Connectivism and its Critics: What Connectivism Is Not. Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. They defend the current practice by the current practice. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is.
George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: Technologically Externalized Knowledge and Learning. Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade. Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets. What we create to survive during one era serves as neurosis for another. In education – particularly in technology enhanced education – a similar trailing of ideologies from another era is observed.
For example, education consultants and speakers commonly declare “if a student from 100 years ago came to our classrooms, she would feel right at home”. What are the ideologies reflected in this approach to learning? 1. Other ideologies exist, but these are particularly influential in education, impacting design to accreditation. What is wrong with these views? The externalized generation… 1. What is TEKL? Tecnologia Educacional. Reportagem na revista Negócios & Empreendimentos Saiu na edição 26 da revista Negócios & Empreendimentos, publicada pela Editora Supernova, uma reportagem com a Delinea sobre Educação a Distância.
A matéria está disponível na área de Imprensa do site da Delinea (www.delinea.com.br/sobre-a-delinea/imprensa). A matéria aborda um panorama geral de crescimento da modalidade à distância e conta com o depoimento da diretora de […] Leitura: Polo Tecnológico de Florianópolis: origem e desenvolvimento Produzido em estilo jornalístico e com linguagem acessível ao grande público, o projeto editorial foi pesquisado de 2006 a 2009, reunindo conteúdos inéditos e atualizações sobre o Polo industrial de alta tecnologia que teve origem formal em 1986, mas cujos antecedentes remontam ao começo do século XX: com a criação da Escola de Aprendizes Artífices, […] Reportagem na revista Negócios & Empreendimentos 19º CIAED, Congresso Internacional ABED de Educação a Distância. O Novo Aprendiz. PLN. In a recent post to Dave's Educational Blog, Dave Cormier made a number of comments about MOOCs (massively open online courses) in general, #PLENK2010 in particular, and personal learning networks/environments.
Most of what he had to say was, as usual, quite insightful and very much in line with the way I tend to think about these issues, but he expressed a rather forceful caveat about the phrase personal learning environment (PLE). In short, he does not like its potential emphasis on the personal, or individual learner distinct from the group. He says: It is easy to see the transition to PLE as the ‘rebel yell’ of education.
The splitter leaving the fold to strike out on their own to a place where they can make their own decisions, commune with knowledge on their own terms, thank you very much, and not be under the evil yoke of a power mongering educator and not have to suffer the ignominy of working in groups with other classmates. Ahh, we say, right! IBICT - Instituto Brasileiro de Informação em Ciência e Tecnolog. Tabela Periódica (Portuguese Periodic Table) TIC, Educação e Web.