CCK2011

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.

Learning Networks: Theory and Practice

Connectivism could benefit

all other learners who would like to develop higher order learning skills in their life-long learning journeys.

As most adult learners could be confused by the complexity of learning whilst immersed in learning networks (internet and webs), especially if they are exposed to such learning environment as “novice”, some would doubt about their perceived “digital migrant” status,

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)?

The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.

For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.

we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.

I believe the single skill that will, above all others, distinguish a literate person is programming literacy, the ability to make digital technology do whatever, within the possible one wants it to do -- to bend digital technology to one's needs, purposes, and will, just as in the present we bend words and images.

the kids will, as they are doing with so many things, figure out ways to teach themselves

is Mark Granovetter’s ‘Strength of Weak Ties’ argument in 1973, revisited in 1983. Essentially, weak ties are those ties ‘outside’ the core connections that any one actor has. Granovetter uses the example of acquaintances and friends, where the former are more structurally crucial to a network than the latter. In other words, if you operate solely within your group of ‘close-knit’ friends, then there is little or no expansion of that network and hence the proliferation of linear thought; a process known as homophily. Heterophily then is when networks are predicated on difference, or by exploration of ‘weaker’ ties to any given individual – a phenomenon which discourages linearity, and embraces rhizomatic thinking.