Big Data al servicio de la educación | euronews, learning world. Big Data, el término que designa los datos masivos en el mundo de la informática, podría revolucionar el mundo de la educación. Y no es solo una palabra de moda, tanto en el mundo de los negocios, como en la política o la medicina, todos los días escuchamos hablar de Big Data, que se refiere a la recolección y análisis de grandes volúmenes de datos. Pero ¿cómo se puede aplicar a la educación? La próxima revolución Si no sabe cómo se utilizarán los datos masivos informáticos en el mundo del aprendizaje, no se preocupe, usted no es el único. Quizá, la perspectiva de un experto en la materia nos pueda ayudar: Kenneth Cukier es editor de la revista The Economist y coautor de un libro sobre el tema.
Nos encontramos con él en el Reino Unido. Nuestra cita transcurre en Londres, pero es en Silicon Valley, California, donde Kenneth Cukier descubrió la utilidad de los datos masivos. “Muchos aspectos de la vida cotidiana se transforman en información, en forma de datos numéricos.
Conectivismo - Nuevas perspectivas sobre el aprendizaje, enseñanza y Tecnología. Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia Review of Connectivism Introduction Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. In years past, the traditional learning paradigms of behaviorism, cognitivism, and constructivism have been the benchmarks against which the learning process has been measured. What happens, though, when you throw into the mix all the technological advancements that have come about over the last 40-50 years?
These theories certainly do not become obsolete by any means, but they do need to be used in a very different way to be able to incorporate the attributes of a 21st century learning environment. Half-Life of Knowledge Chaos Theory Citation. Conectivismo y aprendizaje en Red. Diego Leal Fonseca #IBERTIC. ICT Integration. Conectivismo. TEDUCA3 - 5. CONECTIVISMO. Tema_4. Conectivismo: Creatividad e innovación en un mundo complejo. El pasado mes de noviembre se celebró el encuentro internacional de Fundación Telefónica. Fué una experiencia muy enriquecedora, por la innovación, el despliegue tecnológico, la calidad de las ponencias principales (como la de George Siemens) así como el gran trabajo de la Fundación Telefónica. En esencia, el conectivismo sostiene que el conocimiento se distribuye a través de una red de conexiones, y por lo tanto, que el aprendizaje consiste en la capacidad de construir y atravesar esas redes.
El conectivismo comparte con otras teorías una proposición principal, que el conocimiento no se adquiere, sino que se tratara de un objeto. El conocimiento conectivo se cultiva, no se construye, es natural, no intencional, y es inherente, no representativa. A continuación comparto el resumen de lo aprendido con Georges Siemens, padre de la teoría del conectivismo: George Siemens parte en su análisis de la premisa de la complejidad creciente del mundo. Connectivism: A Learning Theory for the Digital Age. 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. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. 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. Conclusion: George Siemens - Conectivismo - Lima, 2012. Conectivismo en el aula: Educared 2011. Conectivismo en el aula: Educared 2011 Detalles Creado en Domingo, 06 Noviembre 2011 07:20 Visto: 7233 Conectivismo...
¿en el aula? En septiembre recibí la petición de la Fundación Telefónica de preparar una ponencia virtual para el encuentro de EducaRed de este año sobre la integración del Conectivismo en el Aula. La única condición era grabar un vídeo de máximo 10 minutos, junto con una presentación de diapositivas. Me resultó curioso que me hicieran esta petición, ya que en las redes me muestro bastante crítica con el Conectivismo.
IV Encuentro Internacional EducaRed 2011 He recogido en el vídeo y en la presentación las ideas principales: ¡Muchas gracias a José Gregorio del Sol por ayudarme a grabar este vídeo! Después, charlamos sobre algunos temas en los foros. ¿Es el conectivismo una teoría? Como apunto en la presentación, desde mi punto de vista, el conectivismo es un concepto interesante pero no una teoría de aprendizaje. "¿Es el conectivismo una teoría? CONECTIVISMO. Connectivism. Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact.
The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images. Connected Learning.
Less Formal Training; More Informal Social Learning. This is an excerpt from Sharon Boller’s newest white paper, Learning Trends, Technologies and Opportunities. The white paper describes today’s learning landscape… then predicts 7 trends for the next 12 – 18 months. Here is Trend 6: Twitter chats, Twitter lists, massive open online courses (MOOCs), YouTube channels and blogs devoted to highly specific topics, resources such as Lynda.com, CodeAcademy, etc. are all examples of resources that enable people to build highly customized “personal learning networks” for themselves.
Given that the average employee only spends 31 hours PER YEAR in formal training, staying current requires employees to develop skills in social learning tools and strategies. Social learning has been touted by a brave few for a long time – Jane Bozarth and Jay Cross are two big names who’ve been beating the social learning and informal learning drum for the past few years. What it might look like: At BLP, we are our own “Learning Lab.” The premise is pretty simple. Boost Retention of Your Training Courses with this Simple Technique.
Connected Learning: 'ESSENCE' Shifting from Trainer to Community Manager. Elearning 2.0 & connectivism. Connectivism. Connectivism. Connectivism. CocaKoll - Connectivisme. Onderwijs-door-de-eeuwen-heen2 - Connectivisme. JIM-lovc14 - Connectivisme. Connectivisme is een van de leertheorieën die mij als eerste aansprak en wel om drie redenen. Ten eerste omdat het een nieuwe theorie is die zich spitst op het vermogen van leren dat verwacht wordt in het huidige tijdperk. Ten tweede omdat dit een goede aanvulling lijkt te geven op de theorieën die al bestaan binnen het onderwijs en ten derde, omdat de huidige technologie steeds meer mogelijkheden biedt binnen het onderwijs. In onderstaand stuk kun je lezen waar het connectivisme zijn oorsprong vindt, wie met deze ontwikkelingen bezig zijn en wat dit voor invloed heeft op het huidige onderwijs.
Aan de hand van onderstaande 8 vragen probeer ik deze theorie op een begrijpelijke manier uit te leggen. Veel leesplezier! Karakteristiek aan het connectivisme is dat het probeert in te spelen op onderwijsvorming met de huidige technologie. John Medina doet onder andere onderzoek naar de effecten van de huidige technologie op het menselijk brein en schreef daar interessante boeken over. George Siemens (@gsiemens) op Twitter... Jean Lave, Etienne Wenger and communities of practice. Contents: introduction · communities of practice · legitimate peripheral participation and situated learning · learning organizations and learning communities · conclusion · references · links · how to cite this article Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3).
But how would things look if we took a different track? Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines – Jean Lave and Etienne Wenger. Communities of practice The characteristics of such communities of practice vary. Connectivism: Learning theory of the future or vestige of the past? | Kop.
Jo Bloggs: Connectivism and Communities of Practice. The term Knowledge Management has traditionally referred to ongoing efforts to harness explicit and tacit knowledge within an organisation while 'organisational learning' tends to be more focussed on static efforts to meet specific learning objectives. Recently, the lines have become blurred to the extent that a merger in strategies should be considered by any organisation serious about harnessing knowledge and promoting learning.
Siemens' article, 'Connectivism: A Learning Theory for the Digital Age', discusses the need for 'a theory that attempts to explain the link between individual and organizational learning' (Siemens, 2004). He expands his theory of networked learning further in his article ‘Connectivism: Learning as Network-Creation’ (Siemens, 2005). I will demonstrate that the theories outlined in Siemens’ two articles are aligned with Wenger’s attempts to rethink learning in the shape of Communities of Practice (CoP).
References: Pór. Siemens. Siemens. Wenger. Wenger. Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator eBook: Dave Burgess. The Future of Education. Parker J. Palmer: community, knowing and spirituality in education. Parker J. Palmer: community, knowing and spirituality in education. Parker J. Palmer’s explorations of education as a spiritual journey and of the inner lives of educators have been deeply influential. We explore his teachings and contribution. contents: introduction · parker j. palmer – life · education as a spiritual journey · parker palmer – knowing, teaching and learning · participating in a community of truth · creating space for learning · attending to the inner life of educators · calling · parker palmer – assessment and conclusion · further reading and references · parker palmer links · how to cite this piece My vocation (to use the poet’s term) is the spiritual life, the quest for God, which relies on the eye of the heart.
Parker J. The terrain that Parker J. Life Parker J. Parker Palmer made the decision to leave the academy believing that a university career would be a ‘cop out’. Instead Parker J. The time at Pendle Hill was of fundamental significance. Parker J. Collective Intelligence? Nah. Connective Intelligence ~ Stephen's Web ~ by Stephen Downes. This is exactly right: "(Surowiecki) makes the point that people do not think together in coming to certain conclusions, but rather than people think on their own and the value of the collaborative comes in the connection and combination of ideas. Each person retains their own identity and ideas, but they are shaped and influenced by the work of others.
The concept here is related somewhat to Stephen Downes' discussion of groups vs. networks. At stake in these discussions (Surowiecki, Downes, de Kerchove) is how we are to perceive the individual in a world where the collaborative/collective is increasingly valued. " That is why I, too, prefer the concept of connective (not collective) intelligence. I also agree with Siemens that the difference will become more vital over the years: "For reasons of motivation, self-confidence, and satisfaction, it is critical that we can retain ourselves and our ideas in our collaboration with others. Connective intelligences permits this. Collective intelligence 2.0. Connectivism: A Learning Theory for the Digital Age. CoP: Best Practices. By Etienne Wenger [Published in the "Systems Thinker," June 1998] You are a claims processor working for a large insurance company.
You are good at what you do, but although you know where your paycheck comes from, the corporation mainly remains an abstraction for you. The group you actually work for is a relatively small community of people who share your working conditions. It is with this group that you learn the intricacies of your job, explore the meaning of your work, construct an image of the company, and develop a sense of yourself as a worker. You are an engineer working on two projects within your business unit. You are a CEO and, of course, you are responsible for the company as a whole. We now recognize knowledge as a key source of competitive advantage in the business world, but we still have little understanding of how to create and leverage it in practice.
We frequently say that people are an organization's most important resource. Defining Communities of Practice Dr. Welcome to Connectivism! — Connectivism. Stephen's Web ~ Stephen's Web. Critical Review of Connectivism: A Learning Theory for the Digital Age. In his 2005 article Connectivism: A Learning Theory for the Digital Age, Siemens outlined a new way of thinking about learning based on the recent advances in information technology.
He argues that this new theory, connectivism, supersedes previous learning theories, including behaviourism, cognitivism, and contructivism. In this post, I am seeking to further my understanding of this new theory, examine its limitations, and consider its relevance to both classroom teaching as well as knowledge management practices within organizations. Defining Connectivism In the article, Siemens outlines the fundamental principles of connectivism: For Siemens, connectivism is a significant departure from previous learning theories because it sees learning occurring outside of the individual, within the network: For connectivists, the starting point is always the individual learner (Siemens, 2005).
Applications in the Classroom Applications in Knowledge Management References Couros, A. (2011). Garrison, D. 15 Internet Trends That Are Changing How We Connect. 15 Internet Trends That Are Changing How We Connect by Tom Vander Ark first appeared on gettingsmart.com Mary Meeker from leading venture capital investors Kleiner Perkins presented on internet trends at Stanford last week. It’s worth reviewing. The money quote: “The magnitude of upcoming change will be stunning—we are still in spring training.” Meeker lists 15 trends in support of this claim: KPCB notes the re-imagining of education from classrooms, lecture, and reading materials to interactive, online, accessible by anyone anywhere anytime. “From learning by listening to learning by doing…education and learning will become as much fun as videogames,” said Bing Gordon.
Meeker concludes, “The cycle of tech disruption is materially faster and broader than prior cycles.” On “USA, Inc.,” Meeker says there’s, “a lot to be excited about in tech, a lot to be worried about in other areas.” Image attribution flickr user woodleywonderworks. Connectivism: A new learning theory? | Graduate Program in Training and Development @ Roosevelt University. WhatIsConnectivism.