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: Connectivism Outline. Learning Networks and Collective Knowledge. Learning Networks and Connective Knowledge Stephen Downes October 16, 2006 I have a lot of mixed feelings about this paper but it is an honest and reasonably thorough outline of my views.
I hope people find it interesting and rewarding. The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Parts of this paper are drawn from previous papers (especially Connective Knowledge and Basics of Instructional Design, neither of which are published). The Traditional Theory: Cognitivism The dominant theory of online and distance learning may be characterized as conforming to a ‘cognitivist’ theory of knowledge and learning.
In other words, cognitivists defend an approach that may be called ‘folk psychology’. One branch of folk psychology, the language of thought theory, holds that things like beliefs are literally sentences in the brain, and that the materials for such sentences are innate. On distinctions between “change” and “becoming” Jean Baudrillard made some important points that reflect well on the discussion of technology and educational change (the rest of his conversation provides enough basis for about a decade of controversy and offense to many): We are changing our system of values, changing all our identities, our partners, our illusions, and so on. We are obliged to change, but changing is something other than becoming, they are different things. We are in a “changing” time, where it is the moral law of all individuals, but changing is not becoming.
We can change everything, we can change ourselves, but in this time we don’t become anything. Ltc's Connectivism and Connective Knowledge. A Seismic Shift in Epistemology ~ Stephen's Web ~ by Stephen Downes. A Seismic Shift in Epistemology (EDUCAUSE Review) © 2008 Chris Dede EDUCAUSE Review, vol. 43, no. 3 (May/June 2008): 80–81 Chris Dede Chris Dede is Timothy E.
Wirth Professor in Learning Technologies at the Harvard Graduate School of Education. Comments on this article can be sent to the author at firstname.lastname@example.org and/or can be posted to the web via the link at the bottom of this page. Web 2.0 is redefining what and how and with whom we learn. The term Web 2.0 reflects a shift in leading-edge applications on the World Wide Web, a shift from the presentation of material by website providers to the active co-construction of resources by communities of contributors. At first glance, this evolution might seem to be simply a shift in agency, from publication by a few to collective contribution by many. In this Classical perspective, experts with substantial credentials in academic fields and disciplines seek new knowledge through formal, evidence-based argumentation, using elaborate methodologies to generate findings and interpretations.