Charlotte Nirmalani Gunawardena, Regents’ Professor, University of New Mexico, USA PARADIGM SHIFT TO ONLINE LEARNING: FACILITATING A LEARNING COMMUNITY PRESENTED AT UNIVERSIDADE DE SÃO PAULO, RIBEIRÃO PRETO, “FEA-RP/USP”, JULY, 2014

1.Why do we need a Paradigm Shift? 2.How can we facilitate learning in the new paradigm? PURPOSE

PART 1: WHY DO WE NEED A PARADIGM SHIFT?

 Data is a commodity, but not scarce.  Ubiquity has downgraded its value.  Possessing knowledge is no longer enough...  …to succeed in the marketplace  …to understand the world OUR STUDENTS LIVE IN A KNOWLEDGE-BASED SOCIETY

The Old Skillset Know.

The New Skillset Filter. Prioritize. Connect. Negotiate. Integrate. Create

Acquiring knowledge is no longer a sufficient learning outcome.

 Connections help us make sense of data.  Collaborations help us create meaning.  Groups  Partnerships  Cohorts  15 peers in a classroom  15,000 in a massive open online course IN THIS NEW SOCIETY, DATA MATTER. SO DO NETWORKS.

 Negotiating meaning within teams and groups  Creating new, context-sensitive understandings  Producing novel solutions to real-world problems THE NEW ESSENTIAL SKILLS

10 PARADIGM SHIFT FROM KNOWLEDGE (CULTURE) TRANSMISSION TO :

11 DE Coordinators Mentors Community eLibraries & data bases Peers Instructor Multimedia Experts Learner Social Construction of Knowledge in Learner-Centered Networked Learning

Formal StructuredInformal Collaborative Instructor led virtual & blended Blended, blogs, wikis Top down- company identified experts Bottom up-peer to peer- community identified experts Management hierarchyMentoring, knowledge networks LEARNING 1.0 LEARNING 2.0 Adapted from Lambert (2008) Moving from Web 1.0 to Web 2.0, where tools foster interaction, collaboration, and contribution

THRESHOLD CONCEPTS  Applications for Third Space for practitioners (Moje, 2004, as cited in Hulme, Cracknell, & Owens, 2009):  recognized space: where students and instructor reflect on their roles as learners and (future) educators  navigational space: moving between and into different discourse communities (e.g. classrooms, present course)  conversational space: change occurs through social interaction 13

COLLABORATION CIRCLES 14 Discussion Circle Questions Leader, Facilitator Investigator Highlighter/ Connector Illustrator, synthesizer 1. What is the paradigm shift? 2. Pros & cons of collaboration? 3. Future of online learning in Brazil?

Developing Online Learning Communities using the WisCom Instructional Design Model PART 2: HOW CAN WE FACILITATE LEARNING IN THE NEW PARADIGM?

A wisdom community with distributed intelligence, mentoring and other support, and knowledge innovation create an environment conducive to transformation al learning. THE WISCOM MODEL

The cycle begins with the emergence of a case problem or issue. THE WISCOM CYCLE OF INQUIRY

 A community based on distributed intelligence  The community is key  Negotiate meaning  Collaborate on learning goals  The community is the central learning activity  Assessment rewards collaboration  Mentoring & learner support  Mentoring responsibilities are distributed  Each group member is a potential mentor  Instructor mentoring involves scaffolding techniques  Knowledge innovation  Creation (or discovery) of knowledge  Permanent storage (preservation)  Retrieval of archived knowledge  Enabling of retrieved knowledge WISCOM MODEL COMPONENTS

 Social Constructivism  Constructivism  Sociocultural Theory  Distributed Intelligence  Mentoring & Learning Support  Knowledge Management & Innovation  Transformational Learning THEORETICAL BASE: A RANGE OF INSTRUCTIONAL & LEARNING THEORIES

Learning is a process that happens both individually, via self-initiated exploration, and collectively, via sharing, questioning, and providing feedback.

In a learning community, mentoring relationships can be fulfilled in many ways (Gunawardena et al., 2006), including by instructors, peers, and outside experts.

Knowledge flows between members of an organization while shifting between explicit and tacit states.

We see wisdom as a synthesis of perspective, insight, flexibility, and humility (Gunawardena et al., 2004), and we stipulate that wisdom can be observed both in individuals and in group dynamics.

 Supports the formation of collaborative learning cohorts  Provides instructional designers and instructors with a clear- cut but flexible set of considerations to foster wise online learning communities.  Prompts learners to transform data into information, knowledge and, ultimately, wisdom.  Happens through interactions with content, instructors, peers  Creates an environment conducive to transformational learning WISCOM THE WISDOM COMMUNITY INSTRUCTIONAL DESIGN MODEL GUNAWARDENA ET AL. 2006

 WisCom reflects some of these ideas and adds…  A focus on ill-structured knowledge domains (Jonassen, 1997)  Cognitive work around complex, multivariate problems  A focus on deep, long-lasting learning outcomes  The emergence of wisdom (both wise individuals and a wise group)  Transformational learning THE WISCOM DIFFERENCE

 WisCom allows for a range of instructional tactics in support of these components.  Discussion forums  Collaborative concept maps  One-on-one and group teleconferencing  Collaborative document editing  Group presentations WISCOM IN PRACTICE

Outcomes Specific, focused conclusions.

Process Reflection and dialogue.