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What Connectivism Is

What Connectivism Is
Posted to the Connectivism Conference forum (which hits a login window - click 'login as guest' (middle of the left-hand column) - I'm sorry, and I have already complained to the conference organizer). 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. Hence people see a relation between connectivism and constructivism or active learning (to name a couple). Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic. Connectivism is, by contrast, 'connectionist'. Response to comments by Tony Forster Response (1) to Bill Kerr

Related:  ConnectivismeConectivismo & MOOCA - Connectivism

Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens A new classification for MOOCs – Gráinne Conole Gráinne Conole is Professor of learning innovation at the University of Leicester. Her research interests include the use, integration and evaluation of Information and Communication Technologies and e-learning and the impact of technologies on organisational change. She regularly blogs on and is @gconole on Twitter. She has successfully secured funding from the EU, HEFCE, ESRC, JISC and commercial sponsors).

Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts Volume 17, Number 2 February - 2016 Rita Ndagire Kizito Nelson Mandela Metropolitan University, Port Elizabeth, South Africa Digital Badges / Open Badges Taxonomy Working on the taxonomy of digital badges / open badges is an interesting empirical and conceptual endeavour. I have been looking into different types of badges as part of the “Discussion Paper on Open Badges and Quality Assurance” on which I have been recently working in context of the European Project “Badge Europe” (Erasmus+, Strategic Partnership). Before the first draft of the discussion paper will be open to public for comments and edits, I would like to share the first draft of the taxonomy of digital and open badges. I have proposed a classification based on three categories – (1) content-related: what the badge represents, (2) issuer-related: who issues the badge, and (3) process-related: how the badge was achieved. This is just a first attempt and I would be very glad to get your feedback on this. So here is the first list ready for your comments, extensions and examples in this Google Table!

Teaching in a Digital Age 2.6.1 What is connectivism? Another epistemological position, connectivism, has emerged in recent years that is particularly relevant to a digital society. Connectivism is still being refined and developed, and it is currently highly controversial, with many critics. In connectivism it is the collective connections between all the ‘nodes’ in a network that result in new forms of knowledge. According to Siemens (2004), knowledge is created beyond the level of individual human participants, and is constantly shifting and changing. Knowledge in networks is not controlled or created by any formal organization, although organizations can and should ‘plug in’ to this world of constant information flow, and draw meaning from it.

learningEvolves - learning theories this page is rather messy but contains links to much of this site - is a messy page bad if learning theory is messy? (February 2009 - Bill) THE OVERLAPPING OF TRADITIONAL CATEGORIES OF LEARNING THEORIES: There is a problem with the traditional categories (cognitivism, instructionism / behaviourism, constructivism, connectionist / connectivism, neuroscience) because some learning theorists (possibly the better ones) bridge more than one category eg. on this page Bruner is categorised as a cognitivist but moving toward cognitive constructivism - reacting against the mind as "information processor", which obscures the mind as a creator of meanings (Acts of Meaning).

learningEvolves - kerr A CHALLENGE TO CONNECTIVISM (connectivism conference presentation) "the skin is not all that important as a boundary" BF Skinner(1) The notorious Skinner got that one right. The boundary issue is crucial. In considering the learning process we need to ask: What happens inside our body / brain, what happens outside, in the external environment, and how are the inside and the outside connected? What is the mind, where is it and how does it work? These are core theoretical questions about learning with immense practical significance. What Is Disruptive Innovation? The theory of disruptive innovation, introduced in these pages in 1995, has proved to be a powerful way of thinking about innovation-driven growth. Many leaders of small, entrepreneurial companies praise it as their guiding star; so do many executives at large, well-established organizations, including Intel, Southern New Hampshire University, and Unfortunately, disruption theory is in danger of becoming a victim of its own success. Despite broad dissemination, the theory’s core concepts have been widely misunderstood and its basic tenets frequently misapplied.

Disruptive innovation Sustaining innovations are typically innovations in technology, whereas disruptive innovations cause changes to markets. For example, the automobile was a revolutionary technological innovation, but it was not a disruptive innovation, because early automobiles were expensive luxury items that did not disrupt the market for horse-drawn vehicles. The market for transportation essentially remained intact until the debut of the lower priced Ford Model T in 1908. The mass-produced automobile was a disruptive innovation, because it changed the transportation market. The automobile, by itself, was not. The current theoretical understanding of disruptive innovation is different from what might be expected by default, an idea that Clayton M.

Stephen Downes définit le connectivisme, qu'il distingue des théories cognitivistes et constructiviste. En revanche, il affirme la filiation entre la pensée connectiviste et le courant connexioniste. Cet approche fonde la conception des MOOC, il est donc important de s'y référer pour effectuer une recherche à propos de ce système d'apprentissage. by goupil13 Dec 21