Ken Wilber: Welcome Ken Wilber is the author of over twenty books. He is the founder of Integral Institute, a think-tank for studying integral theory and practice, with outreach through local and online communities such as Integral Education Network, Integral Training, and Integral Spiritual Center. Please also see the Integral Theory Primer for a guide to the world of Ken Wilber and Integral Theory. It's Just Love (Ken Wilber: ISE 2 Keynote) from Integral Life on Vimeo. Ken Wilber delivers his Keynote Address at the second annual Integral Spiritual Experience practice event. Want to see more? An Introduction to Connective Knowledge ~ Stephen's Web ~ b You are not logged in. [] [] Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here . The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic , has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. Probabilistic knowledge is a type of quantitative knowledge. b. c. d. e. f. g.
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:
integralnaked.org Gary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamel’s Management 2.0 ByGary Hamel The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web, rather than as is currently the case, a mid-20th-century Weberian bureaucracy. If your company hopes to attract the most creative and energetic members of Gen F, it will need to understand these Internet-derived expectations, and then reinvent its management practices accordingly. Sure, it’s a buyer’s market for talent right now, but that won’t always be the case—and in the future, any company that lacks a vital core of Gen F employees will soon find itself stuck in the mud. With that in mind, I compiled a list of 12 work-relevant characteristics of online life. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
What's New on Integral Naked Applications of Social and Collaborative Technologies in Educati Marketing strategies, B2B marketing: Jones Davis BBN, brand design, marketing communications, Sydney, Australia - Nightly Connectivism Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.
een idee van The Caretakers - Nightly Je vindt ons op www.wehelpen.nl. Sinds de lancering van de bèta versie van Caire.nu hebben er vele ontwikkelingen plaatsgevonden binnen Caire. Een belangrijke behoefte die vanuit de gebruikers van Caire naar voren is gekomen, is een online agenda waarmee je de zorg rondom een naaste kunt organiseren. Voor ons een duidelijk signaal waar we hard mee aan de slag zijn gegaan. Caire.nu is deze zomer samengegaan met Helpjemee.nl. Waar Caire een marktplaats biedt waar hulpvragers en hulpgevers met elkaar in contact komen, biedt Helpjemee een agenda met een logboek om de zorg rond dierbaren op een goede manier online te organiseren. Gezamenlijk hebben we besloten om een coöperatie op te richten onder de naam WeHelpen. Wij bedanken u hartelijk dat u heeft willen meewerken aan deze proefperiode en het vertrouwen dat u heeft gehad in Caire. Hartelijke groet en take care! Maaike Schnabel en Coen van de Steeg Directie Coöperatie WeHelpen Ik heb een Caire account - wat nu?
Constructionism Seymour Papert Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product.".[2] As Papert and Idit Harel say at the start of Situating Constructionism, "It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as 'learning-by-making'. Here is one type of theory that constructivist learning theory can be applied in a classroom setting. 1. 2. 3. 4. 5. Jump up ^ Cakir, M. (2008).
Constructivism Jean Piaget: founder of Constructivism In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development and provided scientific evidence for his views. Today, constructivist theories are influential throughout much of the non-formal learning sector. One good example of constructivist learning in a non-formal setting is the Investigate Centre at The Natural History Museum, London. For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology. Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. It is important to note that constructivism is not a particular pedagogy.
Social constructivism Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky. Social constructivism and social constructionism[edit] Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. A very simple example is an object like a cup. For a philosophical account of one possible social constructionist ontology, see the 'Criticism' section of Representative realism.[1] Social constructivism and philosophy[edit] See also[edit] References[edit]
Comprendre l'apprentissage pour enseigner Nous partirons de l’un de nos principes : Enseigner, c’est mettre en place des situations (des dispositifs, des situations-problèmes, des activités … et pourquoi pas un bon exposé de synthèse) dans lesquelles l’étudiant(e) pourra apprendre. Ce « pourra » marque son intentionalité et une certaine indétermination. Nous nous baserons aussi sur une vidéo » Teaching teaching & Understanding understanding » qui tout à la fois inspire et illustre notre propos. « Teaching Teaching & Understanding Understanding » is an award-winning film about university and tertiary teaching generally. We follow Susan and Robert in their studies. Le livre peut être examiné sur Scribd : Teaching for Quality Learning at University on Scribd Bien. I. Le défi pour l’enseignant est d’engager Robert dans un apprentissage en profondeur. Quelques points de cette première partie dont je vous propose un développement à présent (le point de vue des étudiants) : - Apprentissage en surface et en profondeur 1. II. III. IV.