Tecnologías en procesos educativos: Conectivismo, un modelo de aprendizaje para el siglo XXI. El avance progresivo del Internet y el enfoque educativo que se ha venido dando a las Tecnologías de la Información y Comunicación, han impactado la forma en como enseñamos y aprendemos. Esto nos permite reajustar el modelo tradicional de la escuela en donde prevalece el conocimiento del maestro quien lo transmite y unos estudiantes que se convierten en asimiladores de esa información. El estudiante debe pasar de ser un simple receptor y reproductor de datos, a ser el centro de ese proceso educativo, creativo, innovador y crítico. Bajo los nuevos modelos de enseñanza 2.0, es necesario redefinir el rol docente, quién debe convertirse en otro aprendiz más quién inculque motivación por el aprendizaje en el estudiante.
Se rompe el paradigma en el que el docente es el único que puede enseñar lo que el sabe y pasar a ser un gestor del conocimiento. El aprendizaje es un proceso que ocurre dentro de una amplia gama de ambientes que no están necesariamente bajo el control de la persona. Networked Knowledge and Combinatorial Creativity. By Maria Popova Why creativity is like LEGO, or what Richard Dawkins has to do with Susan Sontag and Gandhi. In May, I had the pleasure of speaking at the wonderful Creative Mornings free lecture series masterminded by my studiomate Tina of Swiss Miss fame. I spoke about Networked Knowledge and Combinatorial Creativity, something at the heart of Brain Pickings and of increasing importance as we face our present information reality. The talk is now available online — full (approximate) transcript below, enhanced with images and links to all materials referenced in the talk.
These are pages from the most famous florilegium, completed by Thomas of Ireland in the 14th century. Florilegia were compilations of excerpts from other writings, essentially mashing up selected passages and connecting dots from existing texts to illuminate a specific topic or doctrine or idea. In talking about these medieval manuscripts, Adam Gopnik writes in The New Yorker: You may have heard this anecdote. Do stuff. The Difference Between Instructivism, Constructivism, And Connectivism - The Difference Between Instructivism, Constructivism, And Connectivism by Terry Heick We spend so much time in education trying to make things better.
Better policies. Better technology. Better standards. Better curriculum. Better instruction. Better assessment. Better response to assessment data. And too with research, teacher collaboration, school design, parent communication, and so on. So while viewing a presentation from Jackie Gerstein recently, I was stopped at the very simple distinction she made between instructivism, constructivism, and connectivism. So as you focus in your PLC or staff meetings on better “research-based instruction,” you’re looking at ways to improve how to better deliver instruction–more to understand how to better “give learning” than to cause it. Instructivism is definitely more teacher and institutionally centered, where policy-makers and “power-holders” create processes, resource-pools, and conditions for success. Gerstein’s definition’s appear below. Instructivism. Connectivism glossary. About this glossary[edit] This is a glossary of terms used in connectivism to help define how they they differ from the dictionary definitions and other learning theories.
This glossary is currently under development as part of the CCK09 and CCK11 course. Please help to improve. Alphabetical index of terms[edit] agent[edit] amplification[edit] A central concept of connectivism. Capacity to know[edit] This is the potential that exists in a learner and their connections. Centrality[edit] A measure of the importance of a node in a network. Connected specialization[edit] In complex systems, individual agents/nodes become increasingly specialized. Connections[edit] "A connection is a link between two entities [in a network] such that a change of state in one entity may result in a change of state in the second entity. " connections, making[edit] "Connections form naturally, through a process of association, and are not 'constructed' through some sort of intentional action.
" connective knowledge[edit] What is a MOOC? Learning metaphor – understanding of an elephant based on Instructivism, Constructivism and Connectivism. This is my response to the stimulating and interesting post Instructivism, Constructivism or Connectivism by Ryan Tracey. Ryan writes: From a practical perspective then, is the popular “evolution” of instructional design from instructivism through constructivism to connectivism a furphy?
All three pedagogies build on one another to provide a rounded theoretical toolset for the modern professional to exploit. Therefore, I propose to replace the traditional left-to-right gradient with a new representation: This diagram acknowledges the chronology of instructional design theory, with the earliest pedagogy occupying the centre circle, and the later pedagogies occupying the outer rings.
Ryan concludes that if someone asks me “Instructivism, constructivism or connectivism?” Let me share with you my metaphor of the understanding of an elephant by learners (people). Comments? Like this: Like Loading... A Simple Guide To 4 Complex Learning Theories. Connectivism_Week1. Necesario análisis de la teoría conectivista del aprendizaje, pilar actual del funcionamiento de las redes postuladas para educación.
Frente al auge de la teoría del conectivismo, no se puede permanecer ajeno a ello, por lo cual presentamos algunas reflexiones que pueden ser útiles para profundizar su aplicación a la educación con TIC. Conectivismo: conceptualización y críticas Conceptualización El conectivismo presenta la tesis que el conocimiento es distribuido a través de una red de conexiones, y de este modo, el aprendizaje consiste en la habilidad de construir mas redes al atravesarlas .Se relaciona con aquellas propuestas que dicen que el conocimiento no se adquiere como si fuera una cosa.
También niega que el conocimiento sea de carácter proposicional, como lo acepta el 'cognitivismo', que entiende que la generación de conocimiento y la formación de creencias, y el aprendizaje, se dan por el lenguaje y la lógica, a través de sentencias y conceptos que se adquieren y almacenan. Por el contrario, el conectivismo es 'conexionismo'. Aplicaciones del conectivismo a la práctica educativa Comentarios críticos. xED Book | a book about education stuff, moocs, etc. Conectivismo: Una Teoría Del Aprendizaje Para La Era Digital - Que Es Y Que Lo Hace Tan Especial. ¿Qué es Conectivismo? Si buscas en Wikipedia sin prestar demasiada atención podrías encontrar que este término poco familiar se originó en Italia.. Crédito de la foto: Clix "...al principio del siglo XXI en Italia, donde es conocido como Connettivismo. Se originó en la ciencia ficción italiana como la iniciativa de un grupo de escritores, bloggers y artistas.
El nombre es derivado de una doctrina imaginaria que se conecta con el conocimiento específico de otras disciplinas, tal como fue presentado por el escritor canadiense de ciencia-ficción Alfred Elton van Vogt. " (Fuente: Wikipedia) Pero el Conectivismo es también algo más. ""Conectivismo, es una teoría del aprendizaje para la era digital," ha sido desarrollada por George Siemens basado su análisis de los limites de las teorías del comportamiento, del cognitivismo y constructivismo para explicar el efecto que la tecnología ha tenido en cómo vivimos, cómo nos comunicamos, y cómo aprendemos.
" ¿Qué Tiene De Original El Conectivismo? CCK08: Primer paper del curso de conectivismoCCK08: Connectivism Course First Paper CCK08 — Conectivismo. By S. Thüer CCK08. Disculpa, este texto solo está disponible en inglés. CCK08. We live in a complex and changing world. A world in which knowledge is rapidly growing with multiple tools augments our ability to interact with each other. The learning process is changing and we need new models and metaphors to explain how knowledge is acquired. According to Prensky a typical high school student in USA have watched 20,000 hours of television; have spent 10,000 hours playing videogames and have been reading only 5,000 hours. Friends distributed across multiple networks as instant messengers, social networks (MySpace, Facebook, etc.), email addresses and cell phone contacts.Online reading and writing.
Connectivism is a learning theory that fits perfectly to this context and explains how learning happens in a rapid changing core of global knowledge. To understand the network metaphor we need to know a bit about networks theory. References Prensky (2001) Digital Natives, Digital Inmigrants. Connectivism and Complexity. Well, I look around, and it's been a month since I've written. How does that happen? I could list the details, but they aren't that interesting – family, work, and medical appointments mostly. Fortunately, all is well with my world. The sad part for my blog is that I've lost my train of thought.
As I recall, I was thinking about networking as part of the DNA of connectivism, and the DNA comment elicited a comment from Stephen Downes about my confused attempt to reconcile connectivism and essentialism. Those are good questions, and I will attempt to come back to them and to the general issue of networking as one of the generative concepts of connectivism sometime in the future, but today (July 4th, as I start this post with a free morning. To my mind, complexity is concomitant to networking. If Mitchell is correct, then complexity is not a settled scientific term. Okay, this is what I mean by complexity, and I insist that it is at the heart of connectivism along with networking. Webpages as graphs - an HTML DOM Visualizer Applet. Connecting to Connectivism - Learning Theory and Educational Technology. Module 2: Cognitivism, Learning Theories, and _Isms... Oh MY!
Connectivism. Connectivism in Practice — How to Organize a MOOC. Author: Roland Legrand Massive Open Online Courses (MOOCs) are online learning events that can take place synchronously and asynchronously for months. Participants assemble to hear, see, and participate in backchannel communication during live lectures. They read the same texts at the same time, according to a calendar. Learning takes place through self-organized networks of participants, and is almost completely decentralized: individuals and groups create blogs or wikis around their own interpretations of the texts and lectures, and comment on each other’s work; each individual and group publicises their RSS feed, which are automatically aggregated by a special (freely available) tool, gRSShopper.
Not all MOOCs are Connectivist MOOCs (or cMOOCs). In this chapter we’ll focus on cMOOCs. Stephen Downes: Why Dunbar’s number? A learning theory for the digital age The connectivist theory describes learning as a process of creating connections and developing networks. Anatomy of a cMOOC. #Change11 Farewell to you all. This is my farewell post. May I start with a story? “What is your problem?” Asked the Doctor Wise.
“I have headaches, some sneezing, and pains in the joints, don’t know why, I am just feeling tired. Last night, I have fever.” said the Patient A. “Let me examine you.” the doctor then examined A. “You have the symptoms of a flu, here is the prescription, follow the instructions in taking this flu medicine (may be an anit-virus medicine).” “Do I need to take any antibiotics?” “No, antibiotics don’t cure flu.” explained Doctor Wise. Does it look familiar to you? Why would I choose this plot of seeing the doctor? So, how do these relate to my taking of the MOOCs? To a certain extent, the facilitators in the MOOCs are like the doctors, they know what experiences patients have, and the symptoms associated with various diseases, or the actual problems associated with the different diseases.
But is this what MOOCs are all about? Here I would like to borrow: Like this: Like Loading... Connectivism explained by Freire? Connectivist DNA: Epistemology #cck12. I started this post weeks ago, but life happened. I want to continue talking about defining Connectivism. So if we are to avoid a definition of Connectivism that disjoins the theory from similar theories and from the rest of the world and reduces the theory to a handful of essential characteristics how should we proceed? Morin says that we proceed by "distinction, conjunction, and implication" (51). I guess that clarifies things. Let's see. We distinguish Connectivism as a theory about education without separating it from other such theories about education and without separating it from the very thing that it seeks to illuminate: Education.
For me, the first bit of Connectivist DNA is found in its epistemology. So what is the epistemological DNA that Connectivism brings to the eco-system? At the heart of Connectivism, then, is this idea that knowledge is not some thing, like a nugget, that we can pass among ourselves and reduce to a nifty definition.
Connectivism. Reading ‘Education and mind in the Knowledge Age’ Carl Bereiter #cck11. Understanding is a relation between the knower and an object of understanding. Understanding implies abilities and dispositions with respect to an object of knowledge sufficient to support intelligent behavior. In all these practical cases, deep understanding means understanding deep things about the object in question, which in turn implies deep and extensive involvement with the object. To behave withunderstanding is to act in ways that are attuned to relevant properties of the thing. The eleven observations made earlier about understanding people are here applied to what we shall for simplicity call ‘Connectivism.’ 1. 2. 3. 4. 5. 6. 7. 8. 9 Having a understanding of Connectivism means understanding the deeper things about it—derivations, proofs, nonobvious implications and applications. 10. 11.
Understanding refers to that aspect of a relationship which has to do with its potential to support intelligent action. What is it, then, to feel that we understand? Like this: Like Loading... Munications & Society: The Least to Say about Connectivism, #cck12. I said earlier that a definition is about the least that we can say about anything—teacups, for instance. This does not mean that we shouldn't say the least that we can say. What it means is that this is the barest of starting points. This is the point at which we begin picking ourselves up by our bootstraps to create meaning out of almost nothing. This is the DNA—the arrangement of "discrete units, empty of meaning (like phonemes or letters of the alphabet), combining into complex units, carriers of meaning (like words)" (On Complexity, 13). As Morin says of information: "Information is not an end-of-the-line concept, but rather, a point-of-departure concept" (14).
As he says later, we must learn to define from the center out, not from the outside in. So what is the least that we can say about Connectivism or Rhizomatics? And what do Deleuze and Guattari say about Rhizomatics? Connection,heterogeneity,multiplicity,asignifying rupture,cartography, anddecalcomania. CONNECTIVISM, A LEARNING THEORY OR A NECESSARY SKILL FOR MODERN LEARNING? #CCK12. Connectivism has been proposed as an alternative learning theory particularly in the age of modern digital technology. As discussed by Robertson in a video lecture (2007), it is true that most of the prior learning theories such as constructivism and cognitism were proposed before our major leaps into the internet revolution happened, and therefore, the possibility of needing a new theory to explain how we learn may be timely.
But is CONNECTIVISM, as described by its two main proponents, Siemens and Downes, it? Siemens, in his 2005 paper “Connectivism: a learning theory for the digital age,” claims that learning occurs in “nebulous environments, and that it can “occur outside of individuals.” He is also of the opinion that learning can occur outside of human appliance. Conclusion: Although I concur with Siemens (2005) when he said that “Our ability to learn what we need for tomorrow is more important than what we know today.” References: Siemens G. Cobb J. Robertson I. Kop R and Hill A.
Collective Intelligence. GSiemens. Homes.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF. La gran estafa del trabajo en equipo. Conectivismo.