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Connectivism

Connectivism
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Connectivist DNA: Epistemology #cck12 I started this post weeks ago, but life happened. I want to continue talking about defining Connectivism. So if we are to avoid a definition of Connectivism that disjoins the theory from similar theories and from the rest of the world and reduces the theory to a handful of essential characteristics how should we proceed? Morin says that we proceed by "distinction, conjunction, and implication" (51). We distinguish Connectivism as a theory about education without separating it from other such theories about education and without separating it from the very thing that it seeks to illuminate: Education. For me, the first bit of Connectivist DNA is found in its epistemology. So what is the epistemological DNA that Connectivism brings to the eco-system? At the heart of Connectivism, then, is this idea that knowledge is not some thing, like a nugget, that we can pass among ourselves and reduce to a nifty definition. So what do we gain by saying that knowledge is a function of networks?

Learning 2.0 is Dumb: Use ‘Connected Learning’ Instead Going forward, and as best I can, I’ll use the term ‘Connected Learning’ to describe a knowledge ecosystem made up of formal, informal and social learning behaviours and modalities. It’s about time I (and perhaps you as well) retire the term Learning 2.0. There are a few reasons for this: Therefore, I present to you ‘Connected Learning’ … at least from a modality perspective: If ‘Connected Learning’ is part formal, part informal and part social, there will always be the act of ‘connecting’ one’s self to people, content, systems, networks, etc. during the learning process itself … and it may occur through several mediums. Formal: a self-contained & scheduled learning event, typically but not always tracked, providing a comprehensive and at times logical or sequential approach to a topic. Informal: an opportunity without conventionalism, atypical to formal learning, providing guidance, expertise or acumen on the go. ‘Connected Learning’ leans heavily on Socratic Learning as well:

Reading ‘Education and mind in the Knowledge Age’ Carl Bereiter #cck11 Understanding is a relation between the knower and an object of understanding. Understanding implies abilities and dispositions with respect to an object of knowledge sufficient to support intelligent behavior. In all these practical cases, deep understanding means understanding deep things about the object in question, which in turn implies deep and extensive involvement with the object. To behave withunderstanding is to act in ways that are attuned to relevant properties of the thing. The eleven observations made earlier about understanding people are here applied to what we shall for simplicity call ‘Connectivism.’ 1. What constitutes understanding Connectivism depends on your relationship to it. 2. 3. 4. 5. 6. 7. 8. 9 Having a understanding of Connectivism means understanding the deeper things about it—derivations, proofs, nonobvious implications and applications. 10. 11. What is it, then, to feel that we understand? Like this: Like Loading...

Educational Technology and Mobile Learning: Connected Learning Explained Are we really taking advantage of this digital information age to enhance the quality of today's education? Are we keeping pace with the fast-changing learning styles of our students? Do we know when, how, and what technology to use in our classrooms ? We are preparing students for jobs that do not exist yet but unfortunately some of us are still using old fashioned techniques. Connected Learning: 'ESSENCE' from DML Research Hub on Vimeo. munications & Society: The Least to Say about Connectivism, #cck12 I said earlier that a definition is about the least that we can say about anything—teacups, for instance. This does not mean that we shouldn't say the least that we can say. What it means is that this is the barest of starting points. This is the point at which we begin picking ourselves up by our bootstraps to create meaning out of almost nothing. So what is the least that we can say about Connectivism or Rhizomatics? Learning and knowledge require diversity of opinions to present the whole … and to permit selection of best approach.Learning is a network formation process of connecting specialized nodes or information sources. And what do Deleuze and Guattari say about Rhizomatics? connection,heterogeneity,multiplicity,asignifying rupture,cartography, anddecalcomania. These, then, are the starting points for defining both connectivism and rhizomatics. To keep both concepts alive, we most start at these points, and possibly a few other points, and then work outward from the center.

¿Por qué es tan importante la #colaboración? ¿Qué es y cómo funciona? Allá por 2008 escribíamos en ergonomic sobre una charla que Andrew Keen daba en el Oxford Internet Institute. En esos días, Keen ironizaba lo que entonces llamaba: “… las tres “C” que promueve el evangelio de Silicon Valley: colaboración, comunidad y conversación…”. Desde entonces hasta ahora muchos bits han pasado bajo nuestros teclados. Sin embargo, aunque mucho ha ocurrido entre el ’08 y ’13 aún queda bastante por explorar y precisar en cuanto a qué entendemos por colaboración, comunidad y conversación. En conversación con un alumni de Outliers School surgió la idea de pensar en un simple pero inclusivo diagrama cartesiano que interrelacionara las dimensiones de aprendizaje individual, colectivo, formal e informal. Un claro ejemplo de su importancia se observa en la prueba escolar parametrizada de la OCDE (conocida como PISA) que a partir del 2015 comenzará a evaluar: “Collaborative problem solving (computer based)“. 1. 2. 3. 4. [Referencias abajo] * W. ****Himanen, P. (2010).

CONNECTIVISM, A LEARNING THEORY OR A NECESSARY SKILL FOR MODERN LEARNING? #CCK12 Connectivism has been proposed as an alternative learning theory particularly in the age of modern digital technology. As discussed by Robertson in a video lecture (2007), it is true that most of the prior learning theories such as constructivism and cognitism were proposed before our major leaps into the internet revolution happened, and therefore, the possibility of needing a new theory to explain how we learn may be timely. But is CONNECTIVISM, as described by its two main proponents, Siemens and Downes, it? Siemens, in his 2005 paper “Connectivism: a learning theory for the digital age,” claims that learning occurs in “nebulous environments, and that it can “occur outside of individuals.” Learning, on the other hand, is defined in many ways, but the one I am inclined to use is the one by Cobb (2009), “Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.” Conclusion: References: Siemens G. Cobb J. Robertson I.

From E-Learning to We-Learning The corporate training industry is undergoing some major changes. Over last few months we have been involved in many discussions with organizations about the tremendous needs to build, manage, and formalize their social and collaborative learning programs. This is being driven by many factors: the slowing economy, the "always-connected" nature of the workforce, and the explosion of social software tools and platforms now available. In many ways, this transition is very similar to the last "big thing" to hit corporate training - the "e-learning" era. I think today's transformation is very similar and we have much we can learn from that history. The History of E-Learning and What We Learned E-learning radically changed the training industry. Today of course as e-learning has matured, there are many forms of online training and education. In addition, the original "concepts" of e-learning have changed. Enter "We-Learning" Now here we are again, in the middle of a whole new era. 1. 2. 3. 4.

#Change11 Farewell to you all This is my farewell post. May I start with a story? “What is your problem?” “I have headaches, some sneezing, and pains in the joints, don’t know why, I am just feeling tired. “Let me examine you.” the doctor then examined A. “You have the symptoms of a flu, here is the prescription, follow the instructions in taking this flu medicine (may be an anit-virus medicine).” “Do I need to take any antibiotics?” “No, antibiotics don’t cure flu.” explained Doctor Wise. Does it look familiar to you? Why would I choose this plot of seeing the doctor? So, how do these relate to my taking of the MOOCs? To a certain extent, the facilitators in the MOOCs are like the doctors, they know what experiences patients have, and the symptoms associated with various diseases, or the actual problems associated with the different diseases. But is this what MOOCs are all about? However, how the learners would take that into their hands could be totally different. Here I would like to borrow: Like this: Like Loading...

Connected Learning: The Power Of Social Learning Models DML (a “Digital Media and Learning” project), believes in the “the power of participation.” And they’ve created a learning model overview to prove it. We recently published our Inside-Out Learning model, an attempt to return the learning to the families, organizations, and communities authentic to the learner. DML’s model is similar in philosophy, underscoring the role of interdependence. Called Connected Learning, the model is a response to changing face of culture as it relates to social and digital media. Connected Learning “is an answer to three key shifts as society evolves from the industrial age of the 20th century and its one-size-fits-all factory approach to educating youth to a 21st century networked society.” 1) A shift from education to learning. 2) A shift from consumption of information to participatory learning. 3) A shift from institutions to networks.

homes.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF NetLab is an interdisciplinary scholarly network studying the intersection of social networks, communication networks, and computer networks. Centered at the University of Toronto, NetLab members have come from across Canada and the United States as well as from Chile, Germany, Hungary, Israel, Japan, Norway, Portugal, and the United Kingdom. NetLab has developed since 2000 from an informal network of collaborators into a far-flung virtual laboratory. Where to find NetLab: NetLab43.665016, -79.399325NetLabUniversity of TorontoiSchool140 St.

Educators: Embrace Social Media What is up with teacher development and the fear of social media? So many educators are soaring into the next advent of learning, while others continue to lecture and talk at the kids, avoiding the digital tools that are so readily available. Yesterday, in a passing conversation discussing sharing of great resources, I asked a colleague if they knew what a PLN is? ”Huh?” she said. “A P L what?” My world has become immersed in Twitter; I find it to be one of the single most important tools in my own daily professional development. I’d like to mention some of my educationally revered friends and give them a little plug since they have helped me grow. Now, don’t get me wrong… my friends on Twitter are more like colleagues. 25 Ways To Get The Most Out Of Twitter by Jeff Dunn (just posted yesterday so we must have had some mental telepathy going on.) the founder of Edudemic, states that, Twitter may very well be the single most important tool for teachers right now. Here’s what I think:

Connectivism in Practice — How to Organize a MOOC Author: Roland Legrand Massive Open Online Courses (MOOCs) are online learning events that can take place synchronously and asynchronously for months. Participants assemble to hear, see, and participate in backchannel communication during live lectures. They read the same texts at the same time, according to a calendar. Learning takes place through self-organized networks of participants, and is almost completely decentralized: individuals and groups create blogs or wikis around their own interpretations of the texts and lectures, and comment on each other’s work; each individual and group publicises their RSS feed, which are automatically aggregated by a special (freely available) tool, gRSShopper. Every day, an email goes out to all participants, aggregating activity streams from all the blogs and wikis that engage that week’s material. Not all MOOCs are Connectivist MOOCs (or cMOOCs). In this chapter we’ll focus on cMOOCs. Stephen Downes: Why Dunbar’s number? Anatomy of a cMOOC

Educators as Social Networked Learners This fall, I am getting the opportunity to design and teach a graduate course for Boise State University’s Education Technology Program entitled, Social Networked Learning. The majority of students in the program are K-12 in-service teachers who are seeking ways to enhance their teaching with integrated and emerging technologies. Course Description This course explores collaborative and emergent pedagogies, tools, and theory related to the use of social networks in learning environments. The ideas, content, and exercises presented in this course are driven by two basic tenets: We are living, learning, and educating in an information-rich (Shirky), connected (Siemens), creative (Florida), participatory (Jenkins) culture.This culture is seeing growth, development, and evolution of information and technology as never seen before in the history of humankind. Learning Goals Course Modules Course Assignments Assignment

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