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. Hence people see a relation between connectivism and constructivism or active learning (to name a couple). Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.
21st Century Initiative About the initiative CCL launched a pan-Canadian program to advance the work of the 21st Century Learning Initiative within Canada in September 2005. The purpose of this program was to engage Canadians in dialogue about new ways of thinking about learning systems, based on the research synthesis provided by the 21st Century Learning Initiative. Established in 1995, the Initiative, led by John Abbott, is a network of academics, researchers, policy-makers and practitioners from numerous countries. Connectivism: Learning theory of the future or vestige of the past? Rita KopUniversity of Wales Swansea Adrian HillOpen School BC, Canada Abstract
Connectivism as Epistemology Responding to questions from Vance McPherson 1) What is your response to Rita Kop's suggestion that connectivism is a new epistemology but not a new learning theory? As I understand Rita, she understands the pedagogical aspects of connectivism to have already been present in constructivism, and hence, connectivism is not proposing something new when it comes to giving guidance to instructional staff. There are overlaps to be sure, however: - criticisms of a teaching practice, which may be grounded if working in a constructivist perspective, are not grounded in a connectivist environment. Connectivism is *definitively* a learning theory, or more accurately, incorporates learning theories (specifically, theories about how connections are formed in networks). It suggests some teaching theories (I have capsulized them as 'to teach is to model and demonstrate' and suggested that connectivism argues for the creation of an immersive learning environment).
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. 2011 Horizon Report Download the 2011 Horizon ReportPDF • ePub The 2011 Horizon Report is made possible via a grant from HPHP creates innovative technology solutions that benefit individuals, businesses, governments and society. HP’s Office for Global Social Innovation applies HP’s global reach, broad portfolio of products and services, and the expertise of its employees to support initiatives in education, healthcare and communities around the world. As the world’s largest technology company, HP brings together a portfolio that spans printing, personal computing, software, services and IT infrastructure to solve customer problems. More information about HP is available at The 2011 Horizon Report is a collaboration betweenThe New Media Consortium and theEDUCAUSE Learning Initiative An EDUCAUSE Program
Educause 2012: 5 ways online learning is disrupting education As one of the hot buzz terms and concepts in education this year, massive open online courses (MOOCs) are reshaping the way institutions offer learning services, and Michael B. Horn, the co-founder and executive director of Innosight Institute, specializes in disruption. Horn spoke on Wednesday at the Educause 2012 conference in Denver, and Education Dive sat in on his talk about the changes that are currently underway, ushering in new models in higher education. As it happens, Horn did not stop at higher ed and went on to address what MOOCs could eventually do to high schools as well.
Content Knowledge Definition The term content knowledge refers to the body of knowledge and information that teachers teach and that students are expected to learn in a given subject or content area, such as English language arts, mathematics, science, or social studies. Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned in specific academic courses, rather than to related skills—such as reading, writing, or researching—that students also learn in school. While the term may be considered unnecessary jargon by some, the use of “content knowledge” has grown significantly in recent decades, in large part because educators now commonly use the term as a shorthand way to articulate a useful technical distinction between “knowledge” and “skills” (see Debate below for further discussion).