Connectivism

Talk:Connectivism wikipedia as a battlefield of views and beliefs?[edit] Of course everyone is entittled to a view on any subject. But describing a subject as an item in an encyclopedia is something different from discussing the content of an item and the validity of a --ism. Not agreeing on connectivism is not a reason for deleting an item on connectivism. 16:35, 6 February 2011 (UTC) — Preceding unsigned comment added by JaapB (talk • contribs) Jaap, I am not so sure. Theory is a system of ideas intended to explain something, such as a single or collection of fact(s), event(s), or phenomen(a)(on). Turgid prose[edit] I came here hoping to learn what Connectivism was, after getting bogged down in some turgid prose at a site devoted to connectivism. What on earth is this??? I was going to point to the Constructivism article as an example of a clear explanation, but I see that it too, has been overwhelmed by turgid prose. I was taking a more polite approach, but yes, Connectivism is a Hoax.

Musikande Nine Elements Nine Themes of Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. Digital Access: full electronic participation in society. Technology users need to be aware that not everyone has the same opportunities when it comes to technology. 2. 3. 4. 5. 6. 7. 8. 9. Respect, Educate and Protect (REPs) These elements have also been organized under the principles of respect, educate and protect. Respect Your Self/Respect Others - Etiquette - Access - Law Educate Your Self/Connect with Others - Literacy - Communication - Commerce Protect Your Self/Protect Others -Rights and Responsibility - Safety (Security) - Health and Welfare If this was to be taught beginning at the kindergarten level it would follow this pattern: Repetition 1 (kindergarten to second grade) Respect Your Self/Respect Others Digital Etiquette Educate Your Self/Connect with OthersDigital Literacy Protect Your Self/Protect Others Digital Rights and Responsibility

Constructionism Seymour Papert Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product.".[2] As Papert and Idit Harel say at the start of Situating Constructionism, "It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as 'learning-by-making'. Here is one type of theory that constructivist learning theory can be applied in a classroom setting. 1. 2. 3. 4. 5. Jump up ^ Cakir, M. (2008).

Cybergogue: A Critique of Connectivism as a Learning Theory Background Having explored a “learning theory” that George Siemens (2005; 2006a) and Stephen Downes (2005; 2007) developed for a networked and digital world called connectivism. Fascinating and extensive conversations in the blogosphere and in educational journals debate whether connectivism is a new learning theory or whether it is merely a digital extension of constructivism. Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse ensued in and around the status of connectivism as a learning theory for the digital age. This led to a number of questions in relation to existing learning theories. Introduction A lamentable disadvantage of theories is also a satisfactory advantage of theories—that is, they are wont to change over time. What is Connectivism? At the dawn of the 21st Century, a new educational framework was developed called connectivism. 1. 1. Table References

Technologically Externalized Knowledge and Learning « Connectivism | Connectivism | Scoop.it Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade. Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets. What we create to survive during one era serves as neurosis for another. In education – particularly in technology enhanced education – a similar trailing of ideologies from another era is observed. For example, education consultants and speakers commonly declare “if a student from 100 years ago came to our classrooms, she would feel right at home”. What are the ideologies reflected in this approach to learning? 1. Other ideologies exist, but these are particularly influential in education, impacting design to accreditation. What is wrong with these views? The externalized generation… 1. What is TEKL?

Bloggen Om Dans The World Is Flat | Thomas L. Friedman History of the world twenty years from now, and they come to the chapter "Y2K to March 2004," what will they say was the most crucial development? The attacks on the World Trade Center on 9/11 and the Iraq war? Or the convergence of technology and events that allowed India, China, and so many other countries to become part of the global supply chain for services and manufacturing, creating an explosion of wealth in the middle classes of the world's two biggest nations, giving them a huge new stake in the success of globalization? And with this "flattening" of the globe, which requires us to run faster in order to stay in place, has the world gotten too small and too fast for human beings and their political systems to adjust in a stable manner? In this brilliant new book, the award-winning New York Times columnist Thomas Friedman demystifies the brave new world for readers, allowing them to make sense of the often bewildering global scene unfolding before their eyes. Reviews

Constructivism Jean Piaget: founder of Constructivism In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology. Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. It is important to note that constructivism is not a particular pedagogy. The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987).

Massive open online course Education service on the web Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course" A massive open online course (MOOC ) or an open online course is an online course aimed at unlimited participation and open access via the Web.[1] In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. History[edit] What is a MOOC? Precursors[edit] Early approaches[edit] cMOOCs and xMOOCs[edit] MOOCs and open-education timeline (updated 2015 version)[13][30] Notable providers[edit]

Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting

The Virtual Choir: How We Did It – Blog – Eric Whitacre In the 48 hours since we posted the Lux Aurumque Virtual Choir video soaringleap.com has seen an extraordinary number of new visitors. (Thank you to everyone who has taken an interest and linked here, especially mashable.com and Andrew Sullivan at The Daily Dish). I thought I would take this opportunity to welcome everyone, and give a brief explanation as to how the Virtual Choir came to be. Last year a friend emailed me a link to this video, the lovely Britlin Losee singing the soprano part to Sleep, an a cappella choral work I wrote in 2000: I kind of freaked out, because it occurred to me that if 100 people all recorded their respective parts (Soprano, Alto, Tenor, and Bass) we could line them all up and create a virtual choir. So I asked everyone to buy the same recording of Sleep from iTunes, a beautiful performance by the superb British choir Polyphony. I was thrilled (it actually sounded like music!) Then I offered the sheet music as a free download. Woo hoo!