S. Downes: http://www.blip.tv/file/840097
2 approaches to learning
- tradiotional (AI): old artifitial technology. Expert system organises. Old managnement systems.
Focus on:
- Goal orientated.
- Competencies.
- Efficency (from A to B in the most efficient).
Requieres:
- an expert
- knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge.
- learning activities are set up by an expert.
-network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain).
The connectivist system:
- is unnorganized
- is unstructured (previously)
- looks messy and unorganised
- can NOT be predicted
HOw Knowledge is represented in the system? DISTRIBUTED.
Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?)
Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on:
- concurrency.
- proximity.
- back propagation (economics: supply and demand market is based on that)
- ???Amealing
the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level.
Communities ARE networks that work through distributed connections.
How should be the network?
- DIVERSITY (wide representation of different points of views)
Knowledge in a network is: EMERGENT
- AUTONOMY : each individual is self-directed. Each individual works as his own guide.
- CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential.
- OPENESS (there's no inside/outside the "system"). Connection FLOWS freely.
RECOGNITION of patterns (clustter).
LEARNERS:
Learners have different things they want to learn and the system
S. Downes: http://www.blip.tv/file/840097
NOtes (need to be double checked)
2 approaches to learning
1. traditional (AI): old artifitial technology. Expert system organises. Old managnement systems.
Focus on:
- Goal orientated.
- Competencies.
- Efficency (from A to B in the most efficient).
Requieres:
- an expert
- knowledge representation (VS. Siemens: the knowledge that we have CAN'T be represented) for expl. language -- Problem: it creates a simplification of the knowledge.
- learning activities are set up by an expert.
2.-network approach: (???IDF). Conectivism (born 40 years ago Pappert &?). Computational system is NOT set up as a representational system BUT is set up as a NETWORK (like a brain).
The connectivist system:
- is unnorganized
- is unstructured (previously)
- looks messy and unorganised
- can NOT be predicted
HOw Knowledge is represented in the system? DISTRIBUTED.
Our concept of X is not a symbolic representation but a set up of active connections also in a neuronal level (?)
Model of learning NOt based in deduction and inference BUT on ASSOCIATION based on:
- concurrency.
- proximity.
- back propagation (economics: supply and demand market is based on that)
- ???Amealing
the way form networks/community in society work in THE SAME WAY that they do in a neuronal level and a personal level.
Communities ARE networks that work through distributed connections.
How should be the network?
- DIVERSITY (wide representation of different points of views)
Knowledge in a network is: EMERGENT
- AUTONOMY : each individual is self-directed. Each individual works as his own guide.
- CONNECTEDNESS (or interactivities). Knowledge produced by mechanism of interaction is produced by the nature/properties of the network. The way/organization of connections are formed is essential.
- OPENESS (there's no inside/outside the "system"). Connection FLOWS freely.
RECOGNITION of patterns (clustter).
LEARNERS:
Learners have different thin
Hello there: for me it is hard to believe that there's no intention, I mean, even if we don't know where a connection will take us, or we haven't thought about having or getting to that connection at all, the action of clicking itself is arealdy intentional. My personal connections have grown both ways as well, that why I'm here, but there was something that caught my eye on the first place, maybe the title of the discussion, maybe another link... that brought me here in a chain of unplanned but intentional moves. I don't know if it makes too much sense what I'm trying to say, but, as mr. duff, I too agree that learning is intentional.
Ed Webb wrote: > I think it doesn't do to be too doctrinaire about this one. Connections may be serendipitous or they may be intentional. I'd say my own personal learning network has grown through both kinds of connection. > > mrs durff wrote: > > I disagree. How else would we be learning about cck09 right now if not through intentional action? Stephen says connections are not on http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html