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.
Open Culture - 1 views
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The best free cultural & educational media on the web
Connectivism: Why faculty don't have to be quite so concerned about Wikipedia #CCK11 - ... - 1 views
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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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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.
rEflections - 1 views
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Rather jumbled blog thoughts on CCK11
Half an Hour: Connectivism and Transculturality - 1 views
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you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
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Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
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A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
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Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.
What the science of human nature can teach us : The New Yorker - 1 views
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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.
What is the unique idea in Connectivism? « Connectivism - 1 views
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a critical question: what is the unique idea in connectivism?
It's not as separate as it sounds: The power of networks #CCK11 - TEACHING IN HIGHER ED... - 1 views
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At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse these networks
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social network analysis
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to discover how A, who is in touch with B and C, is affected by the relation between B and C” (John Barnes)
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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.
Half an Hour: What Connectivism Is - 0 views
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How can learning - something so basic that infants and animals can do it - defy explanation?
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I have always held the view that learning is incredibly complex, not simple at all. Naturally this statement challenges my pre-existing ideas. I see it as complex because learning is part of a network. A network is a system, and systems are inherently complex - ie. the butterfly effect.
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At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.
The Sociology of Academic Networks - ProfHacker - The Chronicle of Higher Education - 1 views
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Collins … theorizes about the rituals by which people interact with others, from large groups, to person-to-person relationships, to the imaginary conversations that a person engages in his or her mind. … When people interact their shared attention trains each other to be in a group with a shared purpose.
Choice Learning: Connectivism Online Conference - George Siemens - 0 views
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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.
Rhizomatic Education: Community as Curriculum | A JISC U&I Stream funded project - 0 views
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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.
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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).
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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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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.
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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).
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Very much a process of cartography and decalcomania.
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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.
Week3_Networks - 0 views
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Siemens provides an overview of networks and outlines the implications for Connectivism.
The Learning Society -- Campus Technology - 2 views
Stephen Downes: The Role of the Educator - 2 views
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.
Reflections on open courses « Connectivism - 0 views
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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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Siemens' thoughts about the impact of open courses on learning and the Academy.
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.'
EDUCAUSE Quarterly (EQ) | EDUCAUSE - 2 views
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