Conectivismo: Creatividad e innovación en un mundo complejo El pasado mes de noviembre se celebró el encuentro internacional de Fundación Telefónica. Fué una experiencia muy enriquecedora, por la innovación, el despliegue tecnológico, la calidad de las ponencias principales (como la de George Siemens) así como el gran trabajo de la Fundación Telefónica. En esencia, el conectivismo sostiene que el conocimiento se distribuye a través de una red de conexiones, y por lo tanto, que el aprendizaje consiste en la capacidad de construir y atravesar esas redes. El conectivismo comparte con otras teorías una proposición principal, que el conocimiento no se adquiere, sino que se tratara de un objeto. El conocimiento conectivo se cultiva, no se construye, es natural, no intencional, y es inherente, no representativa. El conocimiento es, según esta teoría, literalmente, el conjunto de conexiones formadas por acciones y la experiencia. A continuación comparto el resumen de lo aprendido con Georges Siemens, padre de la teoría del conectivismo:
Conectivismo - Nuevas perspectivas sobre el aprendizaje, enseñanza y Tecnología 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
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:
Éxito en E-Learning La educación a través de medios electrónicos es muy nueva como para decir que ya hay expertos en el tema, sin embargo si se pueden determinar algunos procesos que han sido exitosos y tratar de aprender de lo que se ejecutó en los mismos. El E-Learning se ha abierto camino contra viento y marea en el uso de las tecnologías digitales para llevar a cabo procesos de capacitación. La importancia del e-learning en cada empresa depende de su tipo y tamaño. El uso del e-learning o la educación a distancia por medios electrónicos brinda dos elementos altamente deseables. La educación a través de medios electrónicos es muy nueva como para decir que ya hay expertos en el tema, sin embargo si se pueden determinar algunos procesos que han sido exitosos y tratar de aprender de lo que se ejecutó en los mismos. Se debe dar igual importancia al método de evaluación, y no tanto para ser utilizado por terceros sino por el mismo estudiante.
Conectivismo en el aula: Educared 2011 Conectivismo en el aula: Educared 2011 Detalles Creado en Domingo, 06 Noviembre 2011 07:20 Visto: 7233 Conectivismo... En septiembre recibí la petición de la Fundación Telefónica de preparar una ponencia virtual para el encuentro de EducaRed de este año sobre la integración del Conectivismo en el Aula. Me resultó curioso que me hicieran esta petición, ya que en las redes me muestro bastante crítica con el Conectivismo. IV Encuentro Internacional EducaRed 2011 He recogido en el vídeo y en la presentación las ideas principales: ¡Muchas gracias a José Gregorio del Sol por ayudarme a grabar este vídeo! Después, charlamos sobre algunos temas en los foros. ¿Es el conectivismo una teoría? Como apunto en la presentación, desde mi punto de vista, el conectivismo es un concepto interesante pero no una teoría de aprendizaje. "¿Es el conectivismo una teoría? ¿Cómo se diferencian el conexionismo y el conectivismo? Desde mi punto de vista, al conectivismo se le puede achacar lo mismo que al conexionismo:
Collective intelligence 2.0 Collective Intelligence? Nah. Connective Intelligence ~ Stephen's Web ~ by Stephen Downes This is exactly right: "(Surowiecki) makes the point that people do not think together in coming to certain conclusions, but rather than people think on their own and the value of the collaborative comes in the connection and combination of ideas. Each person retains their own identity and ideas, but they are shaped and influenced by the work of others. The concept here is related somewhat to Stephen Downes' discussion of groups vs. networks. At stake in these discussions (Surowiecki, Downes, de Kerchove) is how we are to perceive the individual in a world where the collaborative/collective is increasingly valued." That is why I, too, prefer the concept of connective (not collective) intelligence. I also agree with Siemens that the difference will become more vital over the years: "For reasons of motivation, self-confidence, and satisfaction, it is critical that we can retain ourselves and our ideas in our collaboration with others.
Jo Bloggs: Connectivism and Communities of Practice The term Knowledge Management has traditionally referred to ongoing efforts to harness explicit and tacit knowledge within an organisation while 'organisational learning' tends to be more focussed on static efforts to meet specific learning objectives. Recently, the lines have become blurred to the extent that a merger in strategies should be considered by any organisation serious about harnessing knowledge and promoting learning. Siemens' article, 'Connectivism: A Learning Theory for the Digital Age', discusses the need for 'a theory that attempts to explain the link between individual and organizational learning' (Siemens, 2004). He expands his theory of networked learning further in his article ‘Connectivism: Learning as Network-Creation’ (Siemens, 2005). Wenger's definition of 'Community' describes how an individual becomes a member after pursuing interest in a domain, 'members engage in joint activities and discussions' (Wenger, 1998). References: Pór. Siemens. Siemens. Wenger.
Parker J. Palmer: community, knowing and spirituality in education Parker J. Palmer: community, knowing and spirituality in education. Parker J. contents: introduction · parker j. palmer – life · education as a spiritual journey · parker palmer – knowing, teaching and learning · participating in a community of truth · creating space for learning · attending to the inner life of educators · calling · parker palmer – assessment and conclusion · further reading and references · parker palmer links · how to cite this piece My vocation (to use the poet’s term) is the spiritual life, the quest for God, which relies on the eye of the heart. Parker J. The terrain that Parker J. Life Parker J. [C]ontrary to the current myth, many of us were less seduced by the shadow than drawn by the light, coming away from that time and place with a lifelong sense of hope, a feeling for community, a passion for social change. Parker Palmer made the decision to leave the academy believing that a university career would be a ‘cop out’. Instead Parker J. Parker J.