CCK09: Connectivism and Constructivism Magnetix This was written as a comment on April Hayman’s post comparing Legos and Magnetix as metaphors for constructivism and connectivism. One of her readers, Plain_Gillian, said she was struggling to verbalize the difference between the two learning theories. I think the table comparing learning theories to connectivism is a good way to start. If the idea of the difference between building knowledge with pieces and connecting ideas isn’t significant enough to really help you visualize it, think instead about how you would deal with a really, really complex overabundance of information. From a connectivist standpoint, the response to a huge amount of information isn’t to look at the individual pieces, but to look at the patterns. Does that help at all? If you’re having trouble verbalizing it, then go with some other medium makes sense. Image Credit: Magnetix by Guapolo
Constructor Theory | Conversation | Edge I'm speaking to you now: Information starts as some kind of electrochemical signals in my brain, and then it gets converted into other signals in my nerves and then into sound waves and then into the vibrations of a microphone, mechanical vibrations, then into electricity and so on, and presumably will eventually go on the Internet. This something has been instantiated in radically different physical objects that obey different laws of physics. Yet in order to describe this process you have to refer to the thing that has remained unchanged throughout the process, which is only the information rather than any obviously physical thing like energy or momentum. The way to get this substrate independence of information is to refer it to a level of physics that is below and more fundamental than things like laws of motion, that we have been used thinking of as near the lowest, most fundamental level of physics. Being testable is not as simple a concept as it sounds. This is counterintuitive.
תיאורית ה- Connectivism: תיאורית הידע הדינאמי המקושר בין אנשים התיאוריה של קישוריות אנושית בחינוך מתוקשב שפותחה על ידי החוקר הקנדי George Siemens זוכה לאחרונה להתעניינות רבה והוא מוזמן לכנסים בינלאומיים באירופה ובאוסטרליה כדי לשאת את דבריו ולהציג את התפיסה של Connectivism. לאחרונה, נערך עם George Siemens ראיון מעניין באוסטרליה שם הוזמן לשאת דברים בכינוס הארצי ליישומי תקשוב בחינוך. Siemens הסביר כי הוא החל לגבש את תיאורית connectivism בעקבות תסכולו מהוראה בכיתת הלימוד וגם מחוסר הרלבנטיות של התיאוריות הפדגוגיות הקיימות לסביבה המתוקשבת הדינאמית המתפתחת כיום בבתי הספר. הלומדים כיום חשופים לכמויות עצומות של מידע (המידע מכפיל את עצמו כל 18 חודשים כיום) והתיאוריות הפדגוגיות הקיימות לא נותנות מענה לבעיה זו. המאמר המלא של תיאורית ה- Connectivism הבלוג של George Siemens המוקדש לתיאורית ה- Connectivism מבוא לתפיסת הידע המקושר, An Introduction to Connective Knowledge הראיון שנערך עם ג'ורג סימנס
Laws of Physics Can't Trump the Bonds of Love Zack ConkleLIFE LESSONS Jeffrey Wright with his son, Adam, who has a developmental disorder, in a scene from “Wright’s Law.” Jeffrey Wright is well known around his high school in Louisville, Ky., for his antics as a physics teacher, which include exploding pumpkins, hovercraft and a scary experiment that involves a bed of nails, a cinder block and a sledgehammer. But it is a simple lecture — one without props or fireballs — that leaves the greatest impression on his students each year. The talk is about Mr. It has become an annual event at Louisville Male Traditional High School (now coed, despite its name), and it has been captured in a short documentary, “Wright’s Law,” which recently won a gold medal in multimedia in the national College Photographer of the Year competition, run by the University of Missouri. The filmmaker, Zack Conkle, 22, a photojournalism graduate of Western Kentucky University and a former student of Mr. The beginning of the film shows Mr. But each year, Mr. Mr.
News: Killing Peer Review When a cadre of international scientific research powerhouses announced last month that they were teaming up to create a top-shelf, peer-reviewed free journal in the medical and life sciences fields, some called it a "triumph of open access" — proof that the tide was turning in favor of a once-radical movement aimed at cutting through the traditional oligarchies and turning scholarly publishing on its head. But to Joe Pickrell, a doctoral student in biology at the University of Chicago, the idea was not groundbreaking enough. It will not do merely to lower the barriers to viewing scholarly articles, he thought; academe must lower the barriers to reviewing them. As one might expect from an advocate of modern publishing, Pickrell took to the blogosphere. Pickrell went on to describe, in general detail, the features this journal-killing app would require. Reader comments started flowing in. Still, skeptics wanted to know: In such a wild west of scholarly publishing, who would check facts?
Personal and Historical Perspectives of Hans Bethe JOLT - Journal of Online Learning and Teaching Introduction The proliferation of learning/course management systems (L/CMS) over the past decade has occurred in multiple sectors: K-12, higher education, government and the business workplace. Distributed learning systems originated within a Fordist framework (uniform, mass produced and delivered) and transitioned to a neo-Fordist model in the late 20th century with more customization and innovation (Edwards, 1995). System design and delivery mechanisms have been historically unique across sectors, targeting a specific audience. However, the needs of the learners and the learning intentions of the organization are similar across sectors, but there has been little market overlaps among L/CMS, although this appears to be changing. Therefore in the lifetime of a learner, there is an implicit expectation that a new system will be learned and used to support educational and then workplace learning. The “correspondence model” relies on print-based resources. Figure 1. 1. 2. 3. 4. 5. 6. 7.
Russell's teapot Russell's teapot, sometimes called the celestial teapot or cosmic teapot, is an analogy first coined by the philosopher Bertrand Russell (1872–1970) to illustrate that the philosophic burden of proof lies upon a person making scientifically unfalsifiable claims rather than shifting the burden of proof to others, specifically in the case of religion. Russell wrote that if he claims that a teapot orbits the Sun somewhere in space between the Earth and Mars, it is nonsensical for him to expect others to believe him on the grounds that they cannot prove him wrong. Russell's teapot is still referred to in discussions concerning the existence of God. Origins of the analogy[edit] In an article titled "Is There a God?" commissioned, but never published, by Illustrated magazine in 1952, Russell wrote: In 1958, Russell elaborated on the analogy as a reason for his own atheism: I ought to call myself an agnostic; but, for all practical purposes, I am an atheist. The burden of proof argument[edit]
What Does Connectivism Mean for Education? The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain. This is an ongoing challenge and one that does not have a single right answer or pre-packaged solution. The application of Connectivism to teaching and learning requires a thorough rethinking of the educational process and the role of the teacher, student, and technology in that process. Siemens has done a good job laying out the core principles of Connectivism in his 2004 piece, "Connectivism: A Learning Theory for the Digital Age." This learning theory is so new and revolutionary that there is little written about it.
Must We Mean What We Say? Stanley Cavell, born in 1926 and now 86 years old, is one of the greatest American philosophers of the past half-century. He was also something of a musical prodigy and like many prodigies his accomplishments struck him as a matter of fraud. During his freshman year at Berkeley, he writes in Little Did I Know, his 2010 memoir, he walked into one of his first piano courses and was asked to prove he had the requisite chops by playing a piece on the spot. Not having practiced anything but jazz for years—this was 1944, and big band swing was at its peak—the budding pianist sat down at the bench, broke into a half-remembered theme from a Liszt impromptu, and “stopped playing as the theme was about to elaborate itself, as if I could have gone on to the end were there time and need.” He could not have gone on to the end, nor even a note further, but his teacher, a brilliant young pianist with some of the look of Marlene Dietrich, was nonetheless taken in.
Stephen's Web | Connectivism | Scoop.it A (more or less) complete list of my presentations. Currently 335 presentations are listed. Most have embedded slides, most recent talks have embedded audio recordings, and some have video. Open Education and Personal Learning Apr 23, 2015. Open Education Global, Banff, Alberta (Keynote). In this presentation I outline major aspects of the learning and performance support systems (LPSS) program as it relates to open education environments. What is Innovation in Education? A Blogger's Springtime Mar 21, 2015. Learning and Connectivism in MOOCs Mar 16, 2015. Design Elements in a Personal Learning Environment Mar 04, 2015. 4th International Conference e-Learning and Distance Education, Riyadh, Saudi Arabia (Keynote). Disruptive Innovation in Universities Mar 04, 2015. 4th International Conference e-Learning and Distance Education, Riyadh, Saudi Arabia (Panel). New Learning, New Society Feb 23, 2015. MOOC Workshop Feb 05, 2015. Reclaiming Personal Learning Dec 05, 2014. It can be done!
Interview with Edward Wilson on the Formation of Morals Edward O. Wilson doesn't come across as the kind of man who's looking to pick a fight. With his shoulders upright and his head tilting slightly to the side, he shuffles through the halls of Harvard University. His right eye, which has given him trouble since his childhood, is halfway closed. There's also much more to Wilson. In addition to discovering and describing hundreds of species of ants, Wilson's book on this incomparably successful group of insects is the only non-fiction biology tome ever to win a Pulitzer Prize. 'Blessed with Brilliant Enemies' But Wilson's fame isn't solely the product of his scientific achievements. At 83 years of age, Wilson is still at work making a few new enemies. It is not uncommon for Wilson to look to ants for inspiration in his writings -- and that proves true here, as well. But that's all just foreplay to the real controversy at the book's core. Prior to this book, Wilson had been an influential champion of the theory of kin selection. Wilson: Yes.