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. 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 . The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic , has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject.
A. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. Probabilistic knowledge is a type of quantitative knowledge. B. C. D. E. F. G. 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. These theories, however, were developed in a time when learning was not impacted through technology. 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, p14-17) explores some of the complexities of defining learning. Valid sources of knowledge - Do we gain knowledge through experiences? An Alternative Theory Connectivism Implications. Connectivism.