The Future of Education. Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator eBook: Dave Burgess. 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. Connectivism: Learning theory of the future or vestige of the past? | Kop. 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. 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. 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. 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.
Shifting from Trainer to Community Manager.
MOOCs. Manifesto2.png 560×718 pixels. Connected Learning. 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. Connectivisme. Connectivism. 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. 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.