http://www.downes.ca/presentations.htm Audio recordings of my presentations. en-us Fri, 3 Feb 2012 15:00:23 -0400 Fri, 3 Feb 2012 15:00:23 -0400 http://blogs.law.harvard.edu/tech/rss Edu_RSS stephen@downes.ca stephen@downes.ca http://www.downes.ca/presentation/288 Slides][Audio] In this presentation I look at the issues of engagement and motivation in Massive Open Online Courses (MOOCs). I outline the development of MOOCs and some of the features that make them distinct from traditional courses. Then I look at some of the literature regarding online student engagement, and apply that with respect to MOOCs. I find that many traditional measures - such as counting attendance or page views - do not account for the sort of engagement we'd like to see, and is demonstrated for example in ds106. In addition, provision of the ability to determine one's own educational path or even to satisfy one's other motivations, may be necessary, but are not sufficient, to support motivation in MOOCs. In the end I consider the example of how motivation is created in gaming environments, and wonder whether MOOCs need challenges and the possibility of failure in order to stimulate student engagement. Please note that the video is a short 5-minute promo, and is not the same as the audio or slides. Also useful is a set of annotated resources consulted prior to the talk. CQU OLT Educational Technology, Online to Queensland, via WebX (Keynote) November 23, 2011 [Comment] ]]> Wed, 23 Nov 2011 05:46:59 -0400 http://www.downes.ca/presentation/288 Gaming Traditional and Online Courses Video Audio http://www.downes.ca/presentation/287 Comment] ]]> Wed, 23 Nov 2011 05:37:23 -0400 http://www.downes.ca/presentation/287 none http://www.downes.ca/presentation/286 Slides][Audio] How often do we read about the importance of teachers in education? It must be every day, it seems. We are told about "strong empirical evidence that teachers are the most important school-based determinant of student achievement" again and again.

The problem with the educational system, it is argued, is that teachers need to be held accountable. We are told we must fire incompetent teachers. Not just in the United States, but in the UK and elsewhere, the concern is that bad teachers must go.

The problem with focusing on the role of the teacher, from my perspective, is that it misses the point. Though there may still be thousands of people employed today with the job title of "teacher" or "educator", it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals. NFF konferansen: Utdanning i bevegelse, Oslo, Norway (Keynote) November 13, 2011 [Comment] ]]> Sun, 13 Nov 2011 11:40:55 -0400 http://www.downes.ca/presentation/286 Schools Great Britain United States Online Learning http://www.downes.ca/presentation/285 Slides][Audio] In this presentation I revisit the 'role of the educator' discussion I offered last year for the same course, offering a point of view stressing a new approach to learning, and drawing out the consequences of that in a series of new roles for educators, leading to the conclusion that the role of the educator itself will be unbundled in the world of online learning. for EC&I 831: Social Media & Open Education, Alec Couros, Online, via Elluminate (Seminar) November 9, 2011 [Comment] ]]> Wed, 9 Nov 2011 09:00:15 -0400 http://www.downes.ca/presentation/285 Online Learning http://www.downes.ca/presentation/284 Slides][Audio] A slightly revised version of the presentation on Social Networks given the previous day. The audio, however, is very different. Abstract: In this presentation, Stephen Downes offers an inside look at these technologies, how they work, what they can do, and where they will likely lead the future of learning online. Downes will first outline some well-known technologies such as YouTube, Facebook and Twitter, describing how they are used and outlining how they manage online communication in general. Instituto Cervantes, New York City (Keynote) October 29, 2011 [Comment] ]]> Sat, 29 Oct 2011 10:11:42 -0400 http://www.downes.ca/presentation/284 Twitter YouTube Books Video Academic Publications Audio http://www.downes.ca/presentation/283 Slides][Audio] Social network technologies are reforming the way we communicate with each other inside and outside our learning environments. In this presentation, Stephen Downes offers an inside look at these technologies, how they work, what they can do, and where they will likely lead the future of learning online. Downes will first outline some well-known technologies such as YouTube, Facebook and Twitter, describing how they are used and outlining how they manage online communication in general. Instituto Cervantes, Providence, Rhode Island (Keynote) October 27, 2011 [Comment] ]]> Thu, 27 Oct 2011 22:48:02 -0400 http://www.downes.ca/presentation/283 Twitter YouTube Books Video Networks Academic Publications http://www.downes.ca/presentation/282 Slides][Audio] In this talk I make the case for a community-based model of learning, where courses are structured as connectivist networks, describe some of the thinking behind the model, and outline a policy framework for the support of free learning. VLHORA - studiedag 'The Education Highway', Flemish Parliament, Brussels, Belgium (Keynote) October 24, 2011 [Comment] ]]> Mon, 24 Oct 2011 12:28:45 -0400 http://www.downes.ca/presentation/282 Networks Online Learning http://www.downes.ca/presentation/281 Slides][Audio] In this presentation I discuss the topic of autonomy as it relates to connectivism. I begin by making a case for autonomy, and then apply the four-factor model of autonomy to connectivist practice. XII Congresso Internacional de Teoria de la Educacion, Barcelona, Spain (Keynote) October 21, 2011 [Comment] ]]> Fri, 21 Oct 2011 17:16:37 -0400 http://www.downes.ca/presentation/281 Connectivism http://www.downes.ca/presentation/280 Slides][Audio] Connectivism as a pedagogical theory is typically thought of in terms of networks – the making and traversing of connections. But the major practical implication of connectivism occurs in the organization of learning events and resources. Unlike traditional educational modalities, in which people work collaboratively, in a connectivist model, people work cooperatively. Charles University Prague, Online, vie DimDim, to Prague (Keynote) October 17, 2011 [Comment] ]]> Mon, 17 Oct 2011 11:26:55 -0400 http://www.downes.ca/presentation/280 Connectivism Networks http://www.downes.ca/presentation/279 Slides][Audio] Presentation to the ESC Creativity and Multicultural Communication course on the topic of connectivist pedagogy. The argument made is that this pedagogy is based on principles related to what makes networks successful. Empire State College Centre for Distance Learning, Online to Saratoga Springs, NY via Elluminate (Seminar) September 22, 2011 [Comment] ]]> Thu, 22 Sep 2011 14:23:34 -0400 http://www.downes.ca/presentation/279 Connectivism Networks http://www.downes.ca/presentation/278
Part 1, Ameca, Mexico, September 6
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Part 2 (cut a bit short), Guadalajara, Mexico, September 7
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Part 3, Guadalajara, Mexico, September 7
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IV Innovar para Transcendar Simposio de la COMINAIC, Ameca and Guadalajara, Mexico (Seminar) September 10, 2011 [Comment] ]]> Sat, 10 Sep 2011 12:16:00 -0400 http://www.downes.ca/presentation/278 Podcasting Google RSS Audio http://www.downes.ca/presentation/277 Slides][Audio] In this presentation I set the MOOC within the context of the objectives of this symposium on curriculum design, provide an outline of the history of the MOOC, and use that history to create a description of MOOCs. See also The MOOC Guide. IV Innovar para Transcendar Simposio de la COMINAIC, Guadalajara, Mexico (Keynote) September 6, 2011 [Comment] ]]> Tue, 6 Sep 2011 10:20:39 -0400 http://www.downes.ca/presentation/277 Google http://www.downes.ca/presentation/276 Slides][Audio] In this talk I discuss what will be coming 'After Moodle' by means of a discussion of open learning, connectivism, and personal learning environments, including the sharing of some of what we experienced in massive open online courses. Moodle Moot Canada 2011, Edmonton, Alberta (Keynote) May 4, 2011 [Comment] ]]> Wed, 4 May 2011 14:57:38 -0400 http://www.downes.ca/presentation/276 Connectivism Traditional and Online Courses Experience http://www.downes.ca/presentation/275 Audio] This plenary session explores the opportunity associated with the convergence of multiple related "open" initiatives. Imagine an education future that combines open source software, open access research publishing, open government/data, open educational resources, open pedagogies and open networks. What is the synergistic potential of these collective open endeavours? Moodle Moot Canada 2011, Edmonton, Alberta (Keynote) May 4, 2011 [Comment] ]]> Wed, 4 May 2011 14:48:38 -0400 http://www.downes.ca/presentation/275 Books Research Networks Open Source Open Access http://www.downes.ca/presentation/274 Slides][Audio]
In this presentation, and in the Informal Discussion which followed, I looked at three major themes: personal learning environments, connectivism and open learning, and argued that each of these three needs the other two. Center for Distance Education 2011, Saratoga Springs, New York (Keynote) April 29, 2011 [Comment] ]]> Fri, 29 Apr 2011 15:43:38 -0400 http://www.downes.ca/presentation/274 Connectivism Flickr http://www.downes.ca/presentation/273 Audio] Center for Distance Education 2011, Saratoga Springs, New York (Seminar) April 29, 2011 [Comment] ]]> Fri, 29 Apr 2011 15:42:10 -0400 http://www.downes.ca/presentation/273 none http://www.downes.ca/presentation/272 Slides][Audio] My side of a debate versus Donald Clark and James Morrison - their proposition was that the lecture must die, and I argued that the lecture must stand. For the web pages with the full videos, see the web presentation actually used during the talk. Donals Clark's slides are here. Follow the Sun - Learning Futures Festival Online 2011, Seattle, via Adobe Connect (Debate) April 14, 2011 [Comment] ]]> Thu, 14 Apr 2011 15:47:44 -0400 http://www.downes.ca/presentation/272 Video Learning Object Repositories http://www.downes.ca/presentation/271 Slides][Audio] In this talk I look at the history of open learning and open educational resources and trace through the three (or four) states of openness in learning. Professional Development Forum - Exploring the e-Horizons of Open Leanring, Western Australia, via Elluminate (Keynote) April 14, 2011 [Comment] ]]> Thu, 14 Apr 2011 07:32:33 -0400 http://www.downes.ca/presentation/271 Online Learning http://www.downes.ca/presentation/270 Slides][Audio] Short presentation in which I outline the elements of the classical approach to workplace learning that can be and are being challenged by new forms of enterprise organization and workplace learning. (p.s. I have to own up to what I think was a poor answer to the question after the talk - on reflection, in response to the question of how managers ensure learning results, instead of saying it;s impossible to manage and impossible to ascribe specific effect to specific causes, I should have talked about open work environments.) Swiss eLearning Conference #SeLC11, Zurich, Switzerland, online via IPMediaSuite (Keynote) April 5, 2011 [Comment] ]]> Tue, 5 Apr 2011 05:09:52 -0400 http://www.downes.ca/presentation/270 Online Learning http://www.downes.ca/presentation/269 Slides][Audio] In this talk, I argue that rather than think of OERs as content objects, containing knowledge and information intended for transfer to the student, OERs should be thought of as the raw material a learner works with through the practice of managing their own learning. More specifically, the role of open educational resources is to function as a vocabulary of multimedia ‘words' with which learners converse with each other and with experts in the field. The main emphasis of this presentationis to speak of the role of OERs in the development of learning networks - these networks that are the characteristic result of conversations, and in which our academic and scientific communities are contained. This talk blends the point made in my recent Girtona talk with the longer analysis of my 'Speaking in LOLcats' talks. Best Practices in Upgrading Online, Calgary, via Adobe Connect (Keynote) March 29, 2011 [Comment] ]]> Tue, 29 Mar 2011 16:34:15 -0400 http://www.downes.ca/presentation/269 Open Educational Resources Networks Academia