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Learning Networks Knowledge Exchange = Learning 2.0
It is now ten years or so into the era of online learning. Schools, colleges and universities have now developed the internet infrastructure of their choice. Almost all have web pages, most have online courses, and many have synchronous online learning. The learning management system (LMS) has become a commodity business, educational software of all sorts abounds, and the phenomenon has spread around the globe. Photo credit: Joachim Angeltun
Our open course PLENK2010 (personal learning environments, networks, and knowledge) is going strong. Recordings from our weekly live sessions have been posted . This past week, due to a conversation kicked off by Viplav Baxi, Stephen Downes and I spent about 15 minutes discussion connectivism and constructivism.
Connectivism
About 6 weeks ago I wrote a posting on this blog, entitled What is the future of the LMS? Within a few hours, my colleague in the Internet Time Alliance (ITA), Harold Jarche had followed it up with one of his own, LMS is no longer the centre of the universe , and so began, what we at the ITA are now calling, The Great LMS Debate (you can see the chronological list of postings here .) At the Learning & Skills Group Conference earlier this month, Jay Cross mentioned this debate in his keynote and a number of other session speakers picked up on it too, and this sparked off further discussion in blogs and tweets. On Saturday Charles Jennings added a further posting to this thread, called Real learning, let's not confuse it with completing templated exercises . Charles's rational, reasoned and elegantly written post is a must-read, and it got me thinking even further.
Can training departments learn from zoos? - Social Media In Learning
LMS is no longer the centre of the universe
OK, so here’s the deal – if learning is work and work is learning, why is organizational learning controlled by a learning management systems (LMS) that isn’t connected to the work being done in the enterprise? Learning is no longer what you do before you go to work, never having to learn anything else in order to do your job. In the 21st century networked economy, learning and working are becoming one.
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What we know about learning - Emerging Technologies for Learning
Connectivism and the modern learner « Learning in the Corporate Sector
Recently, I read a blog article about connectivism by Debora Gallo. Soon after, I attended a presentation about m-learning by Jan Herrington, in which she too mentioned connectivism. This got me thinking… I don’t know anything about connectivism!
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Complementary nature of Instructivism, Constructivism and Connectivism
A Constructivist Approach to Online Teaching and Learning
M ost professors will agree that teaching online remains a relatively new frontier. Even after many years, online instructors struggle with keeping students motivated and thoroughly engaged in the course material. Researchers have frequently assessed learning outcomes and student satisfaction in higher education courses, both for traditional and online modes of course delivery. Yet as V. Hodson and P.
Constructivism - Adult Education
Constructivism is a theory of learning where learners formulate or construct their own knowledge and understanding (Savery & Duffy, 2001) based on their experiences. As Merriam and Caffarella (1998, p. 262) pointed out, constructivism is compatible with “adult learning theory.” “Constructs, like schemata, help the learner understand what to expect as well as how to select and process incoming information” (Carlson & Maxa, 1998, p. 52).Connectivism: A Learning Theory for the Digital Age
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. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.