Networked Student- wdrexler. Connectivism & Connective Knowledge. Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week: Martin Weller Title: Is there a pedagogy of abundance? Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance.
Time: Wed, November 11. Frances Bell Title: Transparent Teaching and Learning: what remains when the teacher disappears Description: This session’s deliberately ambiguous title (is it a statement or a question?) · Do we need teachers? · What remains when the teacher disappears? · What informs teachers’ practice? I hope you can join us and answer my questions.
Time: Wed, November 11 Time Conversions 2000 GMT Stephen Downes Title: Open Education: Projects and Potential [webcast of an f2f presentation] Description: Kerr Presentation. Emerging Perspectives on Learning, Teaching and Technology. Applications of Social and Collaborative Technologies in Educati. Elearnspace. This last week we launched our open course on Data, Analytics, and Learning on edX.
The course is structured in a dual layer model, an approach that Matt Crosslin has nicely articulated. We have 20,000 registered students, with 32% having actually logged in and taken part in the course. 180 countries are represented, with the top being US, India, and UK, representing 25%, 11%, and 4% of students. I’ve run numerous MOOCs over the past six years. I’ve used a range of platforms, including Moodle, D2L, Canvas, Drupal, Downes’ gRSShopper, and others. In the process, I’ve used roughly any tool I can get my hands on, including Second Life, Twitter, Facebook, G+, Netvibes, blogs, Wikispaces, Diigo, and so on.
I’m biased toward learners owning their own content and owning the spaces where they learn. Elearnspace. everything elearning. An Introduction to Connective Knowledge ~ Stephen's Web ~ b. You are not logged in.   Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007.
Click here . Welcome to Connectivism! Connectivism: A Learning Theory for the Digital Age (2004) Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).
Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion: Connectivism.