Jan05_01

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. "Personal Learning Network has PC based, multimedia learning activities that employees can tailor to a learning map. There's another resource, dated 1998 (but the metadata says 2001-08-05, which is still pretty early), Building Your Personal Learning Network, by Daniel R. In 1999, something called a 'Personal Learning Network' actually won an award for a company called Quisic. Milton Ramirez (tonnet) uses the term on June 10, 2003.

Siemens(2004)-conectivismo siglas en inglés). Para combatir la reducción en la vida media delconocimiento, las organizaciones han sido obligadas a desarrollar nuevosmétodos para llevar a cabo la capacitación.” Algunas tendencias significativas en el aprendizaje: Muchos aprendices se desempeñarán en una variedad de áreas diferentes, yposiblemente sin relación entre sí, a lo largo de su vida. El aprendizaje informal es un aspecto significativo de nuestra experiencia deaprendizaje. La educación formal ya no constituye la mayor parte de nuestroaprendizaje. El aprendizaje es un proceso continuo, que dura toda la vida. La tecnología está alterando ( recableando ) nuestros cerebros. La organización y el individuo son organismos que aprenden. Muchos de los procesos manejados previamente por las teorías deaprendizaje (en especial los que se refieren al procesamiento cognitivo deinformación) pueden ser ahora realizados, o apoyados, por la tecnología. Saber cómo y saber qué están siendo complementados con saber dónde Antecedentes

Connectivism et enaction...mon cheminement Quand j'ai commencé à travailler sur le concept d'énaction de Francisco Varela, il y a eu un moment de profonds questionnements pour moi...j'ai eu le sentiment que les repères sur lesquels je m'appuyais tombaient les uns après les autres...un peu comme si je vacillais mentalement...presque physiquement d'ailleurs...impossible de dormir pendant près de deux semaines ! Ce qui émergeait pour moi à ce moment là, c'était l'idée qu'aucun modèle pré-existant n'est indispensable à la construction de mes propres représentations....c'était l'idée que l'on peut apprendre de façon autonome dans un couplage permanent au monde...coup de tonnerre dans mon ciel ! Cette idée s'imposait comme une évidence et tous mes repérages se déplaçaient et prenaient sens autour de cette approche...je ne maîtrisais rien et cela se faisait...il faut dire aussi que ce concept résonnait largement avec ma pratique et trouvait là sa cohérence ! Je me suis remise à dormir ! A lire en parallèle :

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. 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. What, like muscles?

Conversando de Educación y Tecnología : Siemens y la apertura del espacio de la educación #cck12 Este posteo de George Siemens tiene harto material para su posterior desmenuzamiento. La palabra "openness" que yo traduzco en apertura, abrir las puertas, en este caso de la educación y en particular del análisis de la data del proceso de aprendizaje o del proceso de la educación, es un punto a poner en la mira de nuestra mirada, según este especialista. Me tropiezo con la pregunta acerca de cual es la diferencia entre openness y transparencia, cuya respuesta encuentro en este link. Cuando la generación de conocimiento era un proceso lento, que por su naturaleza podía ser empaquetado y sistematizada su enseñanza, podía impartirse en las aulas de clases de la vieja y actual escuela, sin mayores dificultades. Incluso la invención del aula de clases fue una gran invento que permitió masificar la educación y así dejara de ser un bien exclusivo solo de las elites. Pero, todo bien tiene su tiempo. Y, se habla incluso de una cultura hacker con los siguientes atributos:

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. PLNs are becoming an important part of professional development in several fields with some businesses creating their own e-learning content and PLEs for their employees. ^ Jump up to: a b c Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005Jump up ^ Tobin, Daniel R..

Why does information flow in networks? People like Barry Wellman and Caroline Haythornthwaite have contributed significantly to advancing the analysis of the impact of networks on society. Well before Barabasi, Watts, and Strogatz arrived on the network scene, sociologists (and social psychologists) such as Granovetter, Wellman, and Milgram were developing models to understand how people connect. As a result of this work, terms like “six degrees” and “strong/weak ties” and “networked communities” have become mainstream. With an understanding of how people are connected we can also gain insight into how information flows through a network. It is usually beneficial to be connected to those who have a good view of what is going on. Basically, our position in a network, and the overlap with other networks, influences the type of information and people that we can access. Today, in contrast, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn. Let’s look at someone like Alec Couros on Twitter. 2. 3.

PyBrain Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting

Todas las respuestas sobre Conectivismo Tecnologías para la Formación - Artículos y Entrevistas George Siemens Director asociado del Centro de Tecnologías del Aprendizaje de la Universidad de Manitoba Por Verónica Inoue El gurú del Conectivismo brindó una entrevista exclusiva a LEARNING REVIEW, en la que expone su opinión respecto a la utilización en el ámbito corporativo e universitario de esta teoría del aprendizaje para la actual era digital. Learning Review: ¿Cuáles son las 10 características principales del Conectivismo? George Siemens: El Conectivismo es la utilización de redes para describir el conocimiento y el aprendizaje. El Conectivismo se enfoca en el aprendizaje en ambientes informacionales rápidamente cambiantes. "El Conectivismo se enfoca en el aprendizaje en ambientes informacionales rápidamente cambiantes. Una teoría del aprendizaje también debe tener en cuenta el contexto más amplio de la sociedad en la que surge. GS: No estoy seguro de cómo podríamos medir si es "en forma suficiente".

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. The Case for a Personal Learning Network (PLN) I got to know Shelly as a global network weaver when she invited me to participate in an online webinar with 150 educators and librarians from the worldwide #edchat community that had coalesced via Twitter and Ning and reconvened regularly via Elluminate. For Shelly Terrell, PLN = Passionate Learning Network Winning Over Skeptics in Schools Building A Personal Learning Network

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:

An Introduction to Neural Networks Prof. Leslie Smith Centre for Cognitive and Computational Neuroscience Department of Computing and Mathematics University of Stirling. lss@cs.stir.ac.uk last major update: 25 October 1996: minor update 22 April 1998 and 12 Sept 2001: links updated (they were out of date) 12 Sept 2001; fix to math font (thanks Sietse Brouwer) 2 April 2003 This document is a roughly HTML-ised version of a talk given at the NSYN meeting in Edinburgh, Scotland, on 28 February 1996, then updated a few times in response to comments received. Please email me comments, but remember that this was originally just the slides from an introductory talk! What is a neural network? Some algorithms and architectures. Where have they been applied? What new applications are likely? Some useful sources of information. Some comments added Sept 2001 NEW: questions and answers arising from this tutorial Why would anyone want a `new' sort of computer? What are (everyday) computer systems good at... .....and not so good at? Good at

What is the unique idea in Connectivism? This site has been created to foster discussion on how our thinking, learning, and organizational activities are impacted through technology and societal changes. Since the original publication of Connectivism: A Learning Theory for the Digital Age, I've been approached by many people requesting additional thinking and discussion. Four tools are available to provide dialogue: Blog for my personal reflective thoughtsWiki for collaborative content creationDiscussion forums for discussion on issues impacted by a connectivist view of learningEmail list for discussions on technology, networks and learning Most resources on this site are intended for public viewing, but contributing to the wiki or discussion forums requires registration. If you are interested in general learning and technology trends, please visit my elearnspace site.