The Official ASTD Blog | The Future is Informal Most learning is informal in nature and takes place “beneath the waterline,” so it is therefore much harder to track and comprehend its impact compared to formal learning. According to the ASTD and i4cp Tapping the Potential of Informal Learning report, informal learning clearly has a strong presence in many of today’s organizations. Four in ten respondents said such learning is occurring in their organization to a high or very high extent, with another 34 percent indicating that it’s occurring to a moderate extent. Not only did participants in the ASTD/i4cp study acknowledge that informal learning plays a role in today’s workplaces, but they also recognized that informal learning is a growing force within organizations and is becoming increasingly important for companies to understand and leverage. Informal learning also appears to have the ability to boost productivity. Source: Tapping the Potential of Informal Learning (ASTD/i4cp)
Conectivismo: Una teoría del aprendizaje para la era digital Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. George Siemens 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). Connectivism
Mail - 4 Big Ideas That Will Change The World Of Training | Connectivism ... - suzb A través de la puerta abierta: Cursos Abiertos como la investigación, el aprendizaje y compromiso (EDUCAUSE Review © 2010 Dave Cormier and George Siemens. The text of this article is licensed under the Creative Commons Attribution License ( EDUCAUSE Review, vol. 45, no. 4 (July/August 2010): 30-39 Dave Cormier (dave@edactive.ca) is a web projects lead at the University of Prince Edward Island, cofounder of Edtechtalk, and president of Edactive Technologies, a social software consulting firm. George Siemens (gsiemens@gmail.com) is a strategist and researcher at the Technology Enhanced Knowledge Research Institute at Athabasca University and is the founder of Complexive Systems Inc. Comments on this article can be posted to the web via the link at the bottom of this page. Let attention be paid not to the matter, but to the shape I give it. — Montaigne Over the last decade, as educators have increasingly experimented with social technologies and interactive pedagogies, the concept of a "course" has been significantly challenged. Openness as Transparent Practice
» Social Learning doesn’t mean what you think it does! Learning in the Social Workplace A few days ago my Internet Time Alliance colleague, Harold Jarche, shared this article, written by Deb Lavoy, with me: Social Business Doesn’t Mean What You Think It Does, Neither Does Enterprise 2.0. The first few paragraphs say it all! “Social Business” is not about technology, or about “corporate culture.” A new perspective is changing how we think about society, politics, interpersonal relationships, science, government and business. The changes we are seeing in Workplace Learning are of course just one part of the changes we are seeing in businesses as whole. “Social Learning ” is not about technology, or about “corporate culture”. In other words those who think “social learning” is just about a new training trend, or about adding social media into the ”blend”, or that it is about acquiring the latest Social Learning Management System are missing the big picture. Harold Jarche makes this point succinctly himself in Social Learning: the freedom to act and cooperate with others
Conectivismo: Su lugar en la investigación de la teoría del conocimiento y la innovación en la tecnología habilitada para el aprendizaje | Campana | La Revista Internacional de Investigación en Educación Abierta ya Distancia Special Issue - Connectivism: Design and Delivery of Social Networked Learning Frances Bell University of Salford, United Kingdom Abstract The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management Those who struggle to create an adequate theory of learning must admit that the process is much like stumbling in the dark. Introduction Connectivism as a Learning Theory Connectivism Connectivism as a Phenomenon
4 Big Ideas That Will Change The World Of Training Sharebar The field of training doesn’t change quickly. Even though technological innovation occurs at rapid speed and new learning theories emerge from cognitive research, large and entrenched training organizations move like slow dinosaurs. It’s up to learning experience designers and developers, as well as trainers, educators and instructors to move us toward a more enlightened path that meets the needs of learners in today’s world. I’m voting that these four big ideas can propel us forward, hopefully sooner rather than later. Which big ideas do you favor? 1. Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. 2.Collaborative Learning 3. 4.
Tres generaciones de pedagogía de la educación a distancia | Anderson | La Revista Internacional de Investigación en Educación Abierta ya Distancia Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract This paper defines and examines three generations of distance education pedagogy. Keywords: Distance education theory Introduction Distance education, like all other technical–social developments, is historically constituted in the thinking and behavioural patterns of those who developed, tested, and implemented what were once novel systems. Given the requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances. Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs. The Cognitive-Behaviourist Pedagogy of Distance Education