks fordeepunderstandingofcomplexfields.

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Introduction Concernrunshighabouttheabilityoftodayseducationsystemtomeetthegrowingchallengesof globalcompetition.NationalScienceFoundation(Hill,Rapoport,Lehming,&Bell,2007)detailsthe declineoftheabsolutenumberofscienceandengineeringarticlesbyAmericanbasedauthorsthough theglobalshifttocollaborationacrossgeographicalboundariesisacknowledged(p.24).Fearmongering andbuzzwordsmeetintheNationalAcademyofSciencespublicationofIsAmericaFallingoftheFlat Earth?(Augustine,2007).Theblamefordiminishedglobalcompetitivenessfallsatthefeetofeducators (bothsecondaryandpostsecondary).Arecentreport(NationalCenteronEducationandtheEconomy, 2007)statesthatoureducationandtrainingsystemswerebuiltforanotherera(p.8).Others(Jenkins, Healey,&Zetter,2007)suggestareformulationofuniversitiesisrequiredtoaddressissuesof supercomplexity(p.12).Dede,Korte,Nelson,Valdez,andWard(2005)placeasimilaremphasison educationasoneoftwokeystonesofadvancingprosperityandqualityoflife(p.55)theotherbeing investmentininformationtechnologies. Thecallforacademicreform,drivenbygrowingfearsoflackofcompetitivenessandinnovationina globaleconomy,hasreachedanalmostfeveredpitch.PeterSchrag(2007)suggestsakeyproblemis Americansocietysillogicalperceptionofexpectingschoolstosolveeveryculturalandeconomic problem(p.44).Formost,theteacher,lecturer,instructor,andprofessortakeacentralpositioninthe ongoingdiscussiononhowtofixeducation,butasdetailedbyTheAssociationofUniversitiesand CollegesofCanada(2007),risingexpectationsoffacultyaremetwithlimitsontheextenttowhich facultycancopewiththeseamplifiedpressures(p.30).Inordertoaddresstheexpectationof educationsroleinfosteringinnovationandpreparinglearnersfortomorrow,weareforcedusto reconsidertherolesoffacultymembers. SituatingtheDiscussion Thispaperisintendedtofosterdiscussionontheroleofaneducatorinaworldincreasinglydefinedby networkedstructure.Whilethebodyofresearchbuildsinhownetworksfunctionandhowinformation flowsinnetworks,theattentiongiventothespecificrolesofeducatorandinstructionaldesignerhasnot receivedmuchattention.Assuch,thoughtsexpressedherearebestseenattheconceptuallevelofthis simpletaxonomy:

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1. Conceptualizationexplorationoftheories,ideas,concepts,brainstorming,andquestioningthe boundariesofwhatcurrentlyexists. 2. Experimentationnarrowingthefocusoftheoutcomesoftheconceptualstage,theformation ofaresearchfocus,andtheactiveexperimentationandevaluationofdifferentideasand approaches. 3. Implementationbroadscaleadoptionbasedonprevioustwolevels,emphasizingthe understandinggainedthroughexperimentation. Ourfocushereisontheconceptuallevel,withtheintentofexploringhowmanyofthemostsignificant changeswithinsocietytodaymightinfluenceorchangetheroleofeducatorsand,asaconsequence,the roleofinstructionaldesigners.Inorderforideastomovetoimplementation,activeresearchis obviouslyrequiredtoevaluatethevalueoftheconceptspresentedhere. NetworksEverywhere.... ThepopularizationoftheWorldWideWebasamediumforcommerce,communication,information sharing,andeducationhasraisedtheprofileofnetworksasameansofhumanorganization.Research fromfieldsasdiverseassociology(Granovetter,1973;Watts,2003;Wellman,1999),physics(Barabsi, 2002),economics(Beinhocker,2006),informationandknowledge(Benkler,2006),andorganizational effectiveness(Stephenson,2002)suggestthatnetworksfundamentallyalterthehierarchicalstructure foundinmanytraditionalinstitutions.Academicjournalsreflectexponentialgrowthinfocusoncomplex networksinsociology(Borgatti&Foster,2003),aswellasmathematics,physics,chemistry,andother fields(Scharnhorst,2003).Numerousuniversitiesandcorporationsnowsupportresearchcentres focusedonevaluatingthenatureandimpactofnetworks(ValueNetworkClusters,2008).Thegrowthof interestin,andresearchon,networksasorganizationalmodelsforallaspectsofsocietyissignificant. ThedevelopmentoftheparticipativeWeb(OrganizationforEconomicCooperationandDevelopment [OECD],2007)addsapracticalframeworktothecommunicationandcontentcreationopportunitiesof networksthathavecapturedtheinterestofmanyacademics.Whenthetoolstoproduceinformation arereadilyavailabletoanymemberofsociety,thequestionofwhoisanexpertmayyieldentirely differentresponsesthaninmorehierarchical,structurederas.Consider,forexample,Googlesgrowth asatoolforseekinginformation.Isanexpert,intheeyesofasearcherusingGoogle,someonewithan establishedrecordofresearchandcontributionstoafield,orisanexpertthepersonwhoappearson thefirstfewpagesofawebsearch? GeorgeSiemens Page5

Concernsofauthorityandtrustarenotyetfullyunderstood.Whatisincreasinglycommon,however,is theuseofparticipativetechnologiesforcommunicationandcollaboration.Thetoolsundertheumbrella oftheparticipativeWebincludeblogs,wikis,podcasts,socialbookmarking,YouTube,andvirtualworlds (suchasSecondLife).Whenusedprimarilyforsocialmeans(i.e.,stayingintouchwithfriendsor collaboratingonaproject),fewwouldarguetheireffectiveness.Yet,ashasbeenevidencedthroughthe developmentofWikipedia,whenparticipativetoolsareusedtoduplicatetheacademicfunctionsof peerreviewandformalpublication,theauthorityandauthenticityoftheresultinginformationis potentiallysuspect. Recentreportsandnationalsurveyshighlighttheneedtorethinkformaleducationsmethodsandtools, inordertoincreaseitsrelevanceinsociety(CanadianCouncilonLearning,2006,p.iv)andfostergreater levelsofstudentengagement(NationalSurveyofStudentEngagement,2007).Forexample,OECD (2007),EDUCAUSECenterforAppliedResearch(Salaway&BorresonCaruso,2007),Boase,Horrigan, Wellman,andRainie(2006),andDuttonandHelsper(2007)reportincreasedadoptionofmobile phones,socialbookmarking,computers,Internetconnectivity,andInternetaccessforteachingand learning.Similarly,learnersuseanarrayoftoolstosocialize,gatherinformation,collaborate,andplay (NewMediaConsortium,2007).Theyuselearningtechnologiesinsurprisinglysophisticatedwaysfor findingandsynthesizinginformationandintegratingacrossmultiplesourcesofdata(Conole,deLaat, Dillon,&Darby,2006,p.5). Yeteventhoughlearnersembracetechnologyandinstitutionsareexperimentingwithpotential responses,thereexistconcernsthatthey(thelearners)donotpossesstheskillstocompeteinaglobal economy(Augustine,2007,pp.2526).Skillsneededfortomorrowssocietyhavebeendetailedbythe AmericanLibraryAssociation(2000)asinformationliteracyskills,thatis,theabilitytoworkwithand functioninhighvolumeinformationenvironments.HenryJenkins(2006)suggeststhattherequisitenew skillsgobeyondmanaginginformationandincludeformingnetworksandcollaborating(p.6). Partnershipfor21stCenturySkills(2004)focusesondevelopingsimilarskillsattheK12level. Studentsenteringhighereducationtoday,researchersnote,possessadifferentviewoftechnologydue tolifelongimmersioninadigital,mediarich,andnetworkedworld.Theselearnersareoftendescribed asmillennials(Oblinger&Oblinger,2004).Millenniallearners,duetotheirdigitallifestyles(Dede,2005), haveexpectationsofeducationasaparticipative,engaging,andactiveenvironment.Inordertomeet theneedsandexpectationsoftheselearners,OblingerandOblingerandDedesuggestthateducators adopttoolsandapproachestoteachingandlearningthatreflecttheexperiencesandcommunication GeorgeSiemens Page6

habitsofmillennials.Thesetoolsincludeblogs,wikis,socialnetworking,podcasts,onlinevideo,and virtualworlds. Agrowingdisconnectinthetoolsandmethodsofclassroomactivityandthoseofyouthcultureand largersocietyisevident.Lenhart,Madden,Rankin,Macgill,andSmith(2007)reportthat93%of teenagersareonlineandthattheirInternetuseisgrowing(p.2).TheNationalSchoolBoards Association(2007)reportsthat96%ofstudentshaveusedsocialtechnology,with71%reportingweekly useofsocialnetworkingtools.Eveninformallearning,studentsusecommunicationtechnologies extensivelytosupporttheirlearningactivities(Conoleetal.,2006,p.48).EDUCAUSECenterforApplied Researchsresearchindicatesundergraduatelearnersspendanaverageof18hoursperweekinonline activities(Salaway&BorresonCaruso,2007,p.40).Thegrowingprominenceofnetworkedtechnologies forformalandinformallearningsuggestssubstantialpressuresforeducationinstitutionstoadapttheir modelstobettersuittheinterestsanddigitalliteracyskillsofagrowingpercentageofthelearner population1. Therapidgrowthofknowledgeandinformationaddsincreasingcomplexitytothegrowthoftechnology inlearning.Anumberofstudies(Friedlander,2003;Gantzetal.,2007;UniversityofCaliforniaat Berkeley,2003)indicateinformationgrowthisexceedingthecapacityofbothpeopleandorganizations tomanageandmakesenseoftheabundance.Boyack(2004),forinstance,statesthatincreased informationgrowthhasledtodilutionandsetinmotiontherequirementfornewwaysofsiftingand managinginformation(p.5192).Whilereportsvarydramaticallyaboutthepaceglobalinformation growth,individualsandorganizationsalikearefacedwiththechallengeofstayinginformedinclimates ofextremechange.Thechangepressureswithinsociety(millenniallearners,informationgrowth, advancingtechnologies)areincreasinglybeingconfrontedwithineducation,suggestingtheneedfor researchontoolsandrequirededucationalapproachesinordertomeetlearnersneeds. DrivingChange The2006SpellingsReportoffersacritiqueofcurrentdirectionsinhighereducation:thesectorspast attainmentshaveledournation[US]tounwarrantedcomplacencyaboutitsfuture(p.ix).Thereport suggestsstudentsareadoptingacafeteriaapproachtoeducation,takingcoursesfromnumerous
Whilecurrentliteraturedefinesdigitalskillsbasedonage(i.e.nativesvs.Immigrantlanguage),researchneedsto beconductedtoexploreiftheuseofnetworktechnologiesisasclearlydemarcatedbyageasiscommonly assumed.
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institutions(p.xi).Todate,postsecondaryinstitutionshavenotembracedopportunitiesfor innovation,fromnewmethodsofteachingandcontentdeliverytotechnologicaladvancestomeeting theincreaseddemandforlifelonglearning(p.16).Nevertheless,theemergingnewlandscape requiresinstitutionstoinnovateinordertocontinuetoservelearners(p.xi). Criticismofeducationsperceivedfailingfalllargelyonitsstructure.Forinstance,theNationalCenteron EducationandEconomy(2007)articulatestheuneasearoundeducationalinnovationwhenitasserts thatthecoreproblemisthatoureducationandtrainingsystemswerebuiltforanotherera(p.8).The NationalLeadershipCouncilforLiberalEducation&AmericasPromise(2007)recognizesthedizzying paceofchangeandtheunabatedprospectsforsocialandenvironmentaldisruption(p.23)and emphasizestheneedtoalignteachingandlearningwiththerealitiesofthenewglobalcentury(p.19). Otherscontendthateducationsrootsasfactoryschoolmodel(Toffler&Toffler,2006,p.359)areno longercapableofmeetingtheneedsoftodayssociety.BillGates,formerMicrosoftCEO,morebluntly declaresthathighschoolsevenwhentheyreworking[exactly]asdesignedcannotteachallourkids whattheyneedtoknowtoday(Summit,2005,8).Thecallsforeducationalreformappealto systemicchangefromhierarchicalcontroltoflexibleandadaptivenetworkedmodels. SincetheInternethasgainedprominence,membersofsocietyhavedifferentinteractionswitheach other(basedonsocial,networkedtechnologies)andwithinformation(basedonblogs,wikis,podcasts, andusergeneratedcontent).Thedifficultyforeducatorsinvolvesusingthetoolsandmannerof dialogueandcommunicationmostcomfortabletolearnerstoday,whiledevelopingnewskillsinlearners (AmericanLibraryAssociation,2000;Jenkins,2006;Partnershipfor21stCenturySkills,2004)and continuingtofunctionasthetraditionalchangeagent,transformingbothlearnerandsociety.Through theuseoftoolsandtechnologiesfamiliartolearners,educatorsmaybeabletofosterhighlevelsof learnerengagementrequiredforeffectivelearning(NationalSurveyofStudentEngagement,2007, pp.78). Inadditiontodiscussionaboutusingthetoolsmostfamiliartolearners(i.e.participativeWeb),thecore contentofeducationisunderscrutinyaswell.HarvardUniversitys(2007)newcurricularemphasisfor skillsandmindsetsrequiredoflearners:civicengagement,responsivenesstochange,conceptualization oflearnerareproductofandparticipantsintradition,andethicaldimensionsofactions,reflectsthe challengesoftraditionalinstitutionsinadjustingteachingcontentemphasis,whileretaininga transformativeinfluence.

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ShiftingShapes:FromHierarchiestoNetworks Networks,asmodelsoforganizingeducation,arepartofalargergeneralshift,beginninginthesecond halfofthe20thcentury,awayfromindividualist,essentialist,andatomisticexplanationstomore relational,contextual,andsystemicunderstandings(Borgatti&Foster,2003).Baumeister(2005)states thatnetworkingishavinganimpactonallaspectsofuniversitylife(Networkingsection,7). Networks,whilegenerallyassociatedwiththedevelopmentoftheInternet,havelongservedavitalrole inthemanagementofandfunctioningincomplexinformationenvironments(Wright,2007,p.9). Viewingnetworksasstructuralmodelsforeducationandlearningiscertainlynotnew.Alreadyin1970, IvanIllichsuggestedlearningwebs,sowecanprovidethelearnerwithnewlinkstotheworldinstead ofcontinuingtofunnelalleducationalprogramsthroughtheteacher(p.73). TheoriesofLearning Astheoriesoflearningsharemanyattributesandnewonesbuildprogressivelyonpreviousones,any considerationoflearningrequiresareviewofexistingtheories.Driscoll(2000,pp.1417)categorizes learningintothreebroadepistemologicalframeworks: Objectivismstatesthatrealityisexternalandobjective,andthatknowledgeisgainedthrough experiences. Pragmatismstatesthatrealityisprovisional,andknowledgeisnegotiatedthroughexperience andthinking. Interpretivismstatesthatrealityisinternal,andknowledgeisconstructed.

Theseepistemologiesinturnformthefoundationofthemostcommontheoriesoflearning: 1. Behaviourism,whichassertsthatlearningisablackboxactivity,inthatwedonotknowwhat occursinsidethelearner,focusesitseffortsonmanagingexternal,observablebehaviours,and findsmuchofitsexistenceinobjectivism. 2. Cognitivism,whichspansacontinuumfromlearningasinformationprocessing(acomputer model)atoneend,tolearningasreasoningandthinkingontheother,findsmuchofitsidentity inpragmatism.

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3. Constructivism,whichcoversabroadspectrumofresearchoverlappingwithcognitivism, contendsthatlearninginvolveseachindividuallearnermakingsenseandconstructing knowledgewithinhisorherowncontext;itfindsitsfoundationininterpretivism. Tothethreefoldviewofepistemology,StephenDownes(2006)addsafourth:theviewofknowledgeas composedofconnectionsandnetworkedentities.Theconceptofemergent,connected,andadaptive knowledgeprovidestheepistemologicalframeworkforconnectivism(Siemens,2005)asalearning theory.Connectivismpositsthatknowledgeisdistributedacrossnetworksandtheactoflearningis largelyoneofformingadiversenetworkofconnectionsandrecognizingattendantpatterns(Siemens, 2006).AsCronon(1998)states,Morethananythingelse,beinganeducatedpersonmeansbeingable toseeconnectionssoastobeabletomakesenseoftheworldandactwithinitincreativeways(14). Mergels(1998)emphasisonErtmersandNewbysfivedefinitivequestionstodistinguishlearning theory(DistinguishingOneLearningsection,1)providesaframeworktoorganizetheabovecited theories: 1. Howdoeslearningoccur? 2. Whatfactorsinfluencelearning? 3. Whatistheroleofmemory? 4. Howdoestransferoccur? 5. Whattypesoflearningarebestexplainedbythistheory?(2) Table1indicateshowdifferenttheoriesoflearningrelatebasedonErmersandNewbysquestions.

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Table1.LearningTheories

Property Howlearning occurs

Behaviourism Blackbox observable behaviourmain focus

Cognitivism Structured, computational

Constructivism Social,meaning createdbyeach learner (personal)

Connectivism Distributed withina network,social, technologically enhanced, recognizingand interpreting patterns Diversityof network, strengthofties Adaptive patterns, representativeof currentstate, existingin networks

Influencing factors

Natureof reward, punishment, stimuli Memoryisthe hardwiringof repeated experiences wherereward andpunishment aremost influential Stimulus, response

Existingschema, previous experiences

Engagement, participation, social,cultural

Roleofmemory

Encoding, Priorknowledge storage,retrieval remixedto currentcontext

Howtransfer occurs

Duplicating knowledge constructsof knower Reasoning,clear objectives, problemsolving

Socialization

Connectingto (adding)nodes

Typesoflearning Taskbased bestexplained learning

Social,vague (illdefined)

Complex learning,rapid changingcore, diverse knowledge sources

Thenotionofanewtheoryforlearningbasedonnetworkstructures,complexchanging environments,anddistributedcognitionhasdrawncriticism.PlnVerhagen(2006),inhiscritiqueof connectivism,specificallyarguesfortheineffectivenessofatheorybasedonunsubstantiated philosophising(14).BillKerr(2007)postulatesthatconnectivismisanunnecessarytheory,forinhis GeorgeSiemens Page11

opinion,existingtheoriessatisfactorilyaddresstheneedsoflearningintodaystechnologically, connectedage.CurtisBonk(personalcommunication,September11,2007)questionswhether connectivismisbestseenasalearningtheoryinthetraditionalsensepsycholog[ical]learningtheory lineageorbelongsinasociological,oranthropological,conceptionoflearning.Yetdespitedetractors, proponentsofconnectivism,andmoregenerallynetworkedlearning,areexploringamodeloflearning thatreflectsthenetworklikestructureevidentinonlineinteractionsasevidencedbyUniversityof Manitobas2007OnlineConnectivismConferenceattendanceanddiscussion,aswellasthemultiple conferencesandresearchcentresfocusedonnetworkedlearningpreviouslydiscussed. Continuums,notExtremes Thechangingroleofeducatorsinclassroomshasbeenemphasizedbynumeroustheoristsandactivists, includingDewey(1997),Freire(1970),andIllich(1970).Theseandotheradvocatesofproblembased, discoveryandcooperativeapproachestolearningsuggesttraditionallecturebasedlearningis ineffective.Papert(1991),forinstance,indevelopinghistheoryofconstructionism,emphasizedthe needforactionandconstructioninlearning.Likemindedtheoristsemphasizeatransitionfrom instructorcontroltolearnercontrolofclassroomandlearningactivity,aneducationalshiftthatPapert (n.d.)framedasamovefrominstructionismtoconstructionism2,thatis,fromteachingtolearning.De JaegherandDiPaolo(2007)promoteaconceptofparticipatorysensemakingwhereindividualsinform andareinformedbyinteractionwithinnewdomains,allowingeachtoexceedtheirownlimitations. OsbergandBiesta(2008)takeaslightlydifferentstancewithemergentcurriculumsuggestingthat meaningisnotsomethingonecaneverhave(p.13)andevensubjectivityitselfistiedtoemergence. ArecentpaperbyKirschner,Sweller,andClark(2006),questioningthetenetsofconstructivistand problembasedlearning,highlightstheunsettlednessofthedebateoninstructorversuslearnercontrol inlearningactivities.Theyarguethattheconstructivistviewsoflearningareaccurate,butthe instructionalapproachessuggestedbyconstructivistsarenotnecessarilyeffective(p.78).Of particularconcernfortheauthorsofthepaperisthedegreeofinstructor(orexpert)presenceduring thelearningprocess.Theyassertthatminimalguidanceisnotaseffectiveasguidedinstruction,dueto differentapproachesevidentinhowexpertsfunction(epistemology)inadomainandhowlearnersbest learn(pedagogy).In1987,theHarvardSmithsonianCenterforAstrophysicsrevealedalackof
WhileadifferenceexistsbetweenconstructivismasdefinedbyPiagetandconstructionismasexpressedby Papert,thebalanceofthepaperwillfocuslargelyignorethosedifferencesandusetheslightlylesscumbersome termsinstructivistandconstructivist.
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understandingofbasicscienceconceptssuchasthereasonforchangingseasonsinuniversity graduates.Learners,accordingtotheirresearch,oftenlabourundermisconceptions.Withoutthe directinterventionofanexpert,learnerscreatetheirownprivateuniversetoexplaincomplex phenomena,suchasthechangingseasonsandcyclesofthemoon. Thekeyquestion,however,iswhetherlearningbestoccursthroughminimalguidanceorguided instruction.SugataMitra(2007)conductedanexperimentinIndia(nowcommonlyknownasthehole inthewall),inwhichheplacedacomputerwithanInternetconnectioninawallfacingaghetto. Withindayschildrenaged612,withminimaleducationandlimitedunderstandingofEnglish,wereable tobrowsetheWebandperformothertaskssuchasdrawingonthecomputer.Theselftaught, minimallyguidednatureoftheexperimentledMitratoconcludethatchildrendonotrequiredirect instructiontoacquirebasiccomputerliteracyskills.ResearchbyDarkenandSibert(1996)on wayfinding(1)exploresasimilarthemeoflearnerincontrolapproachtolearning;theyexamined howparticipantsinlargevirtualworldsorientthemselvesintheirenvironmentsinordertoaccomplish certaintasksorarriveatcertainlocations.Withwayfinding,environmentalcuesassistlearnersand participantsineffectivelyachievingobjectives.Whetherselfinitiatedandselfdirected,asinMitras research,oraidedbyadvanceconsiderationthroughdesign,asinDarkenandSiberts,itisclearthat manylearningobjectivescanbeachievedwithoutdirectguidance.Inotherinstances,asevidencedby theprivateuniversecreatedbylearnersnotfullyawareofallfactorsinvolvedincomplexphenomenon, aneducatorisrequiredtoclarifymisconceptions. Understanding Therapiddecentralizationanddistributionofmostofsocietyschannelsofcommunication newspapers,television,radio,and,morerecently,andacademicpublishing(Brown,Griffiths,&Rascoff, 2007),raisesconcernsofhowlearnersaretomakesenseofinformationinafieldthatisfragmented anddistributed,ratherthanwellorganizedandcoherent(suchasatraditionaltextbook).Morin(1999) statesthatthemajorresponsibilityofeducationistoarmeverysinglepersonforthevitalcombatfor lucidity(p.12).Freedomforlearnerstocompileandcontributetoresourcesmaynotcontributeto depthofunderstanding,butthecurrentsituationoforganized,structured,andboundededucation suffersanequallysevereproblem: Complexglobalrealitiesareshattered,thehumanisdislocatedandredistributed.Thebiological dimension,includingthebrain,isenclosedinbiologicaldepartments;thepsychological,social, GeorgeSiemens Page13

religious,andeconomicdimensionsareseparatedfromeachotherandrelegatedtosocial sciencedepartments;thesubjective,existential,poeticqualitiesarerestrictedtotheliterature andpoetrydepartments.Andphilosophy,whichbynatureisareflectiononallhuman problems,becomesaselfenclosedrealm.(Morin,p.16) Theblendingofformalandinformal,structuredandunstructured,expertandamateur,isavitaltaskfor educatorsnotsimplytoperpetuateexistingmodelsofeducationortopursueactivistagendas,butto preparelearnersforactiveengagementinaworldnotdefinedbystructuredcauseeffectrelationships, butbyonethatemergesthroughmanifoldinteractionsamongconstitutiveelements(Mason,2008, p.49). OverlayingorTransformation? PaulDavid(1990)detailshowtheinnovationandeffectivenessofnewtechnologieswerehamperedin factoriesduetothechallengesofoverlayingonetechnicalsystemuponapreexistingstratum(p.357). Manyproductivityandsystemicimprovementsofnewertechnologieswerenotrealizedduetothe existingfactorydesign.Forexample,mostfactorieswerebuiltasmultistorystructurestopermitline shaftsandbeltstobeusedforproduction,withthecentralpowersourcelocatedinthebasementor firstfloor.Amainshaftextendedfromthebasementtohigherfloors.Theentireelaboratestructureof shaftsandbeltspoweredthefacility.However,smallsnagsorabrokenbeltcouldforcetheentire systemtohalt.Thephysicalstructurethebuildingwascreatedbasedonthiscentralizedshaft.As electricitygrewinprominentuse,itcouldnotbeoptimallydeployed,asitwasusedinitiallytopower theexistingmainshaftnewtechnologyintheserviceofpreviousconstraints.Innovationand economicseventuallydecoupledthefactoryfromagroupdrivetoanindividualdrive.Factoriescould thenberedesignedassinglestorystructures,resultingincostsavingsandincreasedproductivity(p. 358). Educationfacesanequallyfrustratingchallengeofoverlayingnewopportunitiesontopoflimitations thatnolongerexist.Physicalclassroomsandcampusesaredesignedwiththeassumptionofacentral instructororteacherpoweringthelearningexperience.Thepreviouslimitationsofgeographystill influenceteachingandlearningtoday.Whileitisnolongernecessarytorequireaoneinstructorto30 (orsometimesmanymore)studentsrelationship,thedesignofclassroomsanduniversitycontinuesto perpetuatethismodel.Ongoingdevelopmentofcommunicationtechnologies(email,Skype,instant messaging)anddigitizationofcurricularresourcescreatesnewopportunitiesforlearners.Learningcan GeorgeSiemens Page14

nowbeincreasinglyautonomousandselfdirected(Annand,2007,2).Shiftingcontrolofthe parametersofconversationandaccesstolearningmaterialsfromeducatortolearnerwouldinfluences therolesofeach. MetaphorsofEducators Theroleoftheeducatorandtheprocessofinstructionhavebeenunderpressuretochangeforovera century(Egan,2002,p.383).Whilecampsoftenclashoverprinciplesofguidedinstructionversus minimalguidance,orinstructivismversusconstructivism,thenuancedandcomplexnatureoflearning suggestseachapproachmayhavevalueindifferentcontexts.Asparticipativetoolsgrowinpopularity, theautonomyoflearnersandtheircontroloveraccesstoinformationcontinuestoincrease.Several educatorshaveputforwardmodelsofeducatorandlearnerrolesandinteractioninatechnologically enabledera;theseincludeJohnSeelyBrowns(2006)notionofstudiooratelierlearning,Clarence Fishers(n.d.)notionofeducatorasnetworkadministrator,CurtisBonks(2007)notionofeducatoras concierge,andmyownnotionofeducatorascurator. EducatorasMasterArtist JohnSeelyBrown(2006)drawsinspirationforhisateliermodeloflearningfromartistsandarchitects, anddescribeslearningasenculturationintoapractice(p.4).Anartstudioisgenerallyanopenspace wherestudentscreatetheirpaintings,sculptures,andotherartformsinfullviewoffellowartists.The masteristhenabletoobservetheactivitiesofallstudentsandcandrawattentiontoinnovative approaches.Studentsarenotlimitedtolearningbasedsolelyontheexpertiseoftheinstructor.The activitiesofallstudentscanservetoguide,direct,andinfluencetheworkofeachindividual.Blogsare particularlyamenabletotheatelierviewoflearning.Forexample,aclassoncreativewriting,inwhich studentspoststheirworkintheirownblog,permitstheeducatortohighlightandcommenton exceptionalinstancesofwriting.Studentsareabletoreadeachothersworkandgaininsightfromboth instructorandfellowstudents.Expertiseisstillpresent;nottodirectlearnerstoanintendedtarget,but toinformandofferperspectiveshiftsbasedontheworkofthemastersfromgenerationspastaswellas emergingformsofart(orarchitecture).
EgancritiquesthehistoryofprogressiveeducationemphasizingSpencer,Dewey,andPiagetasleadingadvocates callingforreformofhowinclassinstructionoccurs,particularlyatthesecondarylevel.Eganisreferencedhereas providingahistoricalaccountofthelongcycleofchangepressureforeducationalreform.Hiscriticalviewsare acknowledgedhereforcontext,buttheintentisnottointeractwithhismainthesis.
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EducatorasNetworkAdministrator ClarenceFisher(n.d.),bloggerandclassroomteacher,suggestsamodelofteacherasnetwork administrator(p.1): Justasourmindisacontinuouslyevolvingsetofconnectionsbetweenconcepts,soour studentsandtheirlearningcanbecomeplacedatthecentreofapersonallearningnetwork whichtheyconstructwithourhelpfortheirmaximumbenefit.Helpingstudentstogaintheskills theyrequiretoconstructthesenetworksforlearning,evaluatetheireffectiveness,andwork withinafluidstructureisamassivechangeinhowthebusinessofclassroomsisusually structured.(p.1) InFishersmodel,aprimarytaskoftheeducatoristoassistlearnersinformingconnectionsandcreating learningnetworks.Theselearningnetworksshouldassistlearnersindevelopingcompetencetomeet theobjectivesoroutcomesofaparticularcourse.Aslearnersencounternewinformationsources,the educatorencouragesthemtocriticallyevaluatethesourcessuitabilityaspartofaholisticand diversifiedlearningnetwork.Gapsinthelearningnetworkareaddressedbybothlearner(selfdirected byactiveparticipationinthenetworkandthroughselfreflection)andeducator(throughevaluating, withthelearner,thenatureandqualityofthelearningnetwork[external]andhowkeyconceptsare relatedandunderstood[conceptual]). EducatorasConcierge CurtisBonk(2007)presentstheeducatorasaconciergedirectinglearnerstoresourcesorlearning opportunitiesthattheymaynotbeawareof.Hestates, Weneedtopushstudentsintothemanylearningpossibilitiesthatareripeforthemnow. Conciergessometimesshowyouthingsyoudidnotknowwereavailableorpossible.Teachersas conciergescandothesamethings.Weneedtohavequickaccesstosuchresources,ofcourse, butasthisoccursincreasinglyaroundtheplanet,sotoowillwesenseashiftfromprescribed learningcheckboxestowardmorelearnerdesignedprogramsofstudy.NowtheWebof Learningoffersthischancetoexploreandallowteacherstobetheirtourguides.(6) Theconciergeservestoprovideaformofsoftguidanceattimesincorporatingtraditionallectures and,inotherinstances,permittinglearnerstoexploreontheirown.

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EducatorasCurator LikeBonk(2007),Isuggestthateducatorsmustassumedualroles:asexpertswithadvancedknowledge ofadomainandguideswhofosterandencouragelearnerexploration.Educatorscreatelearning resourcesthatexposelearnerstothecriticalideas,concepts,andpaperswithinafield.Iamconvinced that acuratorialteacheracknowledgestheautonomyoflearners,yetunderstandsthefrustrationof exploringunknownterritorieswithoutamap.Acuratorisanexpertlearner.Insteadof dispensingknowledge,hecreatesspacesinwhichknowledgecanbecreated,explored,and connected.Whilecuratorsunderstandtheirfieldverywell,theydon'tadheretotraditionalin classteachercentricpowerstructures.Acuratorbalancesthefreedomofindividuallearners withthethoughtfulinterpretationofthesubjectbeingexplored.Whilelearnersarefreeto explore,theyencounterdisplays,concepts,andartifactsrepresentativeofthediscipline.Their freedomtoexploreisunbounded.Butwhentheyengagewithsubjectmatter,thekeyconcepts ofadisciplinearetransparentlyreflectedthroughthecuratorialactionsoftheteacher. (Siemens,2007,9) TheInstructivist/Constructivist? Allfourmodels,then,shareacommonattributeofblendingtheconceptofeducatorexpertisewith learnerconstruction.Keyattributesofinstructivistandconstructivisteducationareaddressedinthe focusonconnectionforminginlearning.Whetherseenasmasterartist,networkadministrator, concierge,orcurator,theestablishedexpertiseoftheeducatorplaysanactiveroleininformingand evaluatingtheactivitiesoflearners.Educationalinstitutionsfaceachallengeofreframingtheir interactionswithlearners.Asdetailedpreviously,rapidinformationgrowth,increasedlearnercontrolof informationcreationanddissemination,andthegrowingrelianceonnetworkmodelstoaddress complexchangesinsocietyaretrendsthatcontinuetoimpactmuchofsociety. TheongoinggrowthoftheInternetforteachingandlearningwilllikelycontinuetoraisenetworksasa prominentmeansofrepresentingknowledgeandthelearningprocess.Thegrowthofnetworksis beginningto,andwillcontinueto,forceareconsiderationofpedagogy4.Manytraditionaluniversities,
Pedagogyisusedhereinitsbroadestconceptualizationtheactofteachingregardlessofage.WhileMalcolm Knowlesuseofthetermandragogyhasvalueforadulteducators,pedagogyispresentedhereinitsmore commonuseamongeducators.
4

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suchasUniversityofManitobasFacultyofEducationandAthabascaUniversitysMasterofDistance Educationprogram,nowoffercoursesfocusedonInternetorNetPedagogy.Theexampleslistedhere willbestservetheirpurposeiftheymagnifythepotentialnatureofeducationinthecurrentclimateof changes.deLaat(2006)highlightsthecurrentpaucityofunderstanding:Moresystematicresearchin theroleandperceivedroleoftheteacherinnetworkedlearningenvironmentswouldbedesirable (p.174).Untilthisresearchisconducted,metaphors,assuggestedabove,whichapproximateorsuggest potentialrolesmayservewellasinterimguidelines. RoleofInstructionalDesigners OpenEducation TheprominenceofmanyopeneducationprojectsMITsOCW,OpenLearn,OpenYale,JohnsHopkins OCW,andothershasthecapacitytochangeeducationglobally.OpenCourseWareConsortium(n.d.) listsover100collaboratingmemberswitheachcommittingtoputtingaminimumof10coursesonline. Otherinitiatives,suchas:(a)iTunesUinitiativesbyBerkeley,Duke,Stanford,andYale,(b)recorded conferencepresentations(conferenceswithinadisciplineoftenrecordkeynotepresentationsorgeneral sites,suchasTedTalksprovidingworldrenownedpresenters);(c)YouTuberecordings(suchasthe StanfordPrisonExperiment);(d)TeacherTube;(e)openaccessjournals;and,additionally,(f)Wikiversity, Curriki,andWikiEducator,offercurriculumandeducationalresourcescreatingaclimatewherecontent isreadilyaccessible.Informationisdistributed,butaccessible. WhatBecomesoftheInstructionalDesigner? Thepreviousconsiderationofmetaphorsofeducatorswaslargelyconceptual.Whileequallyconceptual, therolesofinstructionaldesignersflowfromchangestoteachingandlearning.Availabilityofopen educationresources,increasedcomplexityoftechnologychoices,andongoingdialogueondifferent pedagogicalmodelsallplacesubstantialpressureontheeducator.Itisnotrealistictoexpectsubject matterexpertstobewellversedindifferenttechnologies,pedagogies,andopencontentsources.The criticalroleoftheinstructionaldesigneristobeaneducatortoeducators.Thefourmetaphorsprovided aboveareequallyvalidforinstructionaldesignersastheyworkwithfaculty,designers,andtechnical staff. Translatingthenumerousopeneducationresourcesites,communicationtools,collaborativecontent filteringandcreationoptions,andlearningnetworksintolanguageunderstoodbyeducatorsformthe GeorgeSiemens Page18

coretasksofinstructionaldesigners.Thenumerousactivitiesoftraditionalinstructionaldesign(context evaluation,contentsequencing,fosteringinteraction,etc.)willcontinuetobeimportant,butadditional emphasiswillneedtobeplacedonaddressingknowledgeasexistinginnetworksandlearningas developingandformingdiverse,multifacetednetworks. Conclusion Networkshavealteredmuchofsociety,enablingaccesstocontent,experts,andglobalconnectionswith fellowlearners.Whileexpectationsriseofeducationscentralroleinpreparinglearnerscapableof innovatingsocietyscapacitytocompeteonaglobalscale,uncertaintiesexist.Beforeeducationcanlead inmeetingchallengesrequestedbysociety,itmustfirstrethinkandreconsideritsviewoflearningand knowledge,aswellasitsapproachtoteaching. Whenknowledgeisseenasexistinginnetworks,andlearningasformingandnavigatingthesenetworks, manyexistingaspectsofacademiaaresubjecttochange.First,teachersinteractwithlearnersand contentinadifferentmanner.Theinternethascausedapowershiftinclassrooms,aslearnersnow havegreateraccessinformation,experts,andpeerlearners.Secondly,instructionaldesigners,dueto thedevelopingcomplexityoftoolsandavailabilityofopeneducationresources,playaneducationalrole ofdirectingeducatorstotoolsandresources.Thesetwofoundationalchanges,whilepresentedhereas aconceptualdiscussionandinneedofadditionalexperimentationandevaluation,mayserveaslevers forbroaderchangeswithintheacademy.

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