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Nicholas Carr - 3 Technologies that changed our Thinking - 1 views

bigthink.com/nicholascarr

cck11 technology change

shared by anonymous on 20 Jan 11 - No Cached

anonymous on 20 Jan 11

Thought this series of talks by Nicholas Carr may be of some interest to CCk11 participants. How our thinking changed as technology progressed.

<div class="cArrow"> </div><div class="cContentInner">Thought this series of talks by Nicholas Carr may be of some interest to CCk11 participants. How our thinking changed as technology progressed.</div>

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Choice Learning: Connectivism Online Conference - George Siemens - 0 views

choicelearning.blogspot.com/...-online-conference-george.html

Michael Hotrum connectivism rhizomatic knowledge Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

Knowledge today is complex, ever changing, and information is overabundant. Knowledge no longer resides in a place, in a brain, in one person or a cadre of experts - it is in the connections we make, our networks of learning.

<div class="cArrow"> </div><div class="cContentInner">Knowledge today is complex, ever changing, and information is overabundant. Knowledge no longer resides in a place, in a brain, in one person or a cadre of experts - it is in the connections we make, our networks of learning.</div>

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A Prism, Duplication, Curation, Unthinking CCK11 (b) - Learning, Education and Coaching... - 2 views

change-leadershipllc.com/learning

cck11 learning cck11read connectivism duplication prism

shared by Stephan Rinke on 22 Jan 11 - No Cached

Connectivism: Why faculty don't have to be quite so concerned about Wikipedia #CCK11 - ... - 1 views

teachinginhighered.com/y-faculty-dont-have-to-be-quit

Bonni Stachowiak connectivism cck11 elearning PLN George Siemens Stephen Downes

shared by Keith Hamon on 20 Jan 11 - No Cached

There are two goals supported in the connectivism learning theory, according to Downes:  The ability to grow and foster a network of connections.  The ability to develop a successful, robust, trustworthy network.
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That makes what Siemens calls the “know-where” knowledge (“the understanding of where to find [needed] knowledge”)  much more important than “know-how” and “know-what.”
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perhaps it is time for us to begin contributing to Wikipedia and adding links to those sources we wish our students would also visit in a quest to solve problems and expand their learning.
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Keith Hamon on 23 Jan 11

As I begin a class on a learning theory referred to as Connectivism, I consider how greatly our collective abilities to access to information have transformed in recent years, while our teaching methods in the university environment have barely changed at all. I ponder how much more advanced our abilities are to locate and share information, while our educational methods in the university setting have barely progressed beyond the overhead projector.

<div class="cArrow"> </div><div class="cContentInner">As I begin a class on a learning theory referred to as Connectivism, I consider how greatly our collective abilities to access to information have transformed in recent years, while our teaching methods in the university environment have barely changed at all. I ponder how much more advanced our abilities are to locate and share information, while our educational methods in the university setting have barely progressed beyond the overhead projector.</div>

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Reflections on open courses « Connectivism - 0 views

www.connectivism.ca/?p=267

connectivism collaboration open education elearning social networking PLN Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

MOOCs reduce barriers to information access and to the dialogue that permits individuals (and society) to grow knowledge.
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Knowledge is a mashup. Many people contribute. Many different forums are used. Multiple media permit varied and nuanced expressions of knowledge. And, because the information base (which is required for knowledge formation) changes so rapidly, being properly connected to the right people and information is vitally important.
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MOOCs share the process of knowledge work – facilitators model and display sensemaking and wayfinding in their discipline. They respond to critics, to challenges from participants in the course. Instead of sharing only their knowledge (as is done in a university course) they share their sensemaking habits and their thinking processes with participants. Epistemology is augmented with ontology.
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Keith Hamon on 19 Jan 11

Siemens' thoughts about the impact of open courses on learning and the Academy.

<div class="cArrow"> </div><div class="cContentInner">Siemens' thoughts about the impact of open courses on learning and the Academy.</div>

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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

<div class="cArrow"> </div><div class="cContentInner">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</div>

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