Education 3.0: Students as Connectors, Creators, & Constructivists. The way that users have utilized the Internet has changed since its inception. References to Web 1.0, 2.0, and 3.0 allude to an evolved relationship with online information and interactivity. Web 1.0 refers to a primitive Internet that did nothing more than connect the world with information assembled and published by a select group of experts. Web 2.0 is an iteration of this which provides us with the opportunity to interact with the Internet and even create our own content to share with others. Web 3.0 takes user and information interactivity even further by creating a more intelligent, responsive, and personal online experience. But as Internet-based technology continues to influence every aspect of our lives, what might the evolution of the Web mean for education?
Like the Internet, our education system has experienced its own paradigm shifts throughout history as the needs of society have changed. It’s Education 3.0 that really pulls the rug out from under our feet. Connected Learning: Real-world Engagement | Utb. Situating Connectivism. This page originally authored by Tim Ireland (2007) Questions about connectivism abound. “What is it?” And “Where does it belong?” Are among the chief queries. For the educational practitioner and designer of technology-supported learning environments, the response to these questions might well be, “Who cares?” Proponents’ Placement The title of the 2004 propositional paper by George Siemens,Connectivism: A Learning Theory for the Digital Age, clearly indicates where Siemens wants connectivism situated; that is, he wants it to keep company with other prominent learning theories.
Conversely, by recognizing the importance of connections between knowledge entities (nodes) instead of the entities themselves, connectivism provides a flexible model that can expand and contract as the nodes expand and contract. Critics’ Placement In his article—Connectivism: a new learning theory? What is a Learning Theory? To situate connectivism as a learning theory, definitions are required. Ongoing Dialogue. Connectivism | Learning in the Future. Overview Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.[1] According to co-developer Stephen Downes (2007), connectivism posits that “knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.[2]” As with constructivism and active learning, connectivism theorizes that knowledge is not acquired, as though it were a thing.
Knowledge is the set of connections formed by actions and experience. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Networked learning and connectivism Networked learning is a subset of connectivism, which consists of eight attributes [3]: Principle 1: Learning and knowledge rests in diversity of opinions. Resources References.
(9) Connectivism connecting with george siemens.