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Sokal affair

The resultant academic and public quarrels concerned the scholarly merit of humanistic commentary about the physical sciences; the influence of postmodern philosophy on social disciplines in general; academic ethics, including whether Sokal was wrong to deceive the editors and readers of Social Text; and whether the journal had exercised appropriate intellectual rigor before publishing the pseudoscientific article. Background[edit] In an interview on the NPR program All Things Considered, Sokal said he was inspired to submit the hoax article after reading Higher Superstition (1994), by Paul R. After analyzing essays from "the academic Left", scientists argued that some of these critical writers were ignorant of the original scientific documents they were criticizing and, therefore, were making a series of nonsensical statements about the nature and intent of science. The article[edit] Content of the article[edit] Publication[edit] Peer review[edit] Responses[edit] Academic criticism[edit]

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

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

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?

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.

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.

Stephen's Web | Connectivism | 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!

About — Connectivism Description of Connectivism Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. The integration of cognition and emotions in meaning-making is important. Research publications on Massive Open Online Courses and Personal Learning Environments People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Fournier, H., Kop, R., and Durand, G. (2014), Challenges to research in Massive Open Online Courses, Merlot Journal of Online Learning and Teaching, Vol. 10, No.1, March 2014 Fournier, H., and Kop, R. (2014) De nouvelles dimensions à l’auto-apprentisage dans un environment d’apprentisage en réseau, Association canadienne pour l’étude de l’éducation des adultes Kop, R., Fournier, H., and Durand, G. (2014, In Press), Challenges to research in Massive Open Online Courses, Journal of Online Learning and Teaching

Connective Learning: Challenges for Learners, Teachers, and Educational Institutions By Claude Almansi Editor, Accessibility Issues ETCJ Associate Administrator The International Review of Research in Open and Distance Learning (IRRODL) has dedicated a special issue to “Connectivism: Design and Delivery of Social Networked Learning” (March 2011), edited by George Siemens (Athabasca University, Canada) and Grainne Canole (Open University, UK). This special issue is not meant as a definitive sum on connectivism but rather, as Terry Anderson, editor of IRRODL, put it in his announcement on the Instructional Technology Forum mailing list: … a challenge and request that we spend more effort into trying to understand if connectivism has approaches and delivers important insights and practical designs into the increasing networked learning context in which we function. Learning is connective This is not just a bias of ours. Almost half a millennium earlier, Pierre Eyquem, seigneur de Montaigne, decided that his baby son Michel should learn Latin. An Italian MOOC Conclusion

Technologically Externalized Knowledge and Learning « Connectivism | Connectivism | Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade. Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets. What we create to survive during one era serves as neurosis for another. In education – particularly in technology enhanced education – a similar trailing of ideologies from another era is observed. For example, education consultants and speakers commonly declare “if a student from 100 years ago came to our classrooms, she would feel right at home”. What are the ideologies reflected in this approach to learning? 1. Other ideologies exist, but these are particularly influential in education, impacting design to accreditation. What is wrong with these views? The externalized generation… 1. What is TEKL?

Talk:Connectivism wikipedia as a battlefield of views and beliefs?[edit] Of course everyone is entittled to a view on any subject. But describing a subject as an item in an encyclopedia is something different from discussing the content of an item and the validity of a --ism. Not agreeing on connectivism is not a reason for deleting an item on connectivism. 16:35, 6 February 2011 (UTC) — Preceding unsigned comment added by JaapB (talk • contribs) Jaap, I am not so sure. Theory is a system of ideas intended to explain something, such as a single or collection of fact(s), event(s), or phenomen(a)(on). Turgid prose[edit] I came here hoping to learn what Connectivism was, after getting bogged down in some turgid prose at a site devoted to connectivism. What on earth is this??? I was going to point to the Constructivism article as an example of a clear explanation, but I see that it too, has been overwhelmed by turgid prose. I was taking a more polite approach, but yes, Connectivism is a Hoax.

Connectivism Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.