background preloader

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. Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. Connectivism is, by contrast, 'connectionist'. In connectivism, a phrase like 'constructing meaning' makes no sense. Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Response to comments by Tony Forster Again, I don't think you get a coherent constructivist theory without one of these.

Conectivismo: una teoría del aprendizaje para la era digital About — Connectivism Description of Connectivism Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. The integration of cognition and emotions in meaning-making is important. Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts | Kizito Volume 17, Number 2 February - 2016 Rita Ndagire Kizito Nelson Mandela Metropolitan University, Port Elizabeth, South Africa This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism—an emerging learning theory. Keywords: learning activity design, connectivism, pedagogically-based technology adoption, african higher education contexts For more than two decades, institutions have been searching for ways that could shape pedagogical technology1 adoption in African higher education contexts. The reasons for non-adoption are varied and depend on the teaching contexts. In a study analysing relationships across issues dealing with institutional policy, organisational culture, and e-learning use in four South African universities, Czerniewicz and Brown (2009) cite inadequacy of teaching facilities and lack of staff training as barriers to technology espousal. This paper is an epigrammatic response to these questions. Figure 1. Table 1

Conectivismo El conectivismo es la combinación del constructivismo y el cognitivismo para el nuevo aprendizaje digital de esta era digital y globalizante. Llamada la teoría del aprendizaje para la era digital, se trata de explicar el aprendizaje complejo y no como una actividad individual en un mundo social digital en rápida evolución. En nuestro mundo tecnológico y en red, los educadores deben considerar la obra de los pensadores como Siemens y Downes. Esta teoría es conducida por el entendimiento de que las decisiones están basadas en la transformación acelerada de las bases. "Saber cómo y saber qué están siendo complementados con saber dónde (la comprensión de dónde encontrar el conocimiento requerido)"[1]​ El punto de inicio del conectismo es el individuo. Una contribución muy importante fue adicionar un nuevo tipo de conocimiento, el conocimiento distribuido, a los ya conocidos conocimientos cualitativos y cuantitativos. Nodos y enlaces[editar] Diversidad. Principios del conectivismo[editar]

Welcome to CCK11 ~ CCK11 2.6 Connectivism | 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. The significance of connectivism is that its proponents argue that the Internet changes the essential nature of knowledge. Downes (2007) makes a clear distinction between constructivism and connectivism: Figure 2.6.1: A map of connectivism Image: ©

MyPLN Social Theory and Education Research: Understanding Foucault, Habermas ... - Google Books Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory.

Aportaciones del conectivismo como modelo pedagógico post-constructivista Aportaciones del conectivismo como modelo pedagógico post-constructivista Contributions of connectivism as a post-constructivist pedagogy Ángel Sobrino Morrás* * Prof. titular del área MIDE en el Departamento de Aprendizaje y Currículum y Director del Master de Profesorado, ambos en la Universidad de Navarra. Lic. en Psicología y Máster en Psicología del Deporte por la UNED, y Dr. en Ciencias de la Educación, Universidad de Navarra. Investiga en las áreas de formación del profesorado e integración de las TIC en la docencia. Resumen El conectivismo describe el aprendizaje como un proceso de creación de una red de conocimiento personal, una idea coherente con la forma en la que las personas enseñamos y aprendemos en la web 2.0. Palabras clave: Conectivismo; Web 2.0; Teoría pedagógica; Aprendizaje. Abstract Connectivism describes learning as a process of creating a network of personal knowledge, a view that is congruent with the ways in which people teach and learn in the Web 2.0. 1. 2. A. B.

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