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Stephan Rinke

Networked student - 10 Translation(s) | dotSUB - 2 views

dotsub.com/...e7-68dc-4365-af4c-5733f565b9e1

cck11 cck11read video connectivism PLN

shared by Stephan Rinke on 22 Jan 11 - No Cached
  • Stephan Rinke on 22 Jan 11
     
    The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher.
Damien Clark

Connectivism and the modern learner « E-Learning Provocateur - 3 views

ryan2point0.wordpress.com/...ctivism-and-the-modern-learner

cck11 constructivism georgesiemens

shared by Damien Clark on 24 Jan 11 - Cached
  • I must admit that I struggled with some of the basic concepts when I first read Siemens’ paper, and I found the lack of practical examples frustrating.
    • Damien Clark
      Damien Clark on 24 Jan 11
       
      I too find George's work difficult to understand without examples. Ryan's blog post certainly helps me to better understand the concepts involved.
  • Damien Clark on 24 Jan 11
     
    I thought this was a really good article and explained things well.
Jaap Bosman

Semantic Contiuum - 14 views

example of connected learning. I have some problem with a piece of software. It does not what i want it to do. I know of a forum where people discuss this software. I ask for help, explain my probl...

#CCK11

started by chambo_online on 21 Jan 11 2 follow-ups, last by Jaap Bosman on 27 Jan 11
Jaap Bosman

Write your own ideas and thoughts on #CCK11 - 4 views

Please publish your ideas and writing on connectivism. Lots of tweets only retweet sources from the CCK homepage (http://cck11.mooc.ca/index.html) I am curious about what people write on connectiv...

cck11 publish

started by Jaap Bosman on 30 Jan 11 no follow-up yet
Stephan Rinke

It's not as separate as it sounds: The power of networks #CCK11 - TEACHING IN HIGHER ED... - 1 views

teachinginhighered.com/rate-as-it-sounds-the-power-of

cck11 cck11read connectivism PLN

shared by Stephan Rinke on 24 Jan 11 - No Cached
  • 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 these networks
  • social network analysis
  • to discover how A, who is in touch with B and C, is affected by the relation between B and C” (John Barnes)
  • ...4 more annotations...
  • my undergraduate students seem to intuitively get the idea behind the power of networks
  • perhaps not that they fully realize just how interconnected we all are.
  • they don’t seem to have any idea what they might do to find and foster connections beyond those that were established for them
  • "If you go looking for a friend, you're going to find they're very scarce. If you go out to be a friend, you'll find them everywhere."
Mohsen Saadatmand

Network theories for technology-enabled learning and social change: Connectivism and Ac... - 2 views

www.lancs.ac.uk/...Bell.pdf

learning theories connectivism social learning Bell CCK11 cck11read

shared by Mohsen Saadatmand on 06 Mar 11 - No Cached
  • Mohsen Saadatmand on 06 Mar 11
     
    Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-Holmfeld L, Hodgson V, Jones C, de Laat M, McConnell D & Ryberg T Frances Bell
Damien Clark

#PLENK2010 Connectivism, MOOC and PLENK | Suifaijohnmak's Weblog - 2 views

suifaijohnmak.wordpress.com/...10-connectivism-mooc-and-plenk

shared by Damien Clark on 16 Feb 11 - No Cached
  • Similarly, under a networked learning approach, where diversity of opinions are welcome in a MOOC, then tensions amongst different “voices” seem to be a natural emergence from the networks.  It is both healthy and necessary for the network, as this would allow for network growth, as suggested by Stephen.  This seems to be a natural opposite from the traditional “group” or “team”, or even the Community’s views where consensus and agreed goals are the norms rather than exception. How do we know if diversity of opinions is the best way to learn under a networked learning ecology (or with internet)?
    • Damien Clark
      Damien Clark on 16 Feb 11
       
      This is a question I have been grappling with. While it makes sense that diversity is important to the health of the network, and that learners grow themselves personally from being exposed to alternate points of view, is this always the best way to learn? Especially when you could argue that organisational management is more about groups and teams, rather than networks (ie working to the same goals).
Keith Hamon

Jan05_01 - 0 views

www.itdl.org/...article01.htm

connectivism elearning social networking PLN rhizome Web 2.0 Education 2.0 George Siemens

shared by Keith Hamon on 19 Jan 11 - Cached
  • Keith Hamon on 19 Jan 11
     
    George Siemens advances a theory of learning that takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.
Keith Hamon

Connectivist and Constructivist PLEs « Viplav Baxi's Meanderings - 1 views

learnos.wordpress.com/...tivist-and-constructivist-ples

Viplav Baxi constructivism connectivism PLENK2010 Collaboration elearning

shared by Keith Hamon on 19 Jan 11 - No Cached
  • Keith Hamon on 19 Jan 11
     
    Is the PLE a connectivist construct or a constructivist construct? Or both? Or neither, just influenced by many theories? A statement by Wendy Drexler in her paper prompted this question.
Keith Hamon

Sebastian Seung: I am my connectome | Video on TED.com - 0 views

www.ted.com/...sebastian_seung.html

Sebastian Seung connectome connectivism brain consciousness complexity epistemology TED

shared by Keith Hamon on 19 Jan 11 - No Cached
  • Keith Hamon on 19 Jan 11
     
    Sebastian Seung is mapping a massively ambitious new model of the brain that focuses on the connections between each neuron. He calls it our "connectome," and it's as individual as our genome -- and understanding it could open a new way to understand our brains and our minds.
Keith Hamon

Rhizomatic Education: Community as Curriculum | A JISC U&I Stream funded project - 0 views

magazine.openhabitat.org/...education-community-curriculum

rhizomatic Dave Cormier rhizome connectivism constructivism Deleuze and Guattari

shared by Keith Hamon on 19 Jan 11 - Cached
  • Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.
    • Keith Hamon
      Keith Hamon on 19 Jan 11
       
      The problem here is with the reliance upon an independent, external authority to validate new knowledge, or in the language of D&G: "The point is that a rhizome or multiplicity never allows itself to be overcoded, never has available a supplementary dimension over and above its number of lines, that is, over and above the mulitiplicity of numbers attached to those lines" (ATP, 9).
  • The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
    • Keith Hamon
      Keith Hamon on 19 Jan 11
       
      I'm wondering if it isn't time to dispense with the notion of a canon altogether and replace it with the state of the conversation at present.
  • The combination of these origins suggests a relationship of knowledge, power, and agency that is grounded in both the social and the political spheres. Knowledge represents “positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do” (Stewart 2002, 20).
    • Keith Hamon
      Keith Hamon on 19 Jan 11
       
      Very much a process of cartography and decalcomania.
  • ...3 more annotations...
  • What is needed is a model of knowledge acquisition that accounts for socially constructed, negotiated knowledge. In such a model, the community is not the path to understanding or accessing the curriculum; rather, the community is the curriculum.
  • The role of the instructor in all of this is to provide an introduction to an existing professional community in which students may participate—to offer not just a window, but an entry point into an existing learning community.
    • Keith Hamon
      Keith Hamon on 19 Jan 11
       
      This is a role I've not much played, but that should be a part of each faculty.
  • Knowledge can again be judged by the old standards of "I can" and "I recognize." If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network.
    • Keith Hamon
      Keith Hamon on 19 Jan 11
       
      What counts as knowledge in the sense of cartography and decalcomania is that which enables me to do something or to recognize something, and this knowledge has value for me within some social network.
  • Keith Hamon on 19 Jan 11
     
    The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
Keith Hamon

connectivistlearning [licensed for non-commercial use only] / Home - 0 views

connectivistlearning.pbworks.com

Web 2.0 connectivism PLN

shared by Keith Hamon on 19 Jan 11 - Cached
  • Keith Hamon on 19 Jan 11
     
    Web 2.0 & Connectivist Learning will focus on utilizing new technologies to connect, collaborate, create, and share.  The primary focus will be on teacher professional learning and building a Personal Learning Network.  We will explore in depth how web 2.0 tools like blogs, wikis, podcasts, vodcasts, social bookmarking, social networking, microblogging, and others can be utilized both for personal professional growth and how these tools might be used in the classroom.
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