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An Introduction to Connective Knowledge

An Introduction to Connective Knowledge
You are not logged in. [] [] 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. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. Probabilistic knowledge is a type of quantitative knowledge. b. c. d. e. f. g.

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Technology and the novel, from Blake to Ballard There's a scene in Don Quixote where the deluded would-be knight is listening to fulling mills. This is not the famous windmill scene: in that one, the machines are clearly visible; this one, by contrast, takes place in pitch-black night. Quixote, struck by the mills' rhythmic metallic clankings, persuades himself that they are the half-articulated groans and snarls of monsters. He's wrong, of course: they're mills. Connectivism & Connective Knowledge Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week: Martin Weller Title: Is there a pedagogy of abundance?

Connectivism: Learning theory of the future or vestige of the past? Rita KopUniversity of Wales Swansea Adrian HillOpen School BC, Canada Abstract Connectivist Learning Theory - Siemens Connectivist learning theory, by George Siemens "A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)… In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Reading in a Digital Age: an article by Sven Birkerts Essays - Spring 2010 Print Notes on why the novel and the Internet are opposites, and why the latter both undermines the former and makes it more necessary How School Screws Things Up For "Real Life" My older daughter graduated from college in May and has been working at her new job since June. Last night we had a conversation that got me thinking about how school does a really terrible job of preparing our young people for "the real world" by setting up some seriously unrealistic expectations. In school, we teach kids that: Nancy White Sep 11 2007 Communications, planning, and connected solutions for a changing world Telephone: (206) 517-4754 Location: Seattle, Washington, USA Full Circle Associates is me, Nancy White, plus my network of professionals who provide services individually and collectively for clients in the community, non-profit and business sectors. I founded Full Circle in 1997 to allow me to to tap both my and my network’s breadth of skills, knowledge and interest in a productive and creative way. Together, we operate with excellence, flexibility and personalized services to bring client projects full circle from conception to completion.

About — Connectivism Description of Connectivism Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism: Digital humanities The Digital Humanities are an area of research, teaching, and creation concerned with the intersection of computing and the disciplines of the humanities. Developing from the fields of humanities computing, humanistic computing,[2] and digital humanities praxis (dh praxis[3]) digital humanities embrace a variety of topics, from curating online collections to data mining large cultural data sets. Digital humanities (often abbreviated DH) currently incorporate both digitized and born-digital materials and combine the methodologies from traditional humanities disciplines (such as history, philosophy, linguistics, literature, art, archaeology, music, and cultural studies) and social sciences [4] with tools provided by computing (such as data visualisation, information retrieval, data mining, statistics, text mining) and digital publishing. Objectives[edit] A growing number of researchers in digital humanities are using computational methods for the analysis of large cultural data sets.

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.

Education Theory - UCD - CTAG Education theory is the theory of the purpose, application and interpretation of education and learning. It largely an umbrella term, being comprised of a number of theories, rather than a single explanation of how we learn, and how we should teach. Rather, it is affected by several factors, including theoretical perspective and epistemological position. There is no one, clear, universal explanation of how we learn and subsequent guidebook as to how we should teach. Perplexity versus error rate for language modeling It's fair to say that perplexity is the de facto standard for evaluating language models. Perplexity comes under the usual attacks (what does it mean? does it correlate with something we care about? etc.), but here I want to attack it for a more pernicious reason: it locks us in to probabilistic models.

Gary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamel’s Management 2.0 ByGary Hamel The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web, rather than as is currently the case, a mid-20th-century Weberian bureaucracy. Dyads & Triads — The Smallest Teams (by Christopher Allen with Elyn Andersson and Shannon Appelcline) Two years ago, the Bainbridge Graduate Institute (www.BGI.edu) faculty gathered to radically reinvent their sustainable business curriculum for the next decade. Our goal was not only to update course content, but also to significantly update how the material was taught. We wished to make our teaching process (our pedagogy) more interactive and also more effective for students graduating into a 21st-century work environment, where people increasingly work in teams-both online and offline. As a specialist in group interactions, I was asked by the faculty whether formal graduate student study groups (called "Study Buddies") should consist of two people or of three.

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