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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? Related:  POOL: How to analyse MOOCsConnectivism

PLENK2010: Archive Pro und Contra: Positionen zu Learning Analytics Unter „Learning Analytics” versteht man die Erhebung und Auswertung von automatisch generierten Daten über Studierende und ihren Lernkontext, z.B. Daten, die in einem Lernmanagement-System erhoben werden. Befürworter sehen darin Chancen für eine Verbesserung von Bildungsangeboten, Kritiker befürchten, dass es zu einer Kultur der Überwachung kommt und wissenschaftlich unbegründete Rückschlüsse über Lehr- und Lernprozesse gezogen werden. Prof. Dr. Ulrik Schroeder & Dr. Dr. von Prof. Mit Methoden und Werkzeugen des "Learning Analytics" wird versucht, die Vorteile einer unmittelbar persönlich betreuten Lehre auf Situationen des E-Learning oder Blended Learning zu übertragen. In einer persönlichen Lehr/-Lernsituation, z.B. dem Klassenraum in der Schule, wird eine gute Lehrkraft das Lernverhalten der Lernenden beobachten und auch aktiv testen. In E-Learning-Situationen wie in MOOCs oder Blended Learning-Situationen in Massenlehrveranstaltungen an Hochschulen ist dies nicht gegeben. Prof. 1.)

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 Opening Cross-Disciplinary Dialogue: A Virtual Workshop on Methodology (2nd edition 2013) | Mr Frog Opening CrOss-DisCiplinary DialOgue: a Virtual WOrkshOp On MethODOlOgy F󰁲󰁯󰁧University of HelsinkiIn collaboration withP󰁡󰁵󰁬󰁩󰁩󰁮󰁡 L󰁡󰁴󰁶󰁡󰁬󰁡 University of Helsinki Interests and priorities in a range of intersecting research disciplines have been changing rapidly. Methods and methodologies have become an increasing concern, yet discussions on these issues have been developing to some degree independently of one another in different fields and in the research traditions of different countries. Opening dialogue across disciplines and national scholar-ships surrounding the theme of methods and methodologies was a goal of the publication project of which Approaching Methodology is the outcome. is method capitalized on new technologies for opening goal-oriented inter- is virtual workshop method was and is currently also employed in the coordination of two other essay collections. Fibula, Fabula, Fact: Defining and Contextualizing the Viking Age in Finland Genre – Text – Interpretation

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.

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!

Position - HRK HRK-Positionspapier zu MOOCs im Kontext der digitalen Lehre Beschluss des 127. HRK-Senats am 24.6.2014 Die HRK befürwortet eine Auseinandersetzung mit den Möglichkeiten einer Weiterentwicklung der digitalen Lehrformate. Im Hinblick auf „Massive Open Online Courses (MOOCs)“ geht es darum, Potenziale und Probleme zu identifizieren und auf dieser Grundlage zu entscheiden, ob MOOCs Mehrwerte für die einzelne Hochschule erzeugen. MOOCs eignen sich nicht als Sparmodelle. i. iii. iv. v. Dieses HRK-Positionspapier ergänzt die Veröffentlichung „Potentiale und Probleme von MOOCs im Kontext der digitalen Lehre“, die einen Überblick über den derzeitigen Stand sowie mögliche Anwendungen und Anwendungsszenarien Kurzversion des Readers "Potenziale und Probleme von MOOCs" Vollständiger Reader: Potentiale und Probleme von MOOCs - eine Einordnung im Kontext der digitalen Lehre zurück zur Übersicht

From Connected Educator to Connected Classroom Posted by Brianna Crowley on Thursday, 10/09/2014 Two weeks ago I shared my journey to becoming a connected educator. It's one I share with a mixture of pride and relief--pride for the huge changes I've seen in myself as a result of my PLN and relief knowing that I never again have to feel isolated in my professional learning. This year I embarked on a new challenge. One that strives to include my students in this powerful world of connected learning. Beta Testing But this leap isn't one I make in haste or without some long deliberation. I created a classroom Twitter last fall (2013) fully expecting to incorporate it in the classroom. When I'd ask them to share a project with their social networks, I was often met with shuffling feet, an averted gaze, and a mumbled "maybe." I wondered why they were so hesitant to connect their learning with the rest of their lives. I kept asking myself: how could I flatten our classroom walls and open our horizons? The Myth of the Digital Native Why?

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]

Universitäre Stellungnahmen zu MOOCs aus Österreich und Deutschland Fast zeitgleich sind in Österreich und Deutschland kürzlich Stellungnahmen zum universitären Einsatz von MOOCs erschienen. - Österreichische Universitätenkonferenz Kriterien und Leitsätze für eine qualitätsgesicherte Verwendung von MOOCs (Massive Open Online Courses), Juni 2014 - Deutsche HochschulrektorenkonferenzPositionspapier zu MOOCs im Kontext der digitalen LehreVolltext PDF Die Texte unterscheiden sich nicht nur hinsichtlich der Länge (Österreich 11 zu Deutschland 70 Seiten), sondern auch in ihrer diskursiven Qualität. Gefallen haben mir die 4 Punkte zu den Nutzungsmöglichkeiten im österreichischen Papier: Eigenes Angebot: Die Universität, an der der MOOC verwendet werden soll, bietet diesen auch selbst an.Mitnutzung: Der MOOC wird als ergänzendes Lehrmittel einer Lehrveranstaltung eingesetzt, aber von einer anderen Uni angeboten.Nutzung durch Studierende: Der MOOC wird von einer anderen postsekundären Bildungseinrichtung angeboten und von den Studierenden dort absolviert.

Anywhere Anytime Learning is Changing: Implications for Parents, HigherEd and K-12 Wikipedia and the initials “www” burst onto the scene in 1994 (the same year most states were implementing standards-based reform) making it the official beginning of the anywhere anytime learning era. For most of two decades, anywhere anytime learning advanced outside of formal education. Five years of venture investments and the explosion of mobile resulted in two big implications: 1) formal education is rapidly blending new technology and 2) anywhere anytime learning is a viable alternative to formal education in dynamic job clusters. The $1.6 billion invested in EdTech in the first half of 2015 was driven, in large part, by big anywhere anytime learning deals. The year started with raising $186 million in a round led by TPG Capital. Anywhere anytime learning is featured prominently in our recent paper on 25 Impact Opportunities In U.S. Implications. Students & Parents. Like students, educators should benefit from anywhere anytime learning. For more, check out:

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.

[Zettelkasteneintrag] Kriterien, nach denen man #web20k und #ldlmooc vergleichen könnte Zwei “innovative” Veranstaltungen im Hochschulmilieu im Vergleich – anhand 10 ausgewählter Kriterien Just im Rahmen eines CfP kam mir doch die spontane Idee, dass man, wenn zwei offene Online-Kurse schon gleichzeitig laufen, diese gut einander gegenüber stellen könnte. Fragliche Veranstaltungen Die zwei Veranstaltungen, die verglichen werden sollen, sind #web20k. Beide Kurse sind derzeit am Laufen. Mögliche Vergleichskriterien Bei den Kriterien, nach denen diese verglichen werden sollen, um unmittelbar Schlüsse daraus zu ziehen, handelt es sich z.B. um Folgende. Wer genau veranstaltet? Findet ihr Vergleichskriterien eher ungeeignet bzw. bestimmte daraus? Euer Input wird wie immer begrüßt und ist erwünscht. m – tiefenentspannt aus dem Urlaub Gefällt mir: Gefällt mir Lade...