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Keith Hamon

#cck11: Connectivism and Social Constructivism - what's the difference? | Life through ... - 3 views

lindsayjordan.edublogs.org/...ructivism-whats-the-difference

Lindsay Jordan connectivism cck11 constructivism elearning PLN George Siemens Stephen Downes Web 2.0

shared by Keith Hamon on 21 Jan 11 - No Cached
  • anonymous on 21 Jan 11
     
    Blog by Lindsay Jordan
  • Keith Hamon on 23 Jan 11
     
    So what distinguishes a connectivist perspective from social constructivism? The difference is fairly subtle. As far as I can see, connectivism resonates with similar principles as social constructivism does, but acknowledges a greater degree of complexity in the nature of knowledge and learning, enabled by advances in technology.
Keith Hamon

Is Connectivism a New Learning Theory? | Learner Weblog - 2 views

suifaijohnmak.wordpress.com/...tivism-a-new-learning-theory-2

Sui Fai John Mak connectivism

shared by Keith Hamon on 13 May 13 - No Cached
  • Keith Hamon on 13 May 13
     
    It could be argued that many (or majority) of the participants of MOOCs (in some cMOOCs, and most xMOOCs) are learning based on an instructivist approaches (behaviorism and cognitivism), and not on social constructivism and connectivism.  Why?  There are good reasons that I would be able to cover in this short response.
Keith Hamon

Connectivism - The Full Wiki - 0 views

www.thefullwiki.org/Connectivism

connectivism George Siemens Stephen Downes Web 2.0 education

shared by Keith Hamon on 19 Jan 11 - No Cached
  • Keith Hamon on 19 Jan 11
     
    Connectivism, "a learning theory for the digital age," has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviourism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn.
Keith Hamon

Connectivism - PhD Wiki - 0 views

sites.google.com/...connectivism

Andy Coverdale George Siemens Stephen Downes connectivism

shared by Keith Hamon on 19 Jan 11 - No Cached
  • Keith Hamon on 19 Jan 11
     
    Maintaining that learning theories should be reflective of underlying social environments, Siemens (2004) describes the limitations of behaviorism, cognitivism, and constructivism (and the epistemological traditions which underpin them - objectivism, pragmatism and interpetivism - and their representations of what is reality and knowledge) to introduce connectivism as 'a learning theory for 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

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...
  • 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.
  • 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.
  • 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.
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
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