Connectivism | Learning in the Future Overview Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.[1] According to co-developer Stephen Downes (2007), connectivism posits that “knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.[2]” As with constructivism and active learning, connectivism theorizes that knowledge is not acquired, as though it were a thing. Knowledge is the set of connections formed by actions and experience. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Networked learning and connectivism Networked learning is a subset of connectivism, which consists of eight attributes [3]: Principle 1: Learning and knowledge rests in diversity of opinions. Resources References
Nanorobotics Nanorobotics is the emerging technology field creating machines or robots whose components are at or close to the scale of a nanometer (10−9 meters).[1][2][3] More specifically, nanorobotics refers to the nanotechnology engineering discipline of designing and building nanorobots, with devices ranging in size from 0.1–10 micrometers and constructed of nanoscale or molecular components.[4][5] The names nanobots, nanoids, nanites, nanomachines or nanomites have also been used to describe these devices currently under research and development.[6][7] Nanomachines are largely in the research-and-development phase,[8] but some primitive molecular machines and nanomotors have been tested. An example is a sensor having a switch approximately 1.5 nanometers across, capable of counting specific molecules in a chemical sample. Another definition is a robot that allows precision interactions with nanoscale objects, or can manipulate with nanoscale resolution. Nanorobotics theory[edit] Biochip[edit]
Chaos: Making a New Science Category: Technical Tag: Science/Engineering Posted on 2011-03-13. By anonymous. Description James Gleick, "Chaos: Making a New Science" P.nguin (Non-Cl.ssics) | 1988 | ISBN: 0140092501 | 352 pages | Djvu | 4,2 MB Amazon.com ReviewJames Gleick explains the theories behind the fascinating new science called chaos. From Publishers WeeklyGleick here adventurously attempts to describe the revolutionary science of "chaos," a challengingly abstract new look at nature in terms of nonlinear dynamics. Download Sponsored High Speed Downloads Disclaimer: Contents of this information are indexed from the Internet and not censored. Search More... Chaos: Making a New Science Links Download this book No download links here Please check the description for download links if any or do a search to find alternative books. Need password? Can't Download? Search MirrorsMaybe some mirror pages will be helpful, search this book at top of this page or click here to find more info. Related Books Comments Add Your Comments
Big Thinkers: Judy Willis on the Science of Learning Judy Willis: Hi, I'm Judy Willis and I am a neurologist. I've been a neurologist for 15 years and after the 15 years my patient practice really changed. I started getting so many referrals for kids whose teachers thought they had ADD, obsessive compulsive disorder, staring spells, seizures petit mal epilepsy, and the increase was huge and yet the kids had no greater incidence of it. The problem was that the way they were being taught was lectured. There's a part of the brain that is an emotional filter. So if a person is in a state of stress, the amygdala gets highly active. So we need to keep that switching station in a state of low stress. So if there is something new in the classroom, a new picture, a great bulletin board, something that's interesting, something that captures their curiosity. So how do you get students to focus their attention? The other one I'll use is color. But there's one particular requirement: you must participate. What else does a videogame do?
Ken Rinaldo; Autopoiesis is a group consciousness of interactive robotic sculptures - robotic art Autopoiesis, is a robotic sculpture installation commissioned by the Kiasma Museum in Helsinki, Finland as part of Outoaly, the Alien Intelligence Exhibition curated by Erkki Huhtamo, 2000. It consists of fifteen robotic sound sculptures that interact with the public and modify their behaviors over time. These behaviors change based on feedback from infrared sensors, the presence of the participant/viewers in the exhibition and the communication between each separate sculpture. This series of robotic sculptures talk with each other through a computer network and audible telephone tones, which are a musical language for the group. Autopoiesis is "self making", a characteristic of all living systems which was defined and refined by Francisco Varella and Humberto Maturana. The interactivity engages the viewer/participant who in turn, effects the system's evolution and emergence. Autopoiesis utilizes a number of unique approaches to create this complex and evolving environment.
7 Speed Reading Tricks by a Former Book-Hater I was never a big fan of reading… I blame it on the education system, of course. (Well, it can’t be my fault, can it?) You see, it’s difficult to enjoy reading when every book your teacher throws at you is of no interest to you whatsoever. So I hated it. It was a chore, not a pleasure. Then I finished school and went my own path. It is obvious that there are only so many hours in a day, so if I want to be able to read more I have to learn to read faster. 1. This is the thing that really slows us down. 2. The idea is simple. 3. This may sound obvious but it’s worth mentioning here. 4. Here’s what you do: start reading each line on the third word, and end each line on the third word from the end. As an example consider such a line of text: “Marry had a little lamb but she ate it for supper.” The words in bold indicate the focus points. 5. The easiest way of doing this is to read from a bigger distance (like 2ft). 6. This is a very common problem. 7. That’s it for this list.
Resources : Autopoiesis There exists a large body of work by two Chilean biologists, Humberto Maturana and Francisco J. Varela, usually referred to collectively as Autopoietic theory. At the heart of this work lies the description of a process, called 'Autopoiesis'. This body of theory concerns the dynamics of living systems, purporting to answer the question "what is the characteristic organization of living systems?" Maturana-the-biologist was unhappy with enumerating features of living systems to define 'life', and wanted to capture the invariant feature of living systems around which natural selection operates. The process called 'Autopoiesis' purports to capture this invariant feature of living systems, which are characterised as 'living machines'. The wider body of Autopoietic theory expresses this idea, and a number of other ideas supporting and expanding on it, representing a complete and coherent worldview.
Pourquoi le Mindmapping est-il si efficace pour étudier ? Pourquoi dit-on que le Mindmapping peut aider les étudiants ? Est-ce vraiment si efficace ? Et si oui, pourquoi ? A ces questions, on peut répondre sans hésitation : OUI, le Mindmapping est une méthode efficace pour étudier. La vue : le sens dominant d’une majorité de personnes Une étude de Linda Kreger Silverman, Docteur en psychologie de l’Université du Colorado, menée sur 750 élèves, a démontré qu’environ 30% d’entre eux utilisaient fortement le canal visuel-spatial, 25 % d’entre eux utilisaient principalement le canal auditif-séquentiel, et 45% utilisent les deux ensemble. Ce qui veut dire que l’enseignement actuel, basé principalement sur les mots, répond vraiment aux besoins de 25% de la population scolaire! Répartition des canaux sensoriels dominants Une méthode qui sollicite tous nos sens ! Par son utilisation de mots-clés, d’associations et de relations entre les concepts stimule également l’utilisation du canal auditif et de l’intelligence verbale. Vous avez aimé cet article ?
What schools need: Vigor instead of rigor - The Answer Sheet This was written by Joanne Yatvin, a veteran public school educator, author and past president of the National Council of Teachers of English. She is now teaching part-time at Portland State University. A version of this was originally published in the Atlanta Journal Constitution. By Joanne Yatvin Though my years in the classroom are long past, at heart I am still a cranky old English teacher who bristles at some of the neologisms that have crept into public language. I never tack “ly” onto ordinal number words, or say “myself” when I mean “I” or “me.” Even so, I remain politely quiet when others commit such grammatical transgressions. Part of my reaction is emotional, having so often heard “rigor” paired with “mortis.” Now, more than ever, “rigor” is being used to promote the idea that American students need advanced course work, complex texts, stricter grading, and longer school days and years in order to be ready for college or the workplace.
7 Ways to Combat Your Own Cognitive Dissonance “Sometimes people hold a core belief that is very strong. When they are presented with evidence that works against the core belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance. And because it is so important to protect the core belief, they will rationalize, ignore and even deny anything that doesn’t fit with the core belief” –Frantz Fanon In a world where disconnection is rampant dissociation, it is becoming increasingly more difficult to navigate the unhealthy waters, and even more difficult to discover healthier waters. We often cannot even see how things are connected because we are so far removed from any sort of healthy community. As it stands, cognitive dissonance is a formidable adversary. 1. “If you understand everything, you must be misinformed.” Answers are for laymen. The first step toward gaining wisdom: question everything; the second step: question the answers. 2. 3. 4. 5. 6. 7. “Ever tried.
Strategies Quick Learners Use To Pick Up Anything