Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens A LIRE : Targeted Skill Development: Building Blocks to Better Learning October 22, 2012 By: Maryellen Weimer, PhD in Teaching Professor Blog Teachers have much to teach these days. There’s the standard content knowledge students need to take from their courses, all the while the amount of new information in all our fields continues to grow exponentially. Next, there are all those essential intellectual skills like critical thinking, problem solving, analysis of evidence, argument construction to start the list. Then there are the basic skills many students are missing — like the ability to do college level reading, write coherently and calculate correctly — and all those study skills, like time management, review strategies, attentive listening and good note taking.
Half an Hour: What Connectivism Is Posted to the Connectivism Conference forum (which hits a login window - click 'login as guest' (middle of the left-hand column) - I'm sorry, and I have already complained to the conference organizer). At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing.
Learning Networks and Connective Knowledge Stephen Downes October 16, 2006 I have a lot of mixed feelings about this paper but it is an honest and reasonably thorough outline of my views. I hope people find it interesting and rewarding. Top 100 Tools for Learning 2011 Centre for Learning & Performance Technologies The Toolbox Share your Top 10 Tools to help build the 2011 list This is the 5th annual Top 100 Tools for Learning list I have built based on the contributions of learning professionals worldwide. A new classification for MOOCs – Gráinne Conole Gráinne Conole is Professor of learning innovation at the University of Leicester. Her research interests include the use, integration and evaluation of Information and Communication Technologies and e-learning and the impact of technologies on organisational change. She regularly blogs on www.e4innovation.com and is @gconole on Twitter. She has successfully secured funding from the EU, HEFCE, ESRC, JISC and commercial sponsors).
An Introduction to Connective Knowledge Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here. The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic, has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject.
learning, networks, knowledge, technology, community The Learning Analytics and Knowledge conference (LAK16) is happening this week in Edinburgh. I unfortunately, due to existing travel and other commitments, am not in attendance. I have great hope for the learning analytics field as one that will provide significant research for learning and help us move past naive quantitative and qualitative assessments of research and knowledge. I see LA as a bricolage of skills, techniques, and academic/practitioner domains. It is a multi-faceted approach of learning exploration and one where anyone with a stake in the future of learning can find an amenable conversation and place to research.
6 Types of Blended Learning Blended Learning is not so much an innovation as it is a natural by-product of the digital domain creeping into physical boundaries. As digital and social media become more and more prevalent in the life of learners, it was only a matter of time before learning became “blended” by necessity. That said, there’s a bit more to Blended and “Hybrid” Learning than throwing in a little digital learning. 6 Types of Blended Learning Face-to-face DriverRotationFlexOnline LabSelf-BlendOnline Driver Digital Badges / Open Badges Taxonomy Working on the taxonomy of digital badges / open badges is an interesting empirical and conceptual endeavour. I have been looking into different types of badges as part of the “Discussion Paper on Open Badges and Quality Assurance” on which I have been recently working in context of the European Project “Badge Europe” (Erasmus+, Strategic Partnership). Before the first draft of the discussion paper will be open to public for comments and edits, I would like to share the first draft of the taxonomy of digital and open badges. I have proposed a classification based on three categories – (1) content-related: what the badge represents, (2) issuer-related: who issues the badge, and (3) process-related: how the badge was achieved. This is just a first attempt and I would be very glad to get your feedback on this. So here is the first list ready for your comments, extensions and examples in this Google Table!
The frontier of education: Web 3D a simulpost with TechLearningAs I read about the evolution of the Web, I just feel that many of the experts are missing it! (Perhaps the 3D web is part of the "intelligent agent" idea, but I'm not so sure.) Yes, I think the semantic web is important (see the W3c specs) and inherently part of the future of the web, but I think there is one overarching evolution happening right now under our feet that is inexorably enmeshed with the semantic web. It is there amidst the video games and "fun things" that most educators refuse to recognize. With "Web 2.0" barely taking a "bit" part in most of today's classrooms, the next evolution of the web, I predict, is not Web 3.0.