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Www.elearnspace.org/KnowingKnowledge_LowRes.pdf

Www.elearnspace.org/KnowingKnowledge_LowRes.pdf
Related:  POOL: Interaktionismus / Konnektivismus

Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion:

El Efecto Flynn ¿Cada vez somos más inteligentes? Por Sergio Parra Castillo ¿Cada vez somos más inteligentes? El Efecto Flynn (I) Los últimos avances en neurociencia y sociología desacreditan cada vez en mayor medida las mediciones del Coeficiente de Inteligencia. Sin embargo, estas objeciones al CI entendido como un número, no le quitan valor a la tendencia descrita por el Efecto Flynn. A finales de 1970, un filósofo americano y activista de los derechos civiles llamado James Flynn empezó a investigar la historia de los coeficientes de inteligencia en un intento de refutar los estudios publicados por el controvertido académico Arthur Jensen (cuyo trabajo inspiró en lo menos polémico libro titulado The Bell Curve). Esta controversia suscitada por Jensen, en pocas palabras, ponía de manifiesto un presunto margen de diferencia entre la puntuación de los negros y los blancos. Al bucear en los archivos militares, Flynn descubrió que las puntuaciones de los afroamericanos habían subido espectacularmente en el último cuarto de siglo.

Connectivism a New Learning Theory Retrieved from: Connectivism: a new learning theory? Datum Bijdrage van Pløn Verhagen (University of Twente) George Siemens may be one of the most controversial speakers on many e-learning conferences, including the SURF Onderwijsdagen in mid November. A pedagogical view, not a learning theory George Siemens claims in his 2004 article"Connectivism: A Learning Theory for theDigital Age"that the connectivism that he proposes is a learning theory. how learning takes place,and learning theories are relevant at that level. what is learned and why . elearnspace. everything elearning.

Connectivism and Connective Knowledge On Jan. 17 George Siemens and I will launch the third offering of our online course called 'Connectivism and Connective Knowledge' -- or CCK11. We use the term 'connectivism' to describe a network-based pedagogy. The course itself uses connectivist principles and is therefore an instantiation of the philosophy of teaching and learning we both espouse. If you're interested, you can register here: The course is a MOOC -- a massive open online course. It also means, second, that the course is free and open. The way CCK11 is set up is that we've defined a twelve-week course of readings. What is important about a connectivist course, after all, is not the course content. Let me explain why we take this approach and what connectivism is. What we learn, what we know -- these are literally the connections we form between neurons as a result of experience. Of course, all this is the subject of the course. 1. 2. The next step is to draw connections. 3. What materials? 4.

Constructivisme, socioconstructivisme et connectivisme L’éditeur, ce n’est pas celui qui dompte la bête, c’est celui qui la socialise. (Christine Angot) Par souci d’individualisation et de métacognition des apprentissages, je résiste à la tentation d’obliger les élèves à utiliser leur blogue scolaire. Je mise plutôt sur des facteurs de motivation tels que la perception de valeur, de compétence et de contrôlabilité. Dès qu’il fréquente l’école, l’élève gagne à se saisir de certaines notions d’apprentissage. L’absence de certaines théories ne résulte que du besoin de simplification. Dans son excellent discours sur les nouvelles technologies, le philosophe Michel Serres s’interroge sur ce qu’elles apportent de nouveau. Le résultat s’apparente en quelque sorte à l’évolution d’une page Wikipédia, avec ses ajouts, ses correctifs et ses retraits sporadiques. Un changement de cette envergure modifie nécessairement les pratiques auxquelles l’école doit préparer les jeunes. (Image thématique : Connections I, par Eve Shpritser)

Entradas en la categoría Neurociencia De como legislar sobre embriones sin conocimientos de embriología lleva a posiciones absurdas, que de ser aplicadas a personas derivarían en la prohibición de gran parte de las donaciones de órganos […] Leer La vida activa y el ejercicio son buenos para nuestro cerebro. Eso ya se sabe desde hace años, entre otras cosas porque se ha visto que favorece un proceso conocido como neurogénesis -producción de nuevas neuronas- en el hipocampo, que es una región del cerebro implicada en memoria (1). Esto está muy bien y es una razón de peso para […] Leer ¿Por qué hay personas que sienten que se transforman en hombres lobo? ¿Por qué el Pájaro Loco no se daña el cerebro? Como ya diría el bueno de François Ribes* en 1825 tras realizar una rutinaria autopsia… —Señora, su marido ha muerto de trombosis de senos. Cada cual, como ven, entiende lo que le interesa. Biotay nos anima a destruir algunos mitos sobre algunos trastornos mentales mal entendidos […] Leer

Learning and Connectivism in MOOCs The Journal of Distance Education / Revue de l'Éducation à Distance The Journal of Distance Education is an international publication of the Canadian Network for Innovation in Education (CNIE). Its aims are to promote and encourage scholarly work in e-learning and distance education and provide a forum for the dissemination of international scholarship. Original material in either English or French is invited in three broad categories: (a) Scholarly articles and research papers that focus on issues related to e-learning and distance education; (b) Reports that highlight unique solutions to critical problems, short descriptions of work underlying new or innovative programs or contemporary events, and brief notes on research in progress; and (c) Dialogues devoted to the discussion or debate of issues in e-learning and distance education that may arouse controversy. Also included here will be papers written in reply to articles published in earlier issues of the Journal. Vol 28, No 1 (2014) Table of Contents From the Editors Research Articles

OCC2007: a challenge to connectivism This is a longish post - sorry. If you don't have the time or patience for it, then read only the last three (very short) paragraphs. Obviously we won't resolve this particular difference of opinion by arguing who is the better chess player. I will therefore simply assert that I'm quite good and leave it at that. Chess is interesting (and unusual) in that it can be completely described in language. Chess notation is expressively complete of chess. This is all to say that what Bill says is possible , that "Calculating accurately ahead, sometimes quite a few moves, makes the difference between winning and losing. Quite right. Language is useful and its precision helps eliminate errors. The question, though, is deeper than that. First, do we play chess (solely) by constructing strings of inferences (ie., sequences of moves in chess notation)? And second, even when we construct strings of inferences, is this how we actually think , or is this how we describe how we think? But how do you know?

#CCK11 - Connectivism & Connective Knowledge in Action! Click here to read my experience participating in PLENK 2010, which was also conducted by Stephen and George. "At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Knowledge is, on this theory, literally the set of connections formed by actions and experience. Readings list for week 1 So, what does connectivism and connective knowledge mean to me? "Zaid, I read with interest the ZaidLearn blog that Stephen described in OLDaily. First, thanks Stephen for connecting me to amazing people like James L. JAMES MORRISON Interestingly, thanks to this awesome Zaid-to-Stephen-to-James connection, I got to hook up with James L. Click here to download presentation slides. Higher Education in Transition, Part I from James Morrison on Vimeo.

10 trucos para agilizar el cerebro Por fiebre azul 10 trucos increíblemente fáciles para convertir tu cerebro en una poderosa máquina de pensar. Existen dos principios básicos para mantener la agudeza y salud mental a medida que se envejece: la variedad y la curiosidad. Si puedes hacer el crucigrama hasta con los ojos cerrados, es hora de que cambies a un nuevo reto para poder sacarle el mejor rendimiento a tu cerebro. La curiosidad sobre el mundo que te rodea, el cómo funciona y el cómo entenderlo, mantendrá a tu cerebro funcionando a más velocidad y de forma más eficiente. 1. Pasa el día haciendo cosas con tu mano no dominante. 2. Los juegos son una forma maravillosa de excitar y retar al cerebro. 3. Tu cerebro necesita que comas grasas saludables. 4. En coche, o a pie, busca nuevas rutas para llegar a donde quiera que vayas. 5. Aprender una nueva habilidad pone a trabajar a múltiples áreas cerebrales. 6. Nos encantan las rutinas. 7. Nuestros modernos móviles memorizan todos los números que nos llaman. 8. 9. 10.

'Connectivism': Creating Learning Communities In the field of online sharing and learning, the “Massive Open Online Course” (“MOOC”) has received a lot of attention. Many are enthusiastic about what elite universities such as the Massachusetts Institute of Technology and the University of Harvard are piloting. The two schools have offered joint online courses that have attracted well over 100,000 students. Much is also written about the start-up ventures Udacity and Coursera, which managed to enroll over two million students in just one year. These ventures provide a forum to some of the world’s best professors to host their lectures online. The students are then encouraged to participate through online forums that help build a joint learning community. This article will, therefore, go beyond the MOOC. The relationship between work experience, communal learning, and knowledge is at the heart of connectivism – as is expressed in ‘connectivity’.

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