background preloader

Connectivism: Connecting with George Siemens

Todas las respuestas sobre Conectivismo Tecnologías para la Formación - Artículos y Entrevistas George Siemens Director asociado del Centro de Tecnologías del Aprendizaje de la Universidad de Manitoba Por Verónica Inoue El gurú del Conectivismo brindó una entrevista exclusiva a LEARNING REVIEW, en la que expone su opinión respecto a la utilización en el ámbito corporativo e universitario de esta teoría del aprendizaje para la actual era digital. Learning Review: ¿Cuáles son las 10 características principales del Conectivismo? George Siemens: El Conectivismo es la utilización de redes para describir el conocimiento y el aprendizaje. El Conectivismo se enfoca en el aprendizaje en ambientes informacionales rápidamente cambiantes. "El Conectivismo se enfoca en el aprendizaje en ambientes informacionales rápidamente cambiantes. Una teoría del aprendizaje también debe tener en cuenta el contexto más amplio de la sociedad en la que surge. GS: No estoy seguro de cómo podríamos medir si es "en forma suficiente".

Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion:

Digital natives and immigrants: A concept beyond its best before date Over the last few years, I’ve increasingly encountered reference to Marc Prensky’s distinction between “digital natives and digital immigrants”. I’m currently editing a journal special edition, and find almost every article provides some reference to the concept. Last week, I was in Edmonton presenting at ADETA . Why has the idea of immigrants and natives gained so much ground, in the apparent absence of effective research? I assume the concept of immigrant/native gained popularity because it expresses emotions/feelings many educators have about next generation students. But I don’t think the distinction has merit beyond a buzz phrase that has outlived the role it initially played in getting educators to think about the different types of learners now entering our classrooms. Prensky begins by saying that today’s students are different. Prensky is blurring too many concepts here. Why should schools react to learner’s methods of learning and interacting with content?

Siemens(2004)-conectivismo siglas en inglés). Para combatir la reducción en la vida media delconocimiento, las organizaciones han sido obligadas a desarrollar nuevosmétodos para llevar a cabo la capacitación.” Algunas tendencias significativas en el aprendizaje: Muchos aprendices se desempeñarán en una variedad de áreas diferentes, yposiblemente sin relación entre sí, a lo largo de su vida. El aprendizaje informal es un aspecto significativo de nuestra experiencia deaprendizaje. El aprendizaje es un proceso continuo, que dura toda la vida. La tecnología está alterando ( recableando ) nuestros cerebros. La organización y el individuo son organismos que aprenden. Muchos de los procesos manejados previamente por las teorías deaprendizaje (en especial los que se refieren al procesamiento cognitivo deinformación) pueden ser ahora realizados, o apoyados, por la tecnología. Saber cómo y saber qué están siendo complementados con saber dónde (lacomprensión de dónde encontrar el conocimiento requerido) Antecedentes ” (p.11).

Jan05_01 Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000, p14-17) explores some of the complexities of defining learning. References

Siemens y la apertura del espacio de la educación #cck12 Este posteo de George Siemens tiene harto material para su posterior desmenuzamiento. La palabra "openness" que yo traduzco en apertura, abrir las puertas, en este caso de la educación y en particular del análisis de la data del proceso de aprendizaje o del proceso de la educación, es un punto a poner en la mira de nuestra mirada, según este especialista. Me tropiezo con la pregunta acerca de cual es la diferencia entre openness y transparencia, cuya respuesta encuentro en este link. Cuando la generación de conocimiento era un proceso lento, que por su naturaleza podía ser empaquetado y sistematizada su enseñanza, podía impartirse en las aulas de clases de la vieja y actual escuela, sin mayores dificultades. Pero, todo bien tiene su tiempo. Surge del mundo del desarrollo de software la forma "hacker" de hacer las cosas, la vía hacker (the hacker way), que consiste en construir en base a los siguientes criterios: Y, se habla incluso de una cultura hacker con los siguientes atributos:

Why does information flow in networks? People like Barry Wellman and Caroline Haythornthwaite have contributed significantly to advancing the analysis of the impact of networks on society. Well before Barabasi, Watts, and Strogatz arrived on the network scene, sociologists (and social psychologists) such as Granovetter, Wellman, and Milgram were developing models to understand how people connect. As a result of this work, terms like “six degrees” and “strong/weak ties” and “networked communities” have become mainstream. With an understanding of how people are connected we can also gain insight into how information flows through a network. I’m sure you’ve seen analysis of the social networks of board of directors at different companies. Valdis Krebs addresses this in Overlapping Networks: It is usually beneficial to be connected to those who have a good view of what is going on. Basically, our position in a network, and the overlap with other networks, influences the type of information and people that we can access. 2. 3.

Peak Social is one of those lovely words that can be added to anything to make it better. Media? Nah. Social media. Learning? Networks? And the list goes on. Google and Facebook are battling for supremacy at the intersection of information and social. Dunbar and Shultz argue that significant human evolution in intelligence occurred due to the “computational demands of living in large, complex societies that selected for large brains”. If this hypothesis holds true, then humanity has gained astounding intelligence benefits because of social complexity. But. Humanity has hit Peak Social – the point at which we can gain no new evolutionary or developmental intellectual advantage from social activity. Perhaps the most fundamental human trait, after fulfilling biological needs of food, shelter, and procreation, is the desire to impose order on and make sense of the world. Early information overload indicates a departure from social means of learning and sensemaking. And it is here that we hit peak social.

Related: