background preloader

An Introduction to Connective Knowledge

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. 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. This is why it is incorrect to represent distributed knowledge merely as a type of probabilistic knowledge. Related:  connectivism

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. The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Parts of this paper are drawn from previous papers (especially Connective Knowledge and Basics of Instructional Design, neither of which are published). The Traditional Theory: Cognitivism The dominant theory of online and distance learning may be characterized as conforming to a ‘cognitivist’ theory of knowledge and learning. In other words, cognitivists defend an approach that may be called ‘folk psychology’. One branch of folk psychology, the language of thought theory, holds that things like beliefs are literally sentences in the brain, and that the materials for such sentences are innate.

Connectivism: Learning theory of the future or vestige of the past? | Kop Rita KopUniversity of Wales Swansea Adrian HillOpen School BC, Canada Abstract Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. Keywords: e-Learning; online learning; open learning; distance education; pedagogy; learning theory; educational theory Introduction To what extent do existing learning theories meet the needs of today’s learners, and anticipate the needs of learners of the future? If older theories are to be replaced by connectivism, then what are the grounds for this measure? With the changes that have occurred as a result of increased accessibility to information and a rapidly evolving technological landscape, educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs. Overview of Connectivism Connectivism is a theoretical framework for understanding learning. Figure 1. References Social Development Theory (Vygotsky) Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) Vygotsky’s Social Development Theory Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s theory is one of the foundations of constructivism. Major themes: Social interaction plays a fundamental role in the process of cognitive development. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). Applications of the Vygotsky’s Social Development Theory Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. Luis C.

learning, networks, knowledge, technology, community Digitization is deceptive in that the deep impact isn’t readily observable. Remember when MOOCs were going to transform higher education? Or when personalized learning was going to do away with instructors? Going back about a century ago, audio, then video, was also going to disrupt education. All of these trends have been window dressing – a facade more reflective of the interests of those who advocate for them rather than a substantive departure from established norms. Yet, change is happening, often under the radar of enthusiasts because it’s harder to sell a technology product or draw clicks to a website when being nuanced and contextual. In 2004, I tried to respond to the network/digitization alpha trend by describing the new actions and experiences that were available to learners: Connectivism: A Learning Theory for the Digital Age. Enter the artifact… One aspect of connectivism that has great potential for development is the role of the artifact in learning.

Balancing the Two Faces of E-Portfolios Printable version of this paper (PDF - 2 MB) Helen C. Barrett Figure 1. Balancing the Two Faces of E-Portfolios Learning Objectives After completing this chapter, you should be able to: · Explain the two major purposes for developing e-portfolios in education · Outline how to balance both process and product to enhance learner engagement with the e-portfolio process · Understand how students’ experiences with social networking can contribute to their engagement with e-portfolio development · Understand the role of intrinsic motivation in the e-portfolio development process · Outline a developmental process to implement e-portfolios through three levels: 1. 2. 3. This chapter focuses on these two major purposes for developing e-portfolios, and how to balance both approaches to enhance learner engagement with the e-portfolio process. U. Technology also gives students opportunities for taking ownership of their learning. Later in the publication, in the section on Assessment: Why E-Portfolios?

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. The 3D web! Lest one think I have come up with this, visionaries have been discussing this for around 15 years. "Among social virtual worlds, the 2.5D world Habbo Hotel now has 7 million youth users in 18 countries. A picture is worth a thousand words, why are we still talking about words? So what is the 3D web like? The leaders

What do we mean by learner-centred e-learning? Placing the learner at the centre of the learning process is often encouraged in e-learning design yet frequently misunderstood. I find that the examples provided in articles about this topic repeatedly ignore the real meaning of this approach. If you think adding the following to your e-learning designs make it learner-centred, I’m afraid I have to disagree (this is a snapshot of suggestions offered in numerous articles about the same): Use scenario-based design with 3-4 choices every few screens (some designers say this gives ‘control’ to the learner and is therefore learner-centred – really?) These are all very useful learning design approaches to increase motivation, but they don’t make a course more learner-centred. Jonassen et al. (1995)* (yes, almost 20 years ago!) According to Jonassen there are four distinct attributes of learner-centred effective e-learning courses: Are these elements present in your e-learning? *Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B.