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Connectivism

Connectivism
Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia Review of Connectivism Introduction Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. In years past, the traditional learning paradigms of behaviorism, cognitivism, and constructivism have been the benchmarks against which the learning process has been measured. If you would like a quick introduction to connectionism, try looking at networked student in plain English video. Half-Life of Knowledge New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history. (Fisch, McLeod, & Brenman, 2008) Components of Connectivism Chaos Theory Importance of Networks

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Educational Technology and Mobile Learning: Amazon Released A New Educational Platform for Teachers and Educators June 29, 2016Amazon Inspire is a new platform from Amazon Education that would provide teachers and educators with a wide variety of open educational resources. This project is still in beta phase and teachers are required an early access code to use the materials there. Anyone can request access code by filling this form. Amazon Inspire is like a search engine teachers can use to search for, discover and share digital educational resources. They can filter their searches by subject, standard, grade and resource types. Educational materials shared on Inspire Amazon are created by educators, schools, districts and several invited partners.

Interactive: Mapping the World's Friendships Technology bridges distance and borders. Individuals today can keep in touch with their friends and family in completely new ways — regardless of where they live. We explored these international connections through Facebook and found some trends — some predictable, some wholly unexpected, and some still inexplicable. Who can explain the strong link between the Democratic Republic of Congo, one of the poorest countries in the heart of Africa, and Ecuador? groups networks and collectives - more! Scott Wilson notes some concerns with the “lack of clarity” between the three entities of the Many that Jon Dron and I have been discussing and blogging about. An educational taxonomy or a model gains its pragmatic value by the extent to which it helps practitioners and online learning researchers develop, implement and assess learning contexts, environments and activities. This value is enhanced by clarity and lack of overlap and redundancy in the elements of the model.

Publications The Proceedings of AECT’s Convention are published in two volumes. Volume #1 contains 41 papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in volume #2 which contains 52 papers. Professor, publisher clash over stance on open-source education Dive Brief: Kwantlen Polytechnic University Professor Rajiv S. Jhangiani withdrew a chapter from a forthcoming text on undergraduate teaching philosophies for introductory psychology. Jhangiani advocated for more openness in affordability and research, and greater access to free learning materials and settings. Editors and project managers with Cengage, the book's publisher, asked for editorial license to add language about 'traditional publisher practices' that would have been in stark contrast to Jhangiani's position.

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The Half-Life of Facts: Dissecting the Predictable Patterns of How Knowledge Grows by Maria Popova “No one learns something new and then holds it entirely independent of what they already know. We incorporate it into the little edifice of personal knowledge that we have been creating in our minds our entire lives.” Concerns about the usefulness of knowledge and the challenges of information overload predate contemporary anxieties by decades, centuries, if not millennia. In The Half-life of Facts: Why Everything We Know Has an Expiration Date (public library) — which gave us this fantastic illustration of how the Gutenberg press embodied combinatorial creativity — Samuel Arbesman explores why, in a world in constant flux with information proliferating at overwhelming rates, understanding the underlying patterns of how facts change equips us for better handling the uncertainty around us. (He defines fact as “a bit of knowledge that we know, either as individuals or as a society, as something about the state of the world.”)

Collective Intelligence? Nah. Connective Intelligence ~ Stephen's Web ~ by Stephen Downes This is exactly right: "(Surowiecki) makes the point that people do not think together in coming to certain conclusions, but rather than people think on their own and the value of the collaborative comes in the connection and combination of ideas. Each person retains their own identity and ideas, but they are shaped and influenced by the work of others. The concept here is related somewhat to Stephen Downes' discussion of groups vs. networks. At stake in these discussions (Surowiecki, Downes, de Kerchove) is how we are to perceive the individual in a world where the collaborative/collective is increasingly valued." That is why I, too, prefer the concept of connective (not collective) intelligence.

Which Will Win: MOOC vs. Book? (Part 1 of 3) With the growing popularity of MOOCs, many have asked whether MOOCs really are a big innovation after all. Aren’t they just an online resource after all, a kind of digital textbook? If so, is that really a big innovation? We will explore this question, first by comparing and contrasting MOOCs with books, and then, over the next two weeks, exploring two case studies where a popular MOOC professor has also published a book, and getting their thoughts on the matter. Are MOOCs Like (educational) Books? Why some people think of MOOCs as digital textbooks?

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