 It's real pleasure to be here and this is, of course, the last session of the conference. I'm just going to have to skip in first before we get started. You have my trusty clicker here. Very first thing. This is the presentation page for this presentation presentation. So later on, if you're looking for the slides or the audio or the video or the audio, if you're following along that whole part of the fun, then that's fun. This is more fun. It's not just the ordinary, clear, solid. Here it is. It says, what fun is a conference and a conference presentation? If you can't put the video up on the screen, the phone is first. So I invite you to do this. I can read it here as well. Ironically, I'd have to look back to see my own slide. But your comments in the way front and center, you can either tweet using the hash or you can go to bounce.swash.chat and you'll get a nice comment window as it shows there. And you can comment without having to log into Twitter. So for those of you who are Twitter followers, you'll find me and bring it to the party. And again, those of you who are not with us in person, but here in the ether, you will also be able to participate in this conversation. Either of those two links. And what's pretty cool is if you're sitting out in other cyberbikes and you make a comment, the people here might not be able to see it. And the way it works is once every 10 seconds, if you comment, we'll come up. We'll try and read it if I'm short. But yeah, people ask me if I try to read it. Okay, so that's the setup, as I most say. I don't really feel bound by that presentation. I know I'll do it if I'm asking. Okay, pretty darn good for it, whether you get two other slides. You can enjoy the order. But I try and take them clean. Remember, you're broadcasting on Twitter. We're a wide network, which has content on why are we here, too? So it will be clean. So without further ado, the talks and any further comments. These links, oh yeah. On my back side, if you go to Dallas, I see it. You can put in pictures. It's to know what I do on, like, a little variety and create. And I can also put in a query, a query, and get to it. Be warned. This was actually an introduction. I was here when I was at Oaks Street in 2005, and I had a wonderful time. I was invited then as I am now. So I had been invited back. Which may have been a horrible mistake, but we were delighted. And it's interesting that I read through it. It wasn't fully known. It's interesting, so there's a series of things that I did with collaboration. Which was, I find the interesting thing about it, because I don't really believe in collaboration properties so far, I might claim it. It's interesting, many years later, to see the reactions from our time. Can I have a few of them as you presented to me? This week, which is one person remembered this thing by saying, is there how many of you would be there if you were not there, but I will tell you. The idea here is that what we sometimes depict is not for freely chosen collaboration. It's not necessarily the case. And that there have been external means of persuasion applied. Another thing that was raised, and this was in a paper, read post, see that it's the same thing. And I'm Jeremy McNess. Collaboration is joining them together with things that we're not really want to be doing. There's another thing I said in Manchester in 2005 when I asked, she says there's an audible second minute break when I said that, because it's supposed to run exactly counter to the claim of the conference. I know if I can get away with saying right now, I'm going to run a little bit of a second break. So that's good. So I'm going to pick up where I left off in 2005, the data correction. And let's look at where collaboration has gone since then. When we look at the concept of collaboration, like the Google trend, it runs from 2005 to now. And as you can see, it's kind of spinning down to the slide in this time. And it's something that I wasn't really able to drive as much as I wanted to in 2005, because it just had a great community I like. But now, because it's in a sort of misadvance, I can say for sure that the team of the spirit and cooperation, they're two distinct concepts. And I'm going to talk a bit today about how these things are respect. Cooperation, as opposed to collaboration. That's kind of a sub theme. Some other things have been the entrant between 2005 and now and a lot of that. And when we looked at Google Trends, networks killed collaboration and cooperation to destroy the Bolivia distribution by region. I think we were going to something in Canada. Nexus. The word nexus could not make the talk. I find that very interesting. Downs need to be moderated to monitor the trends. No way, right? So that's what we're typing it in. That's great. That's an enormous, random comment to attend to. I used to go and I used to do that. I actually thought I was going to do a bit much for this. But of course, I'm not going to continue to. You might remind me of my breakfast chance system. And I didn't have to comment on it. I didn't have a computer when randomly other times throughout the time. So we're not actually something by people that is chosen from a pool or maybe an interest in search engines that would pop into. But maybe I could just kind of remind them that it works. So as people are commenting, it finds a website that has something to do with that. I can talk about those centralities. Because it looks a lot like your time. Networks over time, I guess, that is centralized, for example, will be much less stable than it might work by these things. Not to say, for example, our friend, the Ebola virus, speaking of cultures. A person out there gets the Ebola virus. These are two parts before everybody in the network gets the Ebola virus. But if you have a distributed network, if one person gets the Ebola virus, you might get five or six parts before everybody gets it. This creates a bit of a delay. This delay, in many ways, makes the network more resilient and more adaptable. So we have some networks that are less resilient, others that are more. Some that are susceptible to bad cultures, if you will. And others, this is how I classify them. I'm not sure that the only one would classify them this way. Just that I think they may stand over side. Everything I say in this talk, or in any type, ever, has been said by somebody else before, better than me. This is the way I remember it, and so it is how I'm saying it. So here's the conclusion. The collaborative kind of networks, and yet they do have to make the electronic collaboration, resemble more these centralized networks. And I've put two centralized networks in. Pay attention to them. On the left is the classic star-shaped network. And what I think about it on my own days, is ventilation. We lose the classroom, same thing. Right? Because, let's say, we had a load network, where you still have a central network, you see it at the same time, the responsibility has been discriminated a bit. It might be a classic hierarchy. But as in a site, so many clients, I see that hierarchy presently is a network, but it isn't. It's a hierarchy. It's not really a network. Well, it isn't a network, but it's not one of the least distributed kind of networks that I'm after. That would be, let's see, in the top of this network, it's much more a period here. The distribution of a load, or load, is more or less the same. Every load in this one here is two or three. When you have networks like that, as I say, they tend to be more robust. The power of any individual is not extremely as greater than any other individual. And then we have the other kind of networks, which I've classified here as competitors. And it's the sort of one to to draw with almost a gradient, namely what I believe is, everybody's on the same page. Like, to operate, people are trying to do their own thing, but what, you know, they can't do what they think of, they're not allowed. And then, competitive, they're doing their own thing, reading and writing, and doing whatever, right? A network like this is, is functionally the same, as in that network, everybody is connected to everybody. Either a trace is a kind of chance, right? One is a chance of science, the other is a chance of life. Is that sweet spot? Somewhere between, nobody's connected, and everybody's connected. So if there's going to be a sweet spot, or if each of us has more or less the same number of connections for everybody is, and it is a little bit more connected, but we can cope with it. You can see why, because the tribe members, people can point to them and say, wait, but they worked, right? So, you know, the star network, the trains ran a long time, or it worked. Or, you know, hierarchies worked, never wanted that thing to go. Well, yeah, because there's better than nobody's connected than everybody's connected. They're not at the base of global uselessness, from creating terms as I go, but so in the end, that's the base of global uselessness. And then, you get the levels that connect to usefulness. So they're trying to fuel in this food, but what I want to do is, I want to be at the sweet spot, the distributed planet, at one point, if I can try once, in essence, every ten systems that, according with the previous states, we're down to, someone on the message, somebody did me a show, but I speak a lot, but I don't think I'll need to. I don't seem to need to. And all the collaboration is just suspension of possibilities or pursuit of funding. It's addressed in this way, the competition, isn't it? I'm not sure if I can answer that. Okay, so, you guys have spent the last three days now, as I like, as I've been doing, before the graduation of the tribe, which I haven't seen everything, but there are a lot of aspects of cultures and worries, and especially some of the things that start today, where the digital literacy spends, and the open culture, there's a lot to spend on books, so much to spend on books, and so on. But let me think a little bit, because it's a feeling that represents this kind of management game where somebody will meet some. The feeling of the conference is, building with new cultures avoided. And when I looked at that person, I thought it was, and aside from, oh, the good guy's over 90 though, I thought, that's a category of. Now, category of is a concept 12 bit makes by foster child, Dilbert Rao. He's a behaviorist, but don't hold that against. Here's the attribution of a property, appropriate to one category, two entities of another category. And the example he gives is a school spirit. Now, we're going to educate this here. So we think we can get the concept of school spirit. And somebody from another land comes to this university and says to Dilbert Rao, well, I see the gymnasium, I see the arts building, I see the library, I see the administration building, but I don't see the school spirit anywhere. Rao says, well, it's the whole time it's been. So I don't know. It's not the same sort of thing as one of the buildings on campus or one of the instructor students on campus. School spirit is what we make of an emergent property. It results or even exists after results of the sum total of all of the entities of all of the behaviors on the campus. So school spirit resides a bit in the scope sort of the realm right in the dates in the spring. It resides a bit in the classroom. It resides a bit in the sports team. So that's an active and it takes those things a little bit of presentation. Whatever. So to mix my metaphors finally, but with the hints of getting our ultimaries extra into the slideshow, beyond examining the amazing the police and the building and the students, what can we say as a force? What can we tell of the culture of learning how to feel? Like really, because yesterday was I mean before when we raised the people of all kinds of people learning people you know well those three others. So it's not a meeting or using a place about that to listen because of the program of schooling. I mean I should be going at the same time. So what the work was and I'm telling you later on this the 13 minutes and I'm going at it when I was created were really efforts to to prove the practice with stuff that's on the map. On the stubble just to tell you about network it seems that it's so on the open to mess with. Find it's practical physical instantiation in the form of a loop. What we're trying to do in a loop is move our loop from the hierarchical style shape time of network not all the way over the task because it would be true but the time that's sweet spot of emerges that is the design principle behind the most completely abandoned sense but that's what we were doing. So the new tip changed a bit in our perception is it really was constantly how much it came in trying to talk to such mode online and the likes really went on in the slide. So the methods actually came out in the conversation actually but at some point you know you talk about whether the looks would be a good way to approach the problem and I'm I'm I'm I'm still going to talk to you now and I'm a problem and I'm a problem because to me that wasn't the purpose of the loop. Purpose of the loop wasn't to take from a piece of content that you didn't even want people to have and give it to them. But that's that's you know that's a model of course that we're trying to move away from when we talk to a bit more about them. And so we looked back to fourth of that ultimately agreed that really the looks would be appropriate for those 700 big 50,000 or so but we're also in sitting to you know in between to another content right? People's just don't laugh for communication on the way taking that stuff now if the land in a loop is probably landed in their place. But it's well not we bring it in in my mind with little of a ask. Now talking about Halloween cultural it was kind of perfect sense which I might all start in the living in about the 700 50,000 people who's self-perception of the needs happen kind of to push on with my line perception of the needs. It's such a really and we have a lot of so reclusive this is a challenge it really it's a it's a serious challenge this little challenge of stuff that's me out. It's a challenge across the board for anybody who would approach to the education is in right. And there's all kinds of questions about the book right now. How will you be able to do this? What will be your piece about essential culture? What do you have? But I want to talk to about this content. And it's a content isn't about weeks even though that maybe why it was here this content is about culture and this content is about channels and one of the very first things I heard about at this conference the notion of we don't think I'm ever ready the notion of students as chain changes is a relatively new concept in general it's a good one that's not the way my own and I don't aim into a similar new question that's kind of like William Clark who sailed across the entire Pacific Ocean and a tiny boat and didn't get a similar element because you know we've thought things have changed as it has forever happened and I'm going to just change into this three or five months I'm going to look at this I think it's a really pretty wonderful information or something or I would like that I'll do that I'm going to address a hundred of those students in the in this case I mean I'm trying to tell them do they try to stop the draft on to but we knew that actually what's nearly the only the only way we would allow them to that change and that seems to be the new concept and not we exist to which always who will look at what I'm talking about whether he's clear how we're going to take your comments about the world experience time and shape or in their own education how do you build a culture when they're in their own books what's learning about third years will have online by telling about the case that lets me listen all the time maybe in the last few years if an assistant who can write so well because I mean it's the possibility he's really used for his attention to most of most of his self but we'll say something when just off type of the type of the type of the type of the design and I want to look at these you know out in the middle of no way of comments and in this reaction to the book so she's done and she wrote students should be active participants in all the approaches but when you look at the literatures she's built and she's wrote she's seen most of her is sometimes definition of student participation personalization and ways that grab the house no of the courses the united asset documentary courses things like that but those have a completely different things of participation in these courses and that's why those students are involved and empowered to show the learning that only makes self and the most will bring up what we are trying to build in the most the most first thing we built when we built the first most is we set up a wicking and invited everybody who's interested to come and tell us what we call the course of the time and see the progress moving forward because my department raised it and that's why she knows um and she wrote things a little not nearly but more it's to also about the minority of education and I'll try and make about minority of education which is based on the highlights in the sense of leaving most of welcome to other big ones so when I listened to her talk you know about what you hear is of course in front so much about you know the previous thing of it anyway so when we started going to talk what I was hearing is for so we want to be a part of this not always rather than really most of our achievements in the politics of I don't I don't we want us to find this fiction in a more descriptive event and that I'm not going to be entitled of the most universal of but that seems to be totally what you say and what's new is when it comes from that thing for the first time the possibility of letting people who are not at all just absolutely do that what does this public will ship up like and to be honest we'll have to have a nice film I mean I'll go to the show of a nice film and just go as it was being and give you the school's newsman but you know it wouldn't be this true because the value is going this how what is the long time here here here here so I'm digging on but we're following the long time is a type of culture we have a talk where it's an interesting and impressive this human time we call people we call people we can we're at the other thing it's simple we are the kids to the students so we're going to combine what this is what is a student drawing so how we are a work form and was for a time the editorial students we think are called the dark light the real members of something called the Canadian University of crime and the Canadian University calls for the much debated state of the principles that that have in effect the the purpose of the students is to act as agents of social pain so all times our first circle came there those days I really who could be just like called purple and it's interesting because the way we get truly the way we be associated with our student thermal was in the 90s and Canada and they still move from the phase they still are still up there and making social pains is that you turn around us our student newspapers are not always are the the last collection they're not owned by the students here they're independent they're owned by themselves they are people who create new newspapers and they're sort of and they're sort of most of entirely all of them are like democratically able to use faculty and student confidence and none of those people talking about about way limit on the time the time the time the time after during things it's a five no thing and the student who participated in not learning experience for five years while only on the philosophy to do I think I became more of a journalist in the third year no idea about philosophy certainly much more to do but I understand very many things we do the best of all on the presentation the culture of all of you and so out in my my little culture I wanted culture it was composed of the it's composed of much more in culture in school in subjects it's composed of when I would finish over and over and over again as far as I'm able to see the future it was composed of the other two in the college and the culture of experimentalism of carry-on to even in how it takes to make the most especially a curtain it's the idea here is to take these plans and make it your own you know I'm just kind of thinking right now wouldn't put this into a kind of way how to do a program would do it but we think this comes up today we can turn point now you've got a time set for the in turn where instead of running your own newspaper everything from the business office to audits and I seem to come to taste from the solution it was found somebody who just copied for somebody in our own magazine since as I was in the list of bikes because it was going to take me to make a point of what engagement really is so that's kind of thinking of the ongoing definition of work Google and I don't I don't I don't I don't I don't very well develop talk if I want and we all don't know that the idea is to start developing a stroke point that's that stroke out from the air in some types of community and these are a problem today most of the open online courses building that I got this present called slight perfect time with a new training experiment which is every you think about we're going back to the star model and the star model the star model is not inappropriate we name where we are not the one we need to say that the center is Google that's part and really will be in different schools than from the best thinkers available to you and then that's probably really the difference is how this is how this is how this is the the difference is it's in the sense of re-enactment because it's playing back that look will be something that doesn't resemble the way thinking that looks more how affects to me I put out the down and it just go out of course just recently turned that more of past me just building a star of you know this chart part channel and last half of all of this stuff that I got for the we connect to this notes that we go or go like I asked you this they're built like one of these nice distributive notes so people can't tell each other why they're inspired over some of this kind of comment do know what I told from that looks will be something that can be better than those times for them to help as opposed to what they will offer things created by publishers to be sold to be past consumers that's why they make announcements and in these first years the office saying Moot this time it's already here's moving no way it's basically what they like because I don't know what they're doing but it's the classic you know the traditional of announcing something that nobody else would do a difference in space to be the kind of office you know about what it says they can kind of have lots of these coublings and I found this interesting but the coublings of Moots drives to drive as you see everything but open you know open is the first thing we need even this concept of this nuanced concept of opening as I would interrupt it and gauge in the rates of least in the sense of all of that this concept of open has been reduced to this quick look and this is there all the depiction of two senses of free free as and move right to isn't we're not the only way we seem to be able to be able to be open these things and it's almost anybody who's seen the video on how they find students engagement of the failure of them it's been in a long regular process for them and the failure is not so it's like this it just defines who used about self-love to ruin this keynote with feeling it is a better experience that's how it's really going to the end of the end of the end of the end of the the end of the end of the end of the end of the end of the end of the end of the end of the end of the 10 of the next And it's a chance for you to come to us for the work that you're doing back in the old years. The design of it has the version that they chose. There's a quality interaction where we're aiming back. And the thing about this is that we're looking for these quality, quality discussions. You know, it's a must for us. I mean, if you don't come back and we know all that space, but it's completely authentic. That's my experience, of course. I have a filter in there that's supposed to be screened out of which one. All right. So John Highton talks about the original, you know, I think I've already talked about the deficit model approach. You are not new. And I only bring it up to speed. And it is, yes. It's actually quite time-consuming. And the contrast, again, with John Highton, is the entire big moment, based on your reflection in this presentation of what you really want to do. And this is how he speaks that we feel is so very different from what I don't like to really think we are. But it's interesting, he says, we certainly want to do this when we actually get into conflict and we never let this pass. Why do we need to stay? Why are we open? Why is it so small the whole of these groups? Well, because they're courses. And we're probably never going to come courses in the first place. Although, you know, in this country, having made the metaphysics and discussion was really convenient. We're really probably never going to have courses in the first place again. Now, because of course, there's something very formal. And the kind of environment we're talking about is something that is essential at any time. Now, there are different ways of getting out of those situations. I've got this VJ claims. Also, I'm used to being able to do one course. I think, I think, you know, so often we try to define things according to what they are, according to what they are, in terms of history. But I think there's different ways of defining things. And I think formal, well, this isn't me. I've told this to someone just for you. We're dedicated to obtaining a base for knowledge. If we're an interspersed team, so we'll show you both at some point or another time. Informal, by time, is typically directed at the completion of some sort of class correction, as opposed to completion of the law. So, formal, you read a book, and you talk to me a little bit about it. For formal, you look at minor times. Now, I just told you, like, yes. For formal, I mean, you look at minor times, because you're born in a district, and you want to build a minor district. That's also a good, good question. For formal, there are a whole bunch of people that don't know what to do, and they almost know what to do. And people look at this and say, oh, there's formal formal. And I mean, see, we're interested in learning how to learn from all these things. You know, this little class thing? I think it's nice to find it. And we can jump to learning how to learn, and look at the PowerPoints, and only some of them. They can't really do it. I know that's actually fair to tell. It's very interesting to say, and I said the same thing a few more years, probably not so long, that maybe it's best to conceptualize rules and it's learning resources, and that's a fairly wide word. Well, orders can be used in very many different ways. With equal and diverse, with equal and diverse learning outcomes. And that's what's going on with me, except not like learning the resource on a book from school, but learning the resources like building a bookshelf, or whatever it is you're saying, but in the book, the sort of thing that you know, you're looking to move, you browse, and if you notice you go all the way, that's fine. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not. Yes, so it's different, it's just something you have to be careful with. This is a newspaper, it's an online newspaper, but the other thing is on is a pretty graphical kind of design. You put these 4-4, and you want to do those 12-10, which works for a conveno and attendance, it's up on the articles that are interesting and unique to the audience. We must allow maybe some of you to go. I used to be rather excited when that time came. Don't be so impoverished if nobody finishes it. We don't even do so when it's all right. Unfortunately, I only need one of the more important parts of it. I'll put a little humble so I don't have to. What makes a newspaper a craft for it is the impact it will have on society at large. The impact I'm going to use for newspapers is whether the newspaper has been used for print. I'm going to use a newspaper in particular, because it's my own, and we don't use it in the south for the same software I used to use. The software is the same as the software I used to use on my newspaper. This newspaper is all in such a way that any person in our community can write in their own language or on 20 or 50 percent so that it's the way that it works. Or whatever, and it goes up in the newspaper. The newspaper created by the community for the community. Look to view a model of learning, where learning is not organized by the teacher, it's organized by the society. The next thing is the normalization of the build. The individuals make decisions for themselves. The kind of learning we see in this kind of organization is what is called emergent learning. It's the patterns that we know, after we've seen or written them, part of the interaction that takes place between the participants. This is a classic porcelain kind of pattern. You can see the porcelain, you can see the simulation and the algorithms allow you to detect problems where you're willing to do them. That's described in the context of the patterns, concepts of the patterns, the courses you take, the emergence of sweet spots, that nice built connectivity in the center, with described learning that you're trying to turn in and then you also move the terms of everybody's task that you know where to connect to. I will take the liberty of doing what I want to do. I'm going to start with a contrast. I'm going to scroll on the farer terms. Scroll on the farer terms. Excuse me. And here's how we can flip up clouds. So we'll talk back to you. You know, we have a connectivity going from the central portion to the sweet spot to the middle point to where we're going. That's why I'm going to say the end of the term. No kind of point. Almost no. We will not stress. Because if one of us has developed, we will not suffer from a lack of that kind of history. And it will be a success of the first kind of approach that we've come to know probably. We've asked for that sweet spot and we'll look at that for the slushiness of it, the wound in the slushiness, the cracking in the slushiness, but also the opening in the slushiness, the freedom in the slushiness, and indeed the universal slushiness. Of course, the farer and connected to the connected to the farer. Why do we look for the farer? Because if there's some farer, it's the case of 1,000 voices in a single name. Too many people connected to too many people why are we running sometimes bad? Because it's too decentralized. There are enough connections. There are enough things that we should not only look to see. I'm going to talk this one too about the experiences in the conference. And what was the statement that the style we adopt with tutors and consortium shapes the top. And this is the model of each of us having to participate in one of these discriminative networks. It's not a personalized framework. It takes something central and it's something where our role as an instructor is to model and demonstrate. As I'm saying tomorrow, I'm going to show you some of our experiences as opposed to describing, explaining, and calling people. The learning environment that we're trying to develop is one of the students' expertise choice to develop a value and exercise creativity within this area, but to always be creative and approachable and open to the learning environment. Because of the most, it can only be absorbed outside the mood. So, that's the question that I think that can only be absorbed outside the mood. The amount of knowledge that is created in the mood, we see that reflected face to face and that's what makes the mood successful. The sharing of the experience is the problem. What are the cases of learning? What we do, what we model, what we care, and what we care for? And of course, we're going to talk a little bit more about this.