NMSU College of Extended Learning has integrated the concepts of learning ecosystems, connectivism, and bioteams to establish a framework for integrating course management systems, Web 2.0 tools, and social networks with new learning skills and contexts. The ecosystem model connects pedagogy and practice to tools, enhancing new learning communities. Strategies for implementing, fostering and assessing communities will be shared. Resources at http://newlearningcommunities.pbworks.com/ Persons cited in this presentation are Siemens, Downes, Tittenberger, Gutl, Chang, Thompson, @hollyrae, @suceppib, @retazens, @nmsu, @desertjul, @tektrekker, @phlipper3000, @laurapresently

1. Fostering New Learning Communities, Nurturing Online Learning EcosystemsJune 19, 2009 #sloancsym #nlc San FranciscoSloan C International Symposium on Emerging Technology Applications for Online Learning http://newlearningcommunities.pbworks.com Holly Rae Bemis-Schurtz, M.A. @hollyrae Susan Bussmann, Ph.D. @suceppib New Mexico State University We apply these concepts to foster experiential learning for K-20 educators.

2. Consider … Clarity, focus, perspective, adaptation, evolution

3. Influential Concepts Learning Ecosystems(Gutl & Chang) Connectivism(Siemens & Downes) Bioteaming(Thompson)

4. Overview New Learning Contexts & Skills Learning Ecosystem as a Model Characteristics of New Learning Communities (NLCs) Organizational Biomimicry One to many communications Self organizing, collective leadership Developing NLCs Nurturing & Supporting NLCs Assessing NLCs

7. Scoble’s Social Media Starfish http://www.flickr.com/photos/dbarefoot/1814873464/ The Conversation Prism http://www.briansolis.com/2008/08/introducing-conversation-prism.html Social Media Landscape http://www.fredcavazza.net/2008/06/09/social-media-landscape/

8. What happens to learning in this context? “Our learning and information acquisition is a mashup. We take pieces, add pieces, dialogue, reframe, rethink, connect, and ultimately, we end up with some type of pattern that symbolizes what’s happening ‘out there’ and what it means to us. And that pattern changes daily. G. Siemens and P. Tittenberger. Handbook of emerging technologies for learning, March 2009.

9. Connectivism ‘A learning theory for a digital age’ from George Siemens (@gsiemens) & Stephen Downes (@downes). Influenced by learning theories, social structures, and technologies, such as Affordance of tools Contextual situated learning Social learning theory Epistemological views Embodied cognition New media theory Systems theory Network theory

10. In a nutshell… ‘knowledge and cognition are distributed across networks of people and technology is the process of connecting, growing, and navigating those networks' the knowledge of the network is bigger than any one node Handbook of emerging technologies for learning, March 2009 http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning

11. Learning is forming connections Connectivism(George Siemens & Stephen Downes) Learning is connecting new experiences within our neural, conceptual and social networks Depth and diversity of the connections is what determines understanding Frequency of exposure and integration with other concepts can strengthen understanding Connections can be strong or weak – different networks serve different needs Expertise (the facility of using networks) is what is needed to learn in this new context

12. New Learning Skills G. Siemens and P. Tittenberger. Handbook of emerging technologies for learning, March 2009. “New Learning, New Educators, New Skills”

13. http://en.wikipedia.org/wiki/Soft_skills Created with Wordle - http://www.wordle.net/ Soft Skills

14. Flickr Creative Commons Search for ‘early adopters’ or ‘power users’ Technology Fluency & Adeptness http://www.flickr.com/photos/hbemisschurtz/favorites/

16. in the context of architecture to refer to the user experience of orientation and choosing a path within the built environment

17. the set of architectural and/or design elements that aid orientation.From http://en.wikipedia.org/wiki/Wayfinding

18. Sensemaking Sensemaking is the ability or attempt to make sense of an ambiguous situation. creating situational awareness and understanding in situations of high complexity or uncertainty in order to make decisions. "a motivated, continuous effort to understand connections (which can be among people, places, and events) in order to anticipate their trajectories and act effectively" (Klein et al., 2006a). http://en.wikipedia.org/wiki/Sensemaking Klein, G., Moon, B. and Hoffman, R.F. (2006a). Making sense of sensemaking I: alternative perspectives. IEEE Intelligent Systems, 21(4), 70-73.

19. How do you support the development of personal learning skills?

20. Consider the Ecosystem A network of living and nonliving things Energy and water cycles continuously Producers generate for Primary. Secondary, & Tertiary Consumers Decomposers recycle and compost for a healthy foundation Illustration by Sabine Deviche (ASU) http://askabiologist.asu.edu/research/ecosystems/index.html

21. Learning Ecosystem as a Model Gutl & Chang, 2008 a comprehensive review of the ecosystem model as used to describe highly dynamic learning environments that change organically and often a model to identify perspectives, relationships, approaches and implementations assists in identifying pedagogical, cognitive, social, organizational, and technological aspects

22. Characteristics Open and flexible to allow for student's self direction Support the individual learner and the community in a natural learning process Network of learning agents and sources dynamically changes according to situations and context (Gutl & Chang, 2008)

23. from David Armano (@armano)

24. Our working definition A learning ecosystem is… a framework for understanding new learning environments that incorporate a variety of tools (ie: course management systems, Web 2.0 applications) and multiple touch points (web, client, mobile) that aims to make transparent to the members of the learning community various channels (relationships, pathways, protocols) for learning.

25. So we’ve tried… To establish a framework which shows our ecosystem. The next few slides show this over time. Each is only a snapshot of a dynamic system~ a moment in time.

26. Current Events & Trends Ambient Consumption Widgets & RSS Primary Consumption External Communities Facilitation and Assessment Production Recomposition

27. Level of learner investment/aka “risk” Ambient Consumers Primary Consumers Producers Recomposers Parra, Bemis-Schurtz, Bussmann (NM TIE & iNACOL VSS, 2008)

28. Learner Responsibility Learner as Lurker Learner as Connector Relationship to Requirements Learner as Producer Learner as Recomposer

30. Webconferencing System

31. VOIP Instant Messaging Tool

32. Robust Wiki

33. Blogs

34. Micromedia

35. Robust Wikis

37. Social Bookmarking Tools

38. Content Sharing Tools

39. Custom Search Tools

40. Lifestreaming Tools

41. Analytic Tools

42. RSS Feed Aggregators

44. Podcasting and Vodcasting for Improved Achievementhttp://pvia.pbworks.com 3rd grade Educator Teams implement podcasting in classrooms Mentors (RETA Instructors) Facilitated by @suceppib @hollyrae & Bethany Bovard (@tektrekker)

45. Online Teaching & Learning Opportunities Programhttp://otlo.pbworks.com/eLearning-Ecosystem Secondary educators develop OTL environments for distance delivery Multi-year program Facilitated by @suceppib & Julia Parra (@desertjul)

46. NMSU Division of Student Success Students and staff learn to access and share support online Very much in ‘beta’ ;-) Facilitated by @hollyrae with Laura Grant (@laurapresently) & Phillip Johnson (@phlipper3000)

47. Online Teaching & Learning Graduate Certificate Programhttp://extended.nmsu.edu 15 credit graduate program Prepares learner for OTL Facilitated by @suceppib, @tektrekker & Julia Parra (@desertjul)

48. So… What happens to the community when it spans across all of these contexts? How does this influence our pedagogy?

49. Characteristics of New Learning Communities Personal learning skills are integral Conversation is not just in one system/tool/place Communities overlap between networks Connections (the stuff of learning) are made organically Highly dynamic, Influenced by a wider social experience and...

51. Ken Thompson (The Bioteaming Manifesto)

52. Traits of successful bioteams

53. Pheromone messaging

54. Collective leadershipThese are new communication styles for humans!

55. One to Many Communications Thompson (2008) – Did ants invent the perfect mobile messaging system? http://www.bioteams.com/2008/04/30/did_ants_invent.html

56. Collective Leadership Thompson (2008) Why penguins have no commanding officer http://www.nesta.org.uk/why-penguins-have-no-commanding-officer/

57. This is a tremendous shift! Successful bioteams are highly dependent on members’ beliefs and values One to many communication methods are new to humans Each users experience is unique and personal responsibility is substantially increased So what strategies can we use to develop, nurture and evaluate our new learning communities?

58. Developing NLCs Begin with needs & comfort level assessment Choose core elements (tools) purposefully with learners in mind Make the ecosystem explicit Maps Categories Tools Philosophy Design so that you are facilitating interaction open ended and self directed activities act as concierge, connector, atelier, curator

59. Developing NLCs (ctd.) Establish reasonable expectations Consider learner risk Encourage voluntary participation Provide a synchronous orientation to the ecosystem Utilize audio/video tools frequently to support knowledge of the ecosystem Establish protocols for utilizing channels (ie: engaging a colleague or instructor via Skype)

60. Supporting NLCs Foster metacognitive awareness of the ecosystem, tools, touch points, channels with continued support Consider ‘Bio-score Calculator’(http://www.bioteams.com/flash/IsYourGroupaBioteam.html) Assist students in developing an idea of their own personal learning network Identify your own strategies for wayfinding, make transparent for your students Encourage social sensemakingthroughout the experience

61. Assessing NLCs Consider Ken Thompson’s ORGANICS (for assessing self organizing within a group) Evaluate growth in student’s self assessment of use of PLN(s) concept maps of PLN(s) over time Utilize summative assessments that are outcomes based (such as a portfolio) Utilize formative assessment (such as learnstreaming)

62. Learnstreaming* Use of these types of tools to develop holistic and formative understandings about what is happening in the learning community Lifestreaming (Plaxo, FriendFeed) Analytic Tools (Lijit, Google Analytics) RSS Aggregators ‘Friendships’ in social networks *this is experimental, be cautious

63. Let’s engage in somesensemaking.hollyrae@nmsu.edusuceppib@nmsu.edu Resources continue to grow… http://newlearningcommunities.pbworks.com * http://delicious.com/hollyrae/connectivism * http://delicious.com/hollyrae/ecosystem * http://delicious.com/hollyrae/bioteams