PLENK2010: Archive uk.businessinsider Tecnologia Educacional Reportagem na revista Negócios & Empreendimentos Saiu na edição 26 da revista Negócios & Empreendimentos, publicada pela Editora Supernova, uma reportagem com a Delinea sobre Educação a Distância. A matéria está disponível na área de Imprensa do site da Delinea (www.delinea.com.br/sobre-a-delinea/imprensa). Leitura: Polo Tecnológico de Florianópolis: origem e desenvolvimento Produzido em estilo jornalístico e com linguagem acessível ao grande público, o projeto editorial foi pesquisado de 2006 a 2009, reunindo conteúdos inéditos e atualizações sobre o Polo industrial de alta tecnologia que teve origem formal em 1986, mas cujos antecedentes remontam ao começo do século XX: com a criação da Escola de Aprendizes Artífices, […] Reportagem na revista Negócios & Empreendimentos Saiu na edição 24 da revista Negócios & Empreendimentos, publicada pela Editora Supernova, uma reportagem com a Delinea no caderno especial sobre software. 19º CIAED, Congresso Internacional ABED de Educação a Distância
Wikiedtech.haifa.ac.il Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting
PLENK 2010 - The Most Awesome Course on Planet Earth! Over the next nine (9) weeks this post will be continuously littered with my reflections as I learn week-by-week (One mega post, instead of 9-10 small ones! Between 4000-6000 words for sure!), but for now I am too busy engrossed learning and making noise beyond this blog. But, before scanning my reflections, here are the most juicy collaborative reflections of PLENK2010. Actually, due to time differences and sleepiness I have missed all the live sessions, but the great thing about webinars (or using tools like Elluminate) is that they can be recorded easily and archived for later viewing. WEEK 1: A TOUR OF PLEs & PLNs The first week of PLENK 2010 was an explosive and inspiring discussion flow of ideas and thoughts from the participants (and facilitators); exploring what is a Personal Learning Network (PLN), or should I say Personal Learning Environment (PLE). As the discussion raged on, I discovered that PLN originated from USA, and PLE originated from Europe (somewhere!) Whatever!
PLN In a recent post to Dave's Educational Blog, Dave Cormier made a number of comments about MOOCs (massively open online courses) in general, #PLENK2010 in particular, and personal learning networks/environments. Most of what he had to say was, as usual, quite insightful and very much in line with the way I tend to think about these issues, but he expressed a rather forceful caveat about the phrase personal learning environment (PLE). In short, he does not like its potential emphasis on the personal, or individual learner distinct from the group. It is easy to see the transition to PLE as the ‘rebel yell’ of education. I appreciate his concern that the debate around this phrase "can easily move the focus to THE LEARNER and not THE LEARNERS' and his conviction that "we don't learn much alone," though I worry that he overstates his case. If I understand Dave correctly, then he is arguing against the tendency to reduce learning to the exercise of a solitary brain. Ahh, we say, right!
Massive open online course Poster, entitled "MOOC, every letter is negotiable," exploring the meaning of the words "Massive Open Online Course" A Massive Open Online Course (MOOC; /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education.[1] Although early MOOCs often emphasized open access features, such as connectivism and open licensing of content, structure, and learning goals, to promote the reuse and remixing of resources, some notable newer MOOCs use closed licenses for their course materials, while maintaining free access for students.[2][3][4] History[edit] What is a MOOC? Success in a MOOC, by Dave Cormier, December 2010 Knowledge in a MOOC, by Dave Cormier, December 2010 Precursors[edit] Early approaches[edit]
O Novo Aprendiz 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.
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.
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. They fall short, however, when learning moves into informal, networked, technology-enabled arena. The integration of cognition and emotions in meaning-making is important. 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). An often-missing component in the decision to implement distributed learning is an evaluation of effectiveness research to determine if the selected technology has the ability to address institutional goals and concerns. Technology has shifted the nature of traditional learning and training by removing the learner from contexts, such as school and workplace through Internet-facilitated learning. The “correspondence model” relies on print-based resources. Fordism, neo-Fordism, Post-Fordism Figure 1. The focus of this study is on a system. 1. 2. 3. 4. 5. 6. 7. 8. Method
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. לכן, יש חשיבות רבה ליצירת הקשרים המסתעפים בין הלומדים לבין עצמם. 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