•When roles and interaction change we also need to investigate how the education system adapts to increasingly fluid knowledge (i.e. an instable flux of knowledge produced by the individual). Multiple perspectives, ongoing feedback and rating of resources replace singular views of pre-packed and hierarchical content. The participation in the learning process includes interpreting the meaning of trends and creation of new resources, which evolve into an information cycle (creation, validation, sharing, repurposing). We also need to consider that our ability to learn and adapt to change is linked to our learning environments. George Siemens suggests a model of learning networks (i.e. an structure to manage the distributed nature of knowledge) and learning ecologies (i.e. an environment that fosters and supports the formation of communities and networks). [George Siemens]
•In autonomous learning the trend is moving away from courses and shifting toward topics. The competence is based on recognition of identifiable skills or capacities that shows what a student can accomplish in a specific domain. Stephen Downes foresees that educational institutions will develop delivery systems for Learning Resources (images, simulations or training modules) that are usable in Personal Learning Environments (PLEs), which will act as a conferencing tool to form a set of connections with a collection of individuals. Stephen think using RSS feed readers will be our primary way to immerse in the flow of communications related to the content domain or Community of Practice (CoP). This also put emphasis on learning the habits, patterns and ways of thinking characteristic of that discipline, since a person’s involvement will be recognized by members of that community. [Stephen Downes]
•As I understand the workflow includes peer-production of knowledge, where divergence and convergence create representations (artifact/discourse) that can be shared with others. Stian Håklev, one of the founders of the Peer2Peer University , suggests the following sections:
1. Externalization – Brain Storming and Free Association
2. Processing – Grouping of the collected material
3. Spatial Organization – Draw connections between relationships/properties and arrange the groups
4. Thinking Forward – Cluster words/visualizations into hierarchy, containers or levels. Then zoom in on or yank a node into a new position, before you create…
5. Final Product – A shared up-to-date representation of the “state of the knowledge in the group” that enables further topic-based dialogue.
•On the Web we have seen how Object-oriented programming (OOP) developed into structured software applications. Similar approach has been behind the ideas of Learning Objects, which can be combined into structured networks where the individual pieces are recognized as a meaning full pattern when they are linked together (maybe also Component-oriented programming will be reflected in the trend of sharing ‘Learning Resources’). The five-step workflow process for fluid knowledge is believed to follow Getting Things Done (GTD): Collecting, Processing, Organizing, Reviewing and Doing
•Is the learning best understood as a recognized pattern or an adaptive learning process? Or maybe both?