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. John Medina doet onder andere onderzoek naar de effecten van de huidige technologie op het menselijk brein en schreef daar interessante boeken over. Manifestationen von WebLernen – eine kleine Sammlung von Beispielen Manifestationen von WebLernen Immer häufiger fällt mir bei meinen Streifzügen durchs Web etwas auf, was ich WebLernen nennen möchte. Kriterien, die jede davon erfüllen (nicht abschließend) sind Lernen verobjektiviert sich -> Artefakt.Lernentwicklungen über diese punktuell erstellten Artefakte werden les- und nachvollziehbar -> Öffentlichkeit.Lernen nimmt eine sich wiederholende Form an (die sich allerdings entwickeln kann).Es sind daran eine gewisse Anzahl von Menschen beteiligt, die jedoch über den Zeitverlauf wechseln können.Zum Praktizieren braucht es nicht nur Beschäftigung mit dem Inhalt, sondern Auseinandersetzung mit Web üblichen Formen und Formaten.Herzkunft, Ziel und institutionelle Anbindung der Lerner äußerst heterogen.Das was man tut wird während des Tuns mitreflektiert. Beispiel 1 – #acwri Bei #acwri handelt es sich um einen Hashtag auf Twitter, der dazu dient, an einem gegenseitigen Unterstützungsnetzwerk zum akademischen Schreiben teilzuhaben. Beispiel 3 – #EdChatDE Fragt
Connectivism 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. 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. Taking into account the ideas presented in the video, how is the 21st century learner supposed to assimilate all this information, and make valuable use of it? Components of Connectivism Chaos Theory Importance of Networks Connectivism Defined Citation
Even in a MOOC, Students Want to Belong Maybe we could rename a mob of meerkats as a MOOC … For the past couple of years Australian universities’ enthusiasm for online learning has increased, following the lead of international universities in realizing the potential of massive open online courses (MOOCs) to replace traditional face-to-face learning. While the number of students undertaking studies on campus has remained relatively stable over the past three years, the number undertaking online or a combination of on-campus and online education continues to grow. The increase in online learning has taken place around the same time as a significant shift in the social and economic background of students. Drop-out rates for online learning are high. Online learning presents an opportunity to provide access to higher education for traditionally underrepresented groups. The reasons that students are more likely to drop out of online learning are complex. A ‘sense of belonging’ in online learning Courses ideally:
groups networks and collectives - more! Scott Wilson notes some concerns with the “lack of clarity” between the three entities of the Many that Jon Dron and I have been discussing and blogging about. An educational taxonomy or a model gains its pragmatic value by the extent to which it helps practitioners and online learning researchers develop, implement and assess learning contexts, environments and activities. This value is enhanced by clarity and lack of overlap and redundancy in the elements of the model. For example, a group might be supported on a LMS (hopefully accessed and supported from a PLE), that would provide motivation and application to use networks consisting of those outside the group from which learners could create, consume and validate new knowledge. We have noted that certain tools were designed for or have become associated with different dimensions of the Many, but we have never argued that tools cannot be appropriated for use by others aggregations.
14 Articles on MOOCs Size Isn’t Everything – Cathy Davidson – The Chronicle Review – The Chronicle of Higher Education Wired UK raises the possibility that the university may have to restructure itself. That undoubtedly will raise numerous hackles. But from an intellectual standpoint, it signals a revolution in waiting. Forbes, on the other hand, touts the financial promise of investments in MOOC’s and other digital educational offerings. Entrepreneurs and college administrators are already heeding that siren call. Online Learning – The Chronicle of Higher Education MOOC Madness. Massive Open Online Courses Views & Research – The Conversation The Conversation about MOOCs. Educause. 7 things you should know about MOOCs. What You Need to Know About MOOCs – Technology – The Chronicle of Higher Education What are MOOCs? The End of the University as We Know It – Nathan Harden – The American Interest Magazine THE MOOC MODEL FOR DIGITAL PRACTICE: Siemens, Cormier, et alia What is a MOOC? great article collection
The Half-Life of Facts: Dissecting the Predictable Patterns of How Knowledge Grows by Maria Popova “No one learns something new and then holds it entirely independent of what they already know. We incorporate it into the little edifice of personal knowledge that we have been creating in our minds our entire lives.” Concerns about the usefulness of knowledge and the challenges of information overload predate contemporary anxieties by decades, centuries, if not millennia. In The Half-life of Facts: Why Everything We Know Has an Expiration Date (public library) — which gave us this fantastic illustration of how the Gutenberg press embodied combinatorial creativity — Samuel Arbesman explores why, in a world in constant flux with information proliferating at overwhelming rates, understanding the underlying patterns of how facts change equips us for better handling the uncertainty around us. (He defines fact as “a bit of knowledge that we know, either as individuals or as a society, as something about the state of the world.”) Arbesman writes in the introduction: And yet:
The Professors Behind the MOOC Hype - Technology Dave Chidley for The Chronicle Paul Gries, of the U. of Toronto, has taught MOOCs on computer science. By Steve Kolowich What is it like to teach 10,000 or more students at once, and does it really work? The survey, conducted by The Chronicle, attempted to reach every professor who has taught a MOOC. Hype around these new free online courses has grown louder and louder since a few professors at Stanford University drew hundreds of thousands of students to online computer-science courses in 2011. Princeton University's Robert Sedgewick is one of them. Like many professors at top-ranked institutions, Mr. His online course drew 80,000 students when it opened last summer, but Sedgewick was not daunted. It paid off. The Chronicle survey considered courses open to anyone, enrolling hundreds or even thousands of users (the median number of students per class was 33,000). But the participants were primarily longtime professors with no prior experience with online instruction. Why They MOOC Mr.
Connectivism: Its place in theory-informed research and innovation in technology-enabled learning | Bell 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. 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 From its origins as a network for sharing data and software amongst scientists, the Internet has become commonplace in the developed world and is growing rapidly in developing countries, as shown in Table 1 (Internet Usage Statistics, 2009). Connectivism as a Learning Theory Connectivism Connectivism as a Phenomenon
The MOOC Problem The purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual of facts and training in skills is not the outcome or objective for the individual nor society; rather, a deeper relationship with thought and reason is necessary for the development of each person and in turn their community. This is at the heart of much great philosophy: luminaries such as Locke, Milton, Rousseau, Hume and others saw education as a continuation of society through means greater than memory recall and skilled competencies. The education discipline is built upon this theory and is at the heart of its mission: through pedagogy and methodology education can foster the growth of our culture through each person. This is not the methodology from which most outside interests view education. Hybrid Pedagogy uses an open collaborative peer review process.
Connectivism: A new learning theory? | Graduate Program in Training and Development @ Roosevelt University Connectivism: A new learning theory? Guest Blogger: Barry I came across the term Connectivism coined by George Siemens while doing research for TRDV 499 Master paper. The concept is interesting, giving thought to the digital era and how we learn. According to Siemens (2005), connectivism proposes: Learning and knowledge rests in diversity of opinions.Learning is a process of connecting specialized nodes or information sources.Learning may reside in non-human appliances.Capacity to know more is more critical than what is currently knownNurturing and maintaining connections is needed to facilitate continual learning.Ability to see connections between fields, ideas, and concepts is a core skill.Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.Decision-making is itself a learning process. Personally, I find many truths in the Siemens connectisivm theory. There are many critics to connectivism theory. About Kathleen Iverson
IS UNIT WEB SITE - IPTS - JRC - EC MOOCKnowledge MOOCKnowledge is a 3-year study that aims to develop a knowledge base with a European view on MOOCs through continuous and systematic collection and analysis of data on existing MOOC initiatives to advance scientific understanding of this new phenomenon. The study consists of a series of surveys (in different time periods) of the learners of MOOCs offered by the OpenUpEd partners and other European providers willing to collaborate with the study. Building a knowledge base for European MOOCs The study consortium wants to make agreements with as many MOOC providers as possible to produce large-scale data basis allowing analysing the MOOC-phenomenon from a European perspective based on scientific evidence. Partners The MOOCKnowledge study is funded by the European Commission's Institute for Prospective Technological Studies (IPTS). Contact Project Leader (ICT for Learning & Skills): Yves Punie Project coordinator (MOOCKnowledge): Jonatan Castaño Muñoz
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:
Ten Useful Reports on #MOOCs and Online Education Supported by the Norwegian Ministry of Education and Research, the International Council for Open and Distance Education (ICDE) is the leading global membership organization for open, distance, flexible and online education, including e-learning, and draws its membership from institutions, educational authorities, commercial actors, and individuals. ICDE was founded in 1938 in Canada as the International Council for Correspondence Education and today has members from over 60 countries worldwide. Recently, ICDE had provided a digest of reports and papers published over the past year on MOOCs and online education. To check out these useful reports on MOOCs and online education, here is the link. Tagged as: massive open online courses, Mooc, online education, online learning