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The Future of Learning in a Networked Society “This is the first generation of people that work, play, think, and learn differently than their parents … They are the first generation to not be afraid of technology. It’s like air to them.” – Don Tapscott This powerful video has some of the worlds best educators and thinkers outlining their view on the ‘future of learning in a networked society’, including the likes of Stephen Heppell, Sugata Mitra, and Seth Godin: YouTube: The Future of Learning, Networked Society Again, here are a few choice quotes that I like from the video, but watch it yourself for their context and many more I didn’t have time to write down: “We are probably at the death of education right now. Thank you to Grianne Conole for tweeting this earlier today.

Change Magazine - September-October 2010 by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining “learning styles”; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one's teaching. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. Resources 1.

Learning Networks and Connective Knowledge 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. 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. Again, though, notice the pattern here.

Why Connectivism is not a Learning Theory « A Point of Contact Firstly, the question of how to label Connectivism is an important one because this affects how people connect with the theory. As a relatively young theory, its growth, acceptance, employment and how people actually understand Connectivism all depend partially on how it is represented. Representing a theory inaccurately limits the quality of the potential connections made with that theory, an insurmountable obstacle for such a theory that is concerned with the creation of successful networks and connections of specific quality to support this success. Education is Intention There are any number of network types in the world: Restaurant Franchises, Delivery Networks, even Networks of Excellence. Distribution follows Distinction That knowledge is distributed is one of the key characteristics of Connectivism. Representation Matters Connectivism, which includes the separation of meaning and representation, cannot say anything about actual learning. The Values of Learning Like this:

Connectivism: Its place in theory-informed research and innovation in technology-enabled learning | Bell Special Issue - Connectivism: Design and Delivery of Social Networked Learning Frances Bell University of Salford, United Kingdom Abstract The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management Those who struggle to create an adequate theory of learning must admit that the process is much like stumbling in the dark. Introduction From its origins as a network for sharing data and software amongst scientists, the Internet has become commonplace in the developed world and is growing rapidly in developing countries, as shown in Table 1 (Internet Usage Statistics, 2009). Connectivism as a Learning Theory Connectivism Connectivism as a Phenomenon

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). But all of that said, whether connectivism is a *new* theory of epistemology or pedagogy is irrelevant to me and I don't spend any time worrying about it. Other aspects of the theory change over time. 3) M. -- Stephen

Stephen Downes: 'Connectivism' and Connective Knowledge On Jan. 17 George Siemens and I will launch the third offering of our online course called 'Connectivism and Connective Knowledge' -- or CCK11. We use the term 'connectivism' to describe a network-based pedagogy. The course itself uses connectivist principles and is therefore an instantiation of the philosophy of teaching and learning we both espouse. If you're interested, you can register here: The course is a MOOC -- a massive open online course. What this means is, first, that it may be massive. It also means, second, that the course is free and open. The way CCK11 is set up is that we've defined a twelve-week course of readings. What is important about a connectivist course, after all, is not the course content. Let me explain why we take this approach and what connectivism is. What we learn, what we know -- these are literally the connections we form between neurons as a result of experience. Of course, all this is the subject of the course. 1. 2. 3. 4.

Student-Centered versus Student-Led Education | ThreeJoy℠ Associates, Inc. 12 Oct 2012 by David E. Goldberg, Comments Off It is increasingly commonplace to hear calls for student-centered education, but increasingly I’ve been thinking that the term doesn’t go far enough and have been using the term student-led learning instead. First, a lot of language concerning education has teacher-centered bias built in. One example is the recommended shift from the sage on the stage, lecturing with 20-old course notes, to the guide on the side who practices active-learning, problem-based learning, experiential learning, or some other X learning in the classroom to the hoped benefit of the students. Indeed this shift is desirable, but the sage-guide shift still considers the instructor as the prime mover in the educational setting; the subject of both phrases, sage and guide, is the teacher. Second, many of the most compelling educational experiences extant are those in which students genuinely lead the effort. share

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. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. 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: Background An Alternative Theory Connectivism

Critical Review of Connectivism: A Learning Theory for the Digital Age In his 2005 article Connectivism: A Learning Theory for the Digital Age, Siemens outlined a new way of thinking about learning based on the recent advances in information technology. He argues that this new theory, connectivism, supersedes previous learning theories, including behaviourism, cognitivism, and contructivism. In this post, I am seeking to further my understanding of this new theory, examine its limitations, and consider its relevance to both classroom teaching as well as knowledge management practices within organizations. Defining Connectivism In the article, Siemens outlines the fundamental principles of connectivism: For Siemens, connectivism is a significant departure from previous learning theories because it sees learning occurring outside of the individual, within the network: For connectivists, the starting point is always the individual learner (Siemens, 2005). Applications in the Classroom Applications in Knowledge Management References Couros, A. (2011). Garrison, D.