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Technologically Externalized Knowledge and Learning « 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?

PLENK2010: Archive use scenarios in your elearning Hello Cathy, I thoroughly enjoyed the slides you shared from your presentation, and appreciate the suggestions you provided. Approaching instructional design from an “its our job to help people solve problems in the real world” way is a unique perspective that I think is probably the best point of view. I understand that scenario-based problem-solving in eLearning, and other methods of teaching, is an important approach, but I am faced with the question of “why does it work so well”. I was further impressed that the instruction did not stop there, but took a step further in the quiz section to question the learner as to why they choose a certain answer, regardless of whether it was correct. Overall, I also have to comment about your “it’s the design, not the technology” approach. References Boström, L. & Lassen, L.M. (2006). Laureate Education, Inc. Ormrod, J., Schunk, D., & Gredler, M. (2009).

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 ( 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

Connectivism & Connective Knowledge » Connectivism and Connective Knowledge 2009 George Siemens on Jul 5th 2009 Given the interest in the Connectivism and Connective Knowledge course Stephen and I delivered in 2008, we’re pleased to announce an open version of the same course for fall of this year. You can register to receive course information here . The course will be delivered in the same method as last year: content and conversations will be open. Learners that would like formal credit as part of the Certificate in Emerging Technologies for Learning can enroll through University of Manitoba’s Extended Education Faculty. The course will begin on September 14, 2009. If you were registered for The Daily last year, you will need to register again (the archives from last year are still available, but we are starting with a new subscriber base). What will we be doing differently this year? We will again open up the course so participants can take the course in any direction/space/mode that they find useful. Two areas of interest personally: Leave a Reply Ten Commandments of eLearning Frequently when I talk to colleagues about eLearning they say something like 'I set up a bulletin board/blog/wiki etc but the students didn't use it'. My response to them is always the same: that the problem is more likely to be with their design rather than with their students. Over the years I've learned a lot of things about what good design really means and I've grouped them all together into a Ten Commandents of eLearning. This is not intended to be blasphemous or disrespectful but rather is inspired by the Christian commandments in that all they're doing is presenting a set of basic principles to work to. 1 Put the pedagogy (not the technology) firstThink about what students need to learn then think about how it is best for them to learn it. 2 Be aware of workloads and work patterns (yours and theirs)Replace (don’t augment) other teaching and learning activities with eLearningConsider how much reading and writing they are required to do each week.

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

Welcome to CCK11 ~ CCK11 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!

Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes Joseph Beckmann wrote: Philosophy is a much larger, much deeper and much more complex activity than "constructivism" could ever encompass. It involves a worldview that is so much more a challenge than neurology's current state that Paul Allen's billion dollar investment in pure research on brain activity suggests we hold off on any of these labels for, oh, a century or so. This comment is well taken, in my opinion. And a few words in this regard would be appropriate at this juncture. Philosophy - and in particular the philosophy of mind - has had a great deal to say about the issues currently under debate here. Let me begin, for example, with behaviourism. - methodological behaviourism - this approach allows that there are mental events, such as beliefs, but that since they are inaccessible to observers, we must treat them as though they were physical (and hence observable) events Probably the most important work in this latter school was Gilbert Ryle's 1949 'The Concept of Mind'.

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!

New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning George Siemens University of Manitoba Presented for/to: Universidade do Minho Encontro sobre Web 2.0 Braga, Portugal October 10, 2008 Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. MS Word version of this paper Subscribe to elearnspace's weekly newsletter Exciting times lie ahead for educators as the oft-desired, but rarely-realized, dream of learner-centered education moves daily closer to reality. Paul A. 1. 2. 3. Figure 1: Long timeline of slow change.

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]