WISE: The world’s most important education conference. Education is constantly confronted with a dual threat: 1.
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. 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.
Todas las respuestas sobre Conectivismo. Tecnologías para la Formación - Artículos y Entrevistas George Siemens Director asociado del Centro de Tecnologías del Aprendizaje de la Universidad de Manitoba Por Verónica Inoue.
Connectivism: Connecting with George Siemens. Everything elearning. Siemens(2004)-conectivismo. Siglas en inglés).
Para combatir la reducción en la vida media delconocimiento, las organizaciones han sido obligadas a desarrollar nuevosmétodos para llevar a cabo la capacitación.” Algunas tendencias significativas en el aprendizaje: Muchos aprendices se desempeñarán en una variedad de áreas diferentes, yposiblemente sin relación entre sí, a lo largo de su vida. El aprendizaje informal es un aspecto significativo de nuestra experiencia deaprendizaje.
La educación formal ya no constituye la mayor parte de nuestroaprendizaje. El aprendizaje es un proceso continuo, que dura toda la vida. La tecnología está alterando ( recableando ) nuestros cerebros. La organización y el individuo son organismos que aprenden. Muchos de los procesos manejados previamente por las teorías deaprendizaje (en especial los que se refieren al procesamiento cognitivo deinformación) pueden ser ahora realizados, o apoyados, por la tecnología. Saber cómo y saber qué están siendo complementados con. Jan05_01. Editor’s Note: This is a milestone article that deserves careful study.
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 An Alternative Theory.
Siemens y la apertura del espacio de la educación #cck12. Este posteo de George Siemens tiene harto material para su posterior desmenuzamiento.
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.
Siemens.Conociendoelconocimiento. Blog del VI Encuentro Internacional EducaRed. Learning, networks, knowledge, technology, community. Stephen Downes responds to my previous post: “I said, “the absence of a background in the field is glaring and obvious.”
In this I refer not only to specific arguments advanced in the study, which to me seem empty and obvious, but also the focus and methodology, which seem to me to be hopelessly naïve.” Stephen makes the following points: 1. George has recanted his previous work and is now playing the academic game 2. Research as is done in the academy today is poor 3. Our paper is bad. Firstly, before I respond to three points, I want to foreground an interesting aspect of Stephen’s dialogue in this post. Secondly, Stephen makes some statements about me personally. Stephen says a few things about my motivations that require some clarification, specifically that I am trying to make an academic name for myself and that I am recanting previous work.
Peak Social. Is one of those lovely words that can be added to anything to make it better. Media? Nah. Social media. Learning? Nah. 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.
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. Traducciones.