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Connectivism & The PLN: Give a Little to Get a Little ... One of the principles of connectivism is that you share.

Connectivism & The PLN: Give a Little to Get a Little ...

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. We sell things. A list of connectivist MOOCs. Non-linguistic model of Connectivism, Commuties of Practice, and Personal Learning Environments.

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.

What does teaching for meaningful learning mean

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. This also relates to the Connectivist learning by Stephen Downes. Connectivism maps to understanding. ¿Qué hace la gente en línea en el mundo de hoy, ¿cómo obtienen en línea, y en lo que acelera?

Connectivism maps to understanding

Connectivism - The ADP Center for Teacher Preparation & Learning Technologies. Some reflections on MOOC. 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.

Some reflections on MOOC

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. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.

Apocalypse: The Network Event Horizon. Connectivism - my learning tree. Connectivism and Ideology Too. 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.

Connectivism and Ideology Too

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. Connectivism - The full wiki. Connectivism: is there a learning hurdle ahead? Connected Learning Infographic. Connectivism: Connecting with George Siemens. Linda Castaneda emailed me.

Connectivism: Connecting with George Siemens

“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. Cybergogue: Media and Technology Theory. 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).

Cybergogue: Media and Technology Theory

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. " MOOC Mythbuster – What MOOC’s are and what they aren’t. 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.

MOOC Mythbuster – What MOOC’s are and what they aren’t

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. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.

Via Nik Peachey. Connectivism in Practice — How to Organize a MOOC. MOOC Mythbuster – What MOOC’s are and what they aren’t. Massive Open Online Conferences? - Green Conduct. Massive Open Online Conferences? - Green Conduct. My eBooks ~ Stephen's Web. 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.

My eBooks ~ Stephen's Web

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. Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect. Terry Anderson's Presentation - Follow the Sun Online Conference. Coursera, or Socrates was not a Content Provider: The University of Toronto and Coursera Agreement. Cybergogue: A Critique of Connectivism as a Learning Theory. Embracing Uncertainty and the strange problem of habituation. Connectivism - Nik Peachy. Connectivism for EFL Teachers: A Theory of Learning For A Digital Age: Thomas Baker: Amazon.com: Kindle Store. Connectivism for EFL Teachers: A Theory of Learning For A Digital Age eBook: Thomas Baker: Kindle Store.

Connective Learning: Challenges for Learners, Teachers, and Educational Institutions. 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).

Connective Learning: Challenges for Learners, Teachers, and Educational Institutions

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 This is not just a bias of ours.

Almost half a millennium earlier, Pierre Eyquem, seigneur de Montaigne, decided that his baby son Michel should learn Latin. An Italian MOOC Conclusion. Connectivism and Organizations. #fts12 Connectivism – curated by Susan Bainbridge. Connectivism and Connective Knowledge: Essays on meaning and learning networks. Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative.

Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture. Creating “Collaborative Learning Communities” “It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts.

Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. On a practical level, the most powerful lever for change, Abbott says, is people coming together to “rethink the role of community in the learning process,” agreeing how to divide up responsibilities among professional teachers and other community members, and then launching small pilot projects that are true to their new vision. What Does Connectivism Mean for Education? The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain. This is an ongoing challenge and one that does not have a single right answer or pre-packaged solution. The application of Connectivism to teaching and learning requires a thorough rethinking of the educational process and the role of the teacher, student, and technology in that process.

Siemens has done a good job laying out the core principles of Connectivism in his 2004 piece, "Connectivism: A Learning Theory for the Digital Age. " His list is as follows: This learning theory is so new and revolutionary that there is little written about it. Connectivism. Co-Constructvism and Connectivism. Connectivism and Social Learning in Practice. Research publications on Massive Open Online Courses and Personal Learning Environments. People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year.

The research has resulted in a number of publications and I thought it might be useful to post links to all of our journal articles, conference papers and presentations that were published in relation to PLEs and MOOCs in one space. Each publication looks at the data from a different perspective, eg, requirements in a PLE, self-directed learning, learner support, creativity. Kop, R. (2011) The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course. #Change11 Farewell to you all. #Change11 “One small step for man, a giant leap for mankind” – Is that the MOOC movement? OracleDaily » What Lies Beneath: Some Thoughts on MOOCs’ Tech Infrastructure. Excerpt from the great article by Chris Garrett and published on Copyblogger:"How do you decide which content should be freely available and which content you ought to charge for?

Creating the Connectivist Course. When George Siemens and I created the first MOOC in 2008 we were not setting out to create a MOOC. So the form was not something we designed and implemented, at least, not explicitly so. But we had very clear ideas of where we wanted to go, and I would argue that it was those clear ideas that led to the definition of the MOOC as it exists today. There were two major influences. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. The other major influence was the emergence of massive online conferences. We set up Connectivism and Connective Knowledge 2008 (CCK08) as credit course in Manitoba’s Certificate in Adult Education (CAE), offered by the University of Manitoba. What made CCK08 different was that we both decided at the outset that it would be designed along explicitly connectivist lines, whatever those were.

A Repository of Papers on Connectivism. Connectivism and Connective Knowledge: Essays on meaning and learning networks. Transformational Adult Learning. "Leo Tolstoy, the Russian novelist, famously wrote, “Everyone thinks of changing the world, but no one thinks of changing himself.” Tolstoy’s dictum is a useful starting point for any executive engaged in organizational change. After years of collaborating in efforts to advance the practice of leadership and cultural transformation, we’ve become convinced that organizational change is inseparable from individual change.

Simply put, change efforts often falter because individuals overlook the need to make fundamental changes in themselves.1 Building self-understanding and then translating it into an organizational context is easier said than done, and getting started is often the hardest part. We hope this article helps leaders who are ready to try and will intrigue those curious to learn more.

Organizations don’t change—people do Many companies move quickly from setting their performance objectives to implementing a suite of change initiatives. Open education, open source, and the dilemma over e-textbooks. Are we at the crossroad in Higher Education? As part of my job,[1] as directed by Faculty Senate, I meet with every faculty member when a course is taught online for the first time or if the instructor is teaching online for the first time. A faculty member came to the program with a reputation as a poor teacher in his face to face class, so I wasn't sure what to expect when working with him. Even after classes began, I was unable to get him to meet with me. EduSkills » Connectivism. “The whole is more than the sum of its parts”. Aristotle. Connectivism with Some Restraint. Some rights reserved by PhOtOnQuAnTiQuE. Connectivism and Global Collaboration in Education. Connectivism - XMind - Social Brainstorming and Mind Mapping. Connectivism and Personal Learning. All Hands on Deck - Goldilocks and the 3 MOOCs.

Interview with George Siemens - LE@D, Universidade Aberta. Dr. George Siemens: “The Meaning of Connectivism for Learning Design” Open Social Learning: Connectivism, As Practiced By A Teacher of English as a Foreign Language. Connectivism. How I use connectivism in my learning and training. Connectivism & Connective Knowledge. 2020 Teacher Model. The Connectivist Approach Applied to Research - Stephen Downes. Connectivism and Transculturality. Thoughts on EduMOOC topics: My Educational Philosophy. #cck11: Connectivism and Social Constructivism – what’s the difference?  Get Regular Update on Connectivism.

Why #Connectivism is not a Learning Theory. George Siemens - Connectivism: Socializing Open Learning. Teaching as transparent learning « Connectivism. Connectivism. Popplet. Who is the conscience of the global brain? You can listen to the 25 minute cybercrime program as a podcast from the Business21C site. Here is the description of the program: Last month the hacking of Sony’s PlayStation3 system that compromised 77 million credit card users’ details gained worldwide attention as Sony shutdown its PlayStation network and music streaming service.The network breach raised questions about how the companies that fall victim to cyber crime can track down hackers, and whether they can overcome the challenges posed by online security breaches.If the key to security is raising collective consciousness through education, how can this be done effectively?

Is the government’s proposed Internet filter an adequate protection measure? It was a fascinating conversation, particularly given the participation of Anonymous, though as he noted, no one person can truly speak for a distributed network. One of the things that the anonymous hacker said is that Anonymous is “the conscience of the Internet”. Analytics_Milan. On Connectivism… « Wonder-FULL-World - edustange's posterous. Learning Analytics: research discipline and domain of practice - Learning and Knowledge Analytics. Connectivism: Connecting with George Siemens.pdf. Connectivism: Connecting with George Siemens.pdf.