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WISE: The world’s most important education conference. Education is constantly confronted with a dual threat: 1.

WISE: The world’s most important education conference

Acknowledgement that it is a foundation for all human progress and able to lift regions and society out of poverty, 2. Public policy and investment that denies the value of education. When society faces a problem, whether racism, violence, or inequality, education is the first scapegoat and the first solution. Report after report validates the role of education in improving the personal lives of individuals and the public sphere of highly educated regions. Politicians and reformers point to international comparisons to laud or condemn performance of local education systems. Unfortunately, when economic pressures hit, one of the first casualties is public education – at all levels. I attend somewhere in the range of 30-50 education/technology/learning conferences annually. Last week I attended the WISE conference in Doha, Qatar. Digital natives and immigrants: A concept beyond its best before date. Over the last few years, I’ve increasingly encountered reference to Marc Prensky’s distinction between “digital natives and digital immigrants”.

I’m currently editing a journal special edition, and find almost every article provides some reference to the concept. Last week, I was in Edmonton presenting at ADETA . The reference to natives/immigrants was again abundant. I personally find the distinction offensive (after all, it casts a conflict between immigrants and natives in mild tone of intolerance). David Thornburg recognizes this and writes about his own presentation at an entirely different conference, and concludes that he owes his audience an apology for relying on the false distinction. Why has the idea of immigrants and natives gained so much ground, in the apparent absence of effective research? I assume the concept of immigrant/native gained popularity because it expresses emotions/feelings many educators have about next generation students.

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.

Connectivism: A Learning Theory for the Digital Age

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: Todas las respuestas sobre Conectivismo. Tecnologías para la Formación - Artículos y Entrevistas.

Todas las respuestas sobre Conectivismo

Connectivism: Connecting with George Siemens. Everything elearning. Siemens(2004)-conectivismo. Siglas en inglés).

Siemens(2004)-conectivismo

Para combatir la reducción en la vida media delconocimiento, las organizaciones han sido obligadas a desarrollar nuevosmétodos para llevar a cabo la capacitación.” Jan05_01. Editor’s Note: This is a milestone article that deserves careful study.

Jan05_01

Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. 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: Background. Siemens y la apertura del espacio de la educación #cck12. Este posteo de George Siemens tiene harto material para su posterior desmenuzamiento.

Siemens y la apertura del espacio de la educación #cck12

La palabra "openness" que yo traduzco en apertura, abrir las puertas, en este caso de la educación y en particular del análisis de la data del proceso de aprendizaje o del proceso de la educación, es un punto a poner en la mira de nuestra mirada, según este especialista. Me tropiezo con la pregunta acerca de cual es la diferencia entre openness y transparencia, cuya respuesta encuentro en este link.

Cuando la generación de conocimiento era un proceso lento, que por su naturaleza podía ser empaquetado y sistematizada su enseñanza, podía impartirse en las aulas de clases de la vieja y actual escuela, sin mayores dificultades. Incluso la invención del aula de clases fue una gran invento que permitió masificar la educación y así dejara de ser un bien exclusivo solo de las elites. Siemens.Conociendoelconocimiento. Blog del VI Encuentro Internacional EducaRed.

Apostando por la calidad educativa.

Blog del VI Encuentro Internacional EducaRed

Learning, networks, knowledge, technology, community. This last week we launched our open course on Data, Analytics, and Learning on edX.

learning, networks, knowledge, technology, community

The course is structured in a dual layer model, an approach that Matt Crosslin has nicely articulated. We have 20,000 registered students, with 32% having actually logged in and taken part in the course. 180 countries are represented, with the top being US, India, and UK, representing 25%, 11%, and 4% of students. I’ve run numerous MOOCs over the past six years. Peak Social. Is one of those lovely words that can be added to anything to make it better. Media? Nah. Social media. Learning? Nah. Networks? And the list goes on. Google and Facebook are battling for supremacy at the intersection of information and social. Dunbar and Shultz argue that significant human evolution in intelligence occurred due to the “computational demands of living in large, complex societies that selected for large brains”.

Why does information flow in networks? People like Barry Wellman and Caroline Haythornthwaite have contributed significantly to advancing the analysis of the impact of networks on society.

Why does information flow in networks?

Well before Barabasi, Watts, and Strogatz arrived on the network scene, sociologists (and social psychologists) such as Granovetter, Wellman, and Milgram were developing models to understand how people connect. As a result of this work, terms like “six degrees” and “strong/weak ties” and “networked communities” have become mainstream. With an understanding of how people are connected we can also gain insight into how information flows through a network.

I’m sure you’ve seen analysis of the social networks of board of directors at different companies. Valdis Krebs addresses this in Overlapping Networks: It is usually beneficial to be connected to those who have a good view of what is going on. Traducciones. Introducción al conocimiento conectivo: Fisicalidad Nueva sección de mi traducción de An introduction to connective knowledge de Stephen Downes, esta vez sobre fisicalidad.

Traducciones

Vamos al grano: -------- Una introducción al Conocimiento Conectivo por Stephen Downes (traducción: Diego Leal) a.