Connectivism

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One of the principles of connectivism is that you share. You offer your knowledge, skills, abilities, talents, materials, resources to someone else, free of charge. For nothing in return, you give it away. Now, a true capitalist would smell something fishy in this idea. As a matter of fact, it would not be unusual to hear something like, “There’s something rotten in the state of Denmark.” Like I said, fishy. Connectivism & The PLN: Give a Little to Get a Little ... | Connectivism Connectivism & The PLN: Give a Little to Get a Little ... | Connectivism
Connectivist MOOCs | A list of connectivist MOOCs | Connectivism Connectivist MOOCs | A list of connectivist MOOCs | Connectivism Try Scoop.it for Free Build engaged audiences through publishing by curation. Sign up with Facebook Sign up with Twitter I don't have a Facebook, a Twitter or a LinkedIn account
Try Scoop.it for Free Build engaged audiences through publishing by curation. Sign up with Facebook Sign up with Twitter Sign up with Linkedin I don't have a Facebook, a Twitter or a LinkedIn account Already have an account: Login Plans Non-linguistic model of Connectivism, Commuties of Practice, and Personal Learning Environments | Connectivism Non-linguistic model of Connectivism, Commuties of Practice, and Personal Learning Environments | Connectivism
What does teaching for meaningful learning mean What does teaching for meaningful learning mean This paper teaching for meaningful learning provides a rich review of the different strategies and methods of teaching and learning to achieve meaningful learning. Complex projects and activities which challenge learners to engage in active authentic learning – based on authentic pedagogy and likely a constructivist and or connectivist learning approach provides opportunities for learners to sensemake (Siemens, 2012) and learn how to solve real life problems. Besides, the meaningful learning prepares learners to keep abreast of the changing knowledge ecology and learning landscape, which is often required both in the business world and personal knowledge development. This aligns well with the connectivist principles where learning needs to stay current: Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making itself is a learning process.
¿Qué hace la gente en línea en el mundo de hoy, ¿cómo obtienen en línea, y en lo que acelera? Un nuevo informe de la Guía Internacional de Empresas muestra cómo cómo millones de personas en el mundo acceden a la internet, donde el internet es el más rápido, y los dispositivos con los que se conectan, tras el primer año, cuando hay dispositivos de Internet móviles más que los humanos. Ver esta infografía para ver qué regiones lideran el mundo en términos de las tasas de acceso a Internet, que consume lo que en línea y los sitios web más populares de la región. Via Lauren Moss Connectivism maps to understanding | iTeach | COMUNICACIONES DIGITALES Connectivism maps to understanding | iTeach | COMUNICACIONES DIGITALES
Connectivism - The ADP Center for Teacher Preparation & Learning Technologies | Connectivism
In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialisation of institutions as we know them. Thirteen years of experiments in children's education takes us through a series of startling results – children can self-organise their own learning, they can achieve educational objectives on their own, they can read by themselves. Finally, the most startling of them all: groups of children with access to the internet can learn anything by themselves. Some reflections on MOOC | Zukunft des Lernens Some reflections on MOOC | Zukunft des Lernens
Apocalypse: The Network Event Horizon | Connectivism
connectivism - my learning tree | Connectivism
Connectivism and Ideology Too | Connectivism Connectivism and Ideology Too | Connectivism I'm still troubled by some of the claims that James Berlin makes in Rhetoric and Ideology in the Writing Class, but I think I prefer to start with what makes sense to me. I see that a connectivist rhetoric – and I just realized that defining such a rhetoric is probably the point of this post – belongs to the rhetorical tradition that Berlin calls social-epistemic. First, why wouldn't a connectivist rhetoric belong to the cognitive or expressionistic schools? To explain why, I will borrow an insight from Saul Newman who, in his book From Bakunin to Lacan: Anti-Authoritarianism and the Dislocation of Power (2001), identifies essentialism as the key political and, perhaps, philosophical problem of our age. Essentialism states that for any entity there are "inherent characteristics or properties which any entity of that kind must possess," and most importantly, these inherent, defining properties "are universal, and not dependent on context."
Connectivism - The full wiki | Connectivism
Connectivism: is there a learning hurdle ahead? | Connectivism
Connected Learning Infographic | Connected Learning | Connectivism
Linda Castaneda emailed me. “As I have already told you, Jordi Adell and myself, are editing a book about PLEs in Spanish. It is not a commercial book, we are going to edit some hard copies for free and an open ebook in the Web. The idea is to offer an overview of PLE for teachers (as complete as possible), in plain, trying to explain what PLE means in general but, specially, what PLEs mean for formal education. Connectivism: Connecting with George Siemens | PLE Connectivism: Connecting with George Siemens | PLE
Try Scoop.it for Free Build engaged audiences through publishing by curation. Sign up with Facebook Sign up with Twitter Sign up with Linkedin I don't have a Facebook, a Twitter or a LinkedIn account Connectivism: Connecting with George Siemens | Connectivism Connectivism: Connecting with George Siemens | Connectivism
Cybergogue: Media and Technology Theory | Leadership in Distance Education In Fahy’s chapter on the characteristics of interactive online learning media, a meta-analysis of research related to media and technology in learning conducted by Bernard, et al. (2009). They concluded that, “First, media research confirms that what the learner does with media is more important than what the teacher does; second, in terms of student learning outcomes, the teaching experience of the instructor does not matter as much as the instructor’s experience with technology." [italics added] (Fahy, 2008, p. 171). Cybergogue: Media and Technology Theory | Leadership in Distance Education
MOOC Mythbuster – What MOOC’s are and what they aren’t | Zukunft des Lernens
Connectivism in Practice — How to Organize a MOOC | Peeragogy.org | Connectivism
MOOC Mythbuster – What MOOC’s are and what they aren’t | Connectivism
Massive Open Online Conferences? - Green Conduct | JUST TOOLS
Massive Open Online Conferences? - Green Conduct | Connectivism
My eBooks ~ Stephen's Web | Zukunft des Lernens
Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect | The 21st Century
MOOCs Forum is the only international publication dedicated exclusively to shaping the future development, design, and deployment of massive, open, online courses (MOOCs). Multidisciplinary in scope, this authoritative Forum evaluates the components and modules that are critical in creating a global education system and sustainable revenue models for MOOCs, as well as enforcing the integrity behind the creation and use of these systems. Terry Anderson's Presentation - Follow the Sun Online Conference | Leadership in Distance Education
Coursera, or Socrates was not a Content Provider: The University of Toronto and Coursera Agreement | Academic Matters | Leadership in Distance Education
Cybergogue: A Critique of Connectivism as a Learning Theory | Connectivism
Embracing Uncertainty and the strange problem of habituation | Connectivism
Connectivism - Nik Peachy | Connectivism
Connectivism for EFL Teachers: A Theory of Learning For A Digital Age: Thomas Baker: Amazon.com: Kindle Store | Connectivism
Connectivism for EFL Teachers: A Theory of Learning For A Digital Age eBook: Thomas Baker: Kindle Store | Connectivism
By Claude Almansi Editor, Accessibility Issues ETCJ Associate Administrator The International Review of Research in Open and Distance Learning (IRRODL) has dedicated a special issue to “Connectivism: Design and Delivery of Social Networked Learning” (March 2011), edited by George Siemens (Athabasca University, Canada) and Grainne Canole (Open University, UK). This special issue is not meant as a definitive sum on connectivism but rather, as Terry Anderson, editor of IRRODL, put it in his announcement on the Instructional Technology Forum mailing list: … a challenge and request that we spend more effort into trying to understand if connectivism has approaches and delivers important insights and practical designs into the increasing networked learning context in which we function. Learning is connective Connective Learning: Challenges for Learners, Teachers, and Educational Institutions
Connectivism and Organizations | Connectivism
#fts12 Connectivism – curated by Susan Bainbridge | Susan Bainbridge - ePortfolio
Connectivism and Connective Knowledge: Essays on meaning and learning networks | Leave Those Kids Alone! La identidad digital se trata en la literatura científica dentro de la área de la cibercultura. De hecho, diversos autores la han vinculada en la encriptación de datos, la privacidad, la seguridad en Internet (Camenisch, 2009) y el phising (Kirda y Kruegel, 2006). Cabe decir que también hay autores que han tratado la identidad digital en el contexto empresarial y la han relacionado con intranets corporativas y aplicaciones de la web social en las empresas (Aced et al., 2009a; Bancal et al., 2009). Por otra lado, en la literatura académica se refleja el interés sobre las características de la comunicación mediante ordenador (CMC) que imprimen nuevas pautas de desarrollo de identidades digitales (Campbell, 2005), así como los comportamientos en línea de niños, adolescentes, colectivos étnicos o diferencias de género.
What Does Connectivism Mean for Education?
Connectivism | Connectivism
Co-Constructvism and Connectivism | Connectivism
Connectivism and Social Learning in Practice | Connectivism
#Change11 Farewell to you all | Connectivism
#Change11 “One small step for man, a giant leap for mankind” – Is that the MOOC movement? | Connectivism
OracleDaily » What Lies Beneath: Some Thoughts on MOOCs’ Tech Infrastructure | Educación flexible y abierta
Creating the Connectivist Course | One Change a Day
A Repository of Papers on Connectivism | Connectivism
Connectivism and Connective Knowledge: Essays on meaning and learning networks | Connectivism
Transformational Adult Learning | 21C Learning Innovation
Open education, open source, and the dilemma over e-textbooks | Technology & Learning
Are we at the crossroad in Higher Education? | Teaching in Higher Education
EduSkills » Connectivism
Connectivism with Some Restraint | Riding on Geoff's Coetail
Connectivism and Global Collaboration in Education | Connectivism
Connectivism - XMind - Social Brainstorming and Mind Mapping | Connectivism
Connectivism and Personal Learning | Connectivism
All Hands on Deck - Goldilocks and the 3 MOOCs | Connectivism
Interview with George Siemens - LE@D, Universidade Aberta | Connectivism
Dr. George Siemens: “The Meaning of Connectivism for Learning Design” | Connectivism
Open Social Learning: Connectivism, As Practiced By A Teacher of English as a Foreign Language | Connectivism | Scoop.it
Stephen's Web | Connectivism | Scoop.it
How I use connectivism in my learning and training | Connectivism
Connectivism & Connective Knowledge | Connectivism | Scoop.it
2020 Teacher Model | Connectivism
The Connectivist Approach Applied to Research - Stephen Downes | Connectivism
Connectivism and Transculturality | Connectivism
Thoughts on EduMOOC topics: My Educational Philosophy | Connectivism
#cck11: Connectivism and Social Constructivism – what’s the difference?  | Connectivism
Get Regular Update on Connectivism | Connectivism
Why #Connectivism is not a Learning Theory | Connectivism
George Siemens - Connectivism: Socializing Open Learning | Connectivism
Teaching as transparent learning « Connectivism | Connectivism
Popplet
Who is the conscience of the global brain?
Analytics_Milan
On Connectivism… « Wonder-FULL-World - edustange's posterous
Learning Analytics: research discipline and domain of practice - Learning and Knowledge Analytics | Educación y TIC
Connectivism: Connecting with George Siemens.pdf | E-Learning and Online Teaching
A Rough Guide to Connectivism | Education, technology, innovation, leadership. It's all Librarianship
Connectivism: Connecting with George Siemens.pdf | Connectivism