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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.

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.

Learning networks and connective knowledge by Stephen Downes 2006

on the use of blogging for building up knowledge and integrate it in a network. Blogging as part of the aggregate - filter - connect process

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

a critical question: what is the unique idea in connectivism?

To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education

Blog of Danah Boyd, a researcher at Microsoft Research New England and a Fellow at the Harvard Berkman Center for Internet and Society

We are living in the middle of a revolution in consciousness. Over the past few decades, geneticists, neuroscientists, psychologists, sociologists, economists, and others have made great strides in understanding the inner working of the human mind. Far from being dryly materialistic, their work illuminates the rich underwater world where character is formed and wisdom grows. They are giving us a better grasp of emotions, intuitions, biases, longings, predispositions, character traits, and social bonding, precisely those things about which our culture has least to say. Brain science helps fill the hole left by the atrophy of theology and philosophy.