Conectivismo: Creatividad e innovación en un mundo complejo El pasado mes de noviembre se celebró el encuentro internacional de Fundación Telefónica. Fué una experiencia muy enriquecedora, por la innovación, el despliegue tecnológico, la calidad de las ponencias principales (como la de George Siemens) así como el gran trabajo de la Fundación Telefónica. En esencia, el conectivismo sostiene que el conocimiento se distribuye a través de una red de conexiones, y por lo tanto, que el aprendizaje consiste en la capacidad de construir y atravesar esas redes. A continuación comparto el resumen de lo aprendido con Georges Siemens, padre de la teoría del conectivismo: Fue George Siemens quien dio inicio al ciclo de conferencias con el tema del Conectivismo: Creatividad e innovación en un mundo complejo, en donde enfatizó que la educación debe apuntar a promover el desarrollo de la creatividad y la innovación en los alumnos. George Siemens parte en su análisis de la premisa de la complejidad creciente del mundo.
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:
Conectivismo en el aula: Educared 2011 Conectivismo en el aula: Educared 2011 Detalles Creado en Domingo, 06 Noviembre 2011 07:20 Visto: 7233 Conectivismo... ¿en el aula? En septiembre recibí la petición de la Fundación Telefónica de preparar una ponencia virtual para el encuentro de EducaRed de este año sobre la integración del Conectivismo en el Aula. Me resultó curioso que me hicieran esta petición, ya que en las redes me muestro bastante crítica con el Conectivismo. IV Encuentro Internacional EducaRed 2011 He recogido en el vídeo y en la presentación las ideas principales: ¡Muchas gracias a José Gregorio del Sol por ayudarme a grabar este vídeo! Después, charlamos sobre algunos temas en los foros. ¿Es el conectivismo una teoría? Como apunto en la presentación, desde mi punto de vista, el conectivismo es un concepto interesante pero no una teoría de aprendizaje. "¿Es el conectivismo una teoría? ¿Cómo se diferencian el conexionismo y el conectivismo? - Pensar que todos los humanos aprendemos igual, de la misma forma.
Conectivismo - Nuevas perspectivas sobre el aprendizaje, enseñanza y Tecnología 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. Components of Connectivism Chaos Theory Importance of Networks Conclusion
Collective intelligence 2.0 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. I also agree with Siemens that the difference will become more vital over the years: "For reasons of motivation, self-confidence, and satisfaction, it is critical that we can retain ourselves and our ideas in our collaboration with others.
Jo Bloggs: Connectivism and Communities of Practice The term Knowledge Management has traditionally referred to ongoing efforts to harness explicit and tacit knowledge within an organisation while 'organisational learning' tends to be more focussed on static efforts to meet specific learning objectives. Recently, the lines have become blurred to the extent that a merger in strategies should be considered by any organisation serious about harnessing knowledge and promoting learning. Siemens' article, 'Connectivism: A Learning Theory for the Digital Age', discusses the need for 'a theory that attempts to explain the link between individual and organizational learning' (Siemens, 2004). He expands his theory of networked learning further in his article ‘Connectivism: Learning as Network-Creation’ (Siemens, 2005). I will demonstrate that the theories outlined in Siemens’ two articles are aligned with Wenger’s attempts to rethink learning in the shape of Communities of Practice (CoP). References: Pór. Siemens. Siemens. Wenger. Wenger.
Parker J. Palmer: community, knowing and spirituality in education Parker J. Palmer: community, knowing and spirituality in education. Parker J. Palmer’s explorations of education as a spiritual journey and of the inner lives of educators have been deeply influential. contents: introduction · parker j. palmer – life · education as a spiritual journey · parker palmer – knowing, teaching and learning · participating in a community of truth · creating space for learning · attending to the inner life of educators · calling · parker palmer – assessment and conclusion · further reading and references · parker palmer links · how to cite this piece My vocation (to use the poet’s term) is the spiritual life, the quest for God, which relies on the eye of the heart. Parker J. The terrain that Parker J. Life Parker J. [C]ontrary to the current myth, many of us were less seduced by the shadow than drawn by the light, coming away from that time and place with a lifelong sense of hope, a feeling for community, a passion for social change. Instead Parker J.
Jean Lave, Etienne Wenger and communities of practice contents: introduction · communities of practice · legitimate peripheral participation and situated learning · learning organizations and learning communities · conclusion · references · links · how to cite this article Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3). But how would things look if we took a different track? Supposing learning is social and comes largely from of our experience of participating in daily life? Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley. Communities of practice In some groups we are core members, in others we are more at the margins. The characteristics of communities of practice References
CoP: Best Practices by Etienne Wenger [Published in the "Systems Thinker," June 1998] You are a claims processor working for a large insurance company. You are good at what you do, but although you know where your paycheck comes from, the corporation mainly remains an abstraction for you. The group you actually work for is a relatively small community of people who share your working conditions. You are an engineer working on two projects within your business unit. You are a CEO and, of course, you are responsible for the company as a whole. We now recognize knowledge as a key source of competitive advantage in the business world, but we still have little understanding of how to create and leverage it in practice. We frequently say that people are an organization's most important resource. However, they are a company's most versatile and dynamic knowledge resource and form the basis of an organization's ability to know and learn. Defining Communities of Practice Communities of practice are everywhere. Dr.
Less Formal Training; More Informal Social Learning This is an excerpt from Sharon Boller’s newest white paper, Learning Trends, Technologies and Opportunities. The white paper describes today’s learning landscape… then predicts 7 trends for the next 12 – 18 months. Here is Trend 6: Twitter chats, Twitter lists, massive open online courses (MOOCs), YouTube channels and blogs devoted to highly specific topics, resources such as Lynda.com, CodeAcademy, etc. are all examples of resources that enable people to build highly customized “personal learning networks” for themselves. Given that the average employee only spends 31 hours PER YEAR in formal training, staying current requires employees to develop skills in social learning tools and strategies. Social learning has been touted by a brave few for a long time – Jane Bozarth and Jay Cross are two big names who’ve been beating the social learning and informal learning drum for the past few years. What it might look like: At BLP, we are our own “Learning Lab.” The premise is pretty simple.
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.
JIM-lovc14 - Connectivisme Connectivisme is een van de leertheorieën die mij als eerste aansprak en wel om drie redenen. Ten eerste omdat het een nieuwe theorie is die zich spitst op het vermogen van leren dat verwacht wordt in het huidige tijdperk. Ten tweede omdat dit een goede aanvulling lijkt te geven op de theorieën die al bestaan binnen het onderwijs en ten derde, omdat de huidige technologie steeds meer mogelijkheden biedt binnen het onderwijs. In onderstaand stuk kun je lezen waar het connectivisme zijn oorsprong vindt, wie met deze ontwikkelingen bezig zijn en wat dit voor invloed heeft op het huidige onderwijs. Aan de hand van onderstaande 8 vragen probeer ik deze theorie op een begrijpelijke manier uit te leggen. John Medina doet onder andere onderzoek naar de effecten van de huidige technologie op het menselijk brein en schreef daar interessante boeken over.
Critical Review of Connectivism: A Learning Theory for the Digital Age In his 2005 article Connectivism: A Learning Theory for the Digital Age, Siemens outlined a new way of thinking about learning based on the recent advances in information technology. He argues that this new theory, connectivism, supersedes previous learning theories, including behaviourism, cognitivism, and contructivism. In this post, I am seeking to further my understanding of this new theory, examine its limitations, and consider its relevance to both classroom teaching as well as knowledge management practices within organizations. Defining Connectivism In the article, Siemens outlines the fundamental principles of connectivism: For Siemens, connectivism is a significant departure from previous learning theories because it sees learning occurring outside of the individual, within the network: For connectivists, the starting point is always the individual learner (Siemens, 2005). Applications in the Classroom Applications in Knowledge Management References Couros, A. (2011). Garrison, D.