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ozlem ozan

Taxonomy of Learning Theories « E-Learning Provocateur - 5 views

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    Taxonomy of Learning Theories
Keith Hamon

Jan05_01 - 0 views

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    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

Connectivism - PhD Wiki - 0 views

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    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

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

  • 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.
  • 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.”
  • 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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    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.
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

Mohsen Saadatmand

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

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    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
Keith Hamon

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

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    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

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

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    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

Connectivism - The Full Wiki - 0 views

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    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

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

  • 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
       
      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
       
      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
       
      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
       
      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
       
      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.
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    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.
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