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Jan05_01

Jan05_01
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. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. 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: Background An Alternative Theory Connectivism

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Origins of the Term 'Personal Learning Network' I intended this to be a comment to Dave Warlick's post on the subject, but his comment system won't accept my submission. I think that this post shows the futility of anyone trying to claim credit for the term. I have found a reference to a 'personal learning network' in a document dates April 8, 2000, by the Treasury Board Secretariat, Government of Canada. This use, although dates, is consistent with uses of the term today.

New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56 Printer-friendly version Send to friend Grainne Conole reflects on the implications of Web 2.0 for education and offers two new schemas for thinking about harnessing the potential of technologies. In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact.

Making Shift Happen: Professional Learning Communities vs Personal Learning Networks Gosh darn... Still curating. This PLN vs PLC won't leave my head alone! I have re-read our Ministry's monograph on Professional Learning Communities. European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) Summary When: 19-20 June 2013 Wednesday 19 June, 5:00-6:30 pm — Introductions and Keynote kickoff with George Siemens (open reception to follow 6:30-7:30 pm on 3rd floor Rooftop Terrace (Common Area on 1st floor in case of rain))Thursday 20 June, 8:30 am-3:45 pm, visiting speaker and panelist presentations.FINAL Detailed schedule available here (in PDF format)Where: UW-Madison Education Building (1000 Bascom Mall), Wisconsin Idea Room, 1st floorWhat are MOOCs?: See EDUCAUSE Learning Initiative’s 7 Things You Should Know About MOOCs (11 June 2013)Poster: Link here for full resolution version of above poster Massive Open Online Courses (MOOCs) were ‘invented’ in Canada in 2008, and then became transformed, institutionalized and scaled up via the efforts of people, universities, and firms, in the Boston and San Francisco Bay Area city-regions.

User:Shelly Terrell/Personal Learning Networks (PLNs) "For the first in history, we know now how to store virtually all humanity's most important information and make it available, almost instantly, in almost any form, to almost anyone on earth. We also know how to do that in great new ways so that people can interact with it , and learn from it." One aspect is that the learner contributes and derives knowledge in a PLE through various nodes. [1] In this way, the learner chooses which PLEs, VLEs, and social mediums to build a PLN. Semantic Web I have an idea that I think is very important but I haven’t yet polished to the point where I’m comfortable sharing it. I’m going to share it anyway, unpolished, because I think it’s that useful. So here I am, handing you a dull, gray stone, and I’m saying there’s a diamond inside. Maybe even a dilithium crystal. My hope is that a few experts will see what I see and help me safely extract it.

20 Ways To Improve Your Professional Learning Network In 2013 Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.

Vassiliou welcomes launch of first pan-European university MOOCs (massive open online courses) European Commission Press release Brussels/Heerlen (Netherlands), 23 April 2013 Shelly Terrell: Global Netweaver, Curator, PLN Builder When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them. I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations.

What is Web 3.0? Semantic Web & other Web 3.0 Concepts Explained in Plain English Web 3.0 will be about semantic web, personalization (e.g. iGoogle), intelligent search and behavioral advertising among other things. This slide neatly sums up the main differences between Web 1.0, Web 2.0 and Web 3.0. Web 1.0 – That Geocities & Hotmail era was all about read-only content and static HTML websites. People preferred navigating the web through link directories of Yahoo! and dmoz. Web 2.0 – This is about user-generated content and the read-write web.

Wired for Collaboration Beth Sanders and Pernille Ripp, along with countless other teachers from around the world, are “connected educators.” Beth uses digital technologies “to tear down the walls of a traditional classroom”. An educator committed to social justice, her students share their voices with the world through class discussions held on Twitter. Pernille has brought networked learning to a global level — in 2010, she began the Global Read Aloud program, which connected more than 144,000 students, representing thirty countries from six continents. They are exemplars of connected educators, teachers who construct knowledge, collaborate, and interact with other educators all over the world via social media to develop networks to deepen understanding (Wong, 2013). Connected educators embody Siemens’ connectivist theory emphasizing the need to collaborate, and learn through networks.

Expanding global landscape of MOOC platforms In Brussels, yesterday, Androulla Vassiliou (European Commissioner for Education, Culture, Multilingualism and Youth) announced that the “first pan-European” MOOC platform will be launched on 25 April 2013. As Commissioner Vassiliou put it: “This is an exciting development and I hope it will open up education to tens of thousands of students and trigger our schools and universities to adopt more innovative and flexible teaching methods. The MOOCs movement has already proved popular, especially in the US, but this pan-European launch takes the scheme to a new level.

Survival Tips for Building a PLN For the past 4 years, I have researched the what, who, how, and why of Personal/Professional/ Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media. The educators, subject matter experts (SMEs), authors, and mentors we choose to derive knowledge from help us self-reflect on our methodologies and beliefs. They support us, remember our birthdays, celebrate our accomplishments, and stir within us a passion to improve the status quo. Within one year of connecting with a PLN, I jump started many projects at my school and in the past 5 years I’ve organized many free incredible professional development events with the help of my PLN.

Social Media: Why This Matters To Everyone In Education August 12, 2012 in Volume 2 HETL Note: We are pleased to present “Social Media: Why It Matters to Everyone in Education” – an opinion article by Daniel Clark. The article explores social media and the use of social media in an educational context applying a staged model proposed by the author.

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