Best content in CCK2011 | Diigo

Week3_Networks - 0 views

www.elearnspace.org/...player.html

George Siemens connectivism rhizome networks

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

Siemens provides an overview of networks and outlines the implications for Connectivism.

<div class="cArrow"> </div><div class="cContentInner">Siemens provides an overview of networks and outlines the implications for Connectivism.</div>

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Connectivism Technology Web 2.0 Education Learning and Research - Connectivism, Technol... - 0 views

connectivismeducationlearning.ning.com

connectivism PLN Education 2.0 elearning social networking Web 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

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

<div class="cArrow"> </div><div class="cContentInner">To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education</div>

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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 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).
  
  <div class="cArrow"> </div><div class="cContentInner">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).</div>
  
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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.
- 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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).
- Keith Hamon on 19 Jan 11
  
  Very much a process of cartography and decalcomania.
  
  <div class="cArrow"> </div><div class="cContentInner">Very much a process of cartography and decalcomania.</div>
  
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...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 on 19 Jan 11
  
  This is a role I've not much played, but that should be a part of each faculty.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a role I've not much played, but that should be a part of each faculty.</div>
  
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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.
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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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Choice Learning: Connectivism Online Conference - George Siemens - 0 views

choicelearning.blogspot.com/...-online-conference-george.html

Michael Hotrum connectivism rhizomatic knowledge Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Jan05_01 - 0 views

www.itdl.org/...article01.htm

connectivism elearning social networking PLN rhizome Web 2.0 Education 2.0 George Siemens

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Reflections on open courses « Connectivism - 0 views

www.connectivism.ca/?p=267

connectivism collaboration open education elearning social networking PLN Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

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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Keith Hamon on 19 Jan 11

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

<div class="cArrow"> </div><div class="cContentInner">Siemens' thoughts about the impact of open courses on learning and the Academy.</div>

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rEflections - 1 views

ruthsexstone.wordpress.com

CCK11

shared by Ruth Sexstone on 19 Jan 11 - No Cached

Ruth Sexstone on 19 Jan 11

Rather jumbled blog thoughts on CCK11

<div class="cArrow"> </div><div class="cContentInner">Rather jumbled blog thoughts on CCK11</div>

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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Connectivism - Knowledge Federation - 0 views

knowledgefederation.wiki.ifi.uio.no/Connectivism

George Pór connectivism rhizome knowledge federation

shared by Keith Hamon on 19 Jan 11 - No Cached

Keith Hamon on 19 Jan 11

An overview of connectivism.

<div class="cArrow"> </div><div class="cContentInner">An overview of connectivism.</div>

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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Sebastian Seung: I am my connectome | Video on TED.com - 0 views

www.ted.com/...sebastian_seung.html

Sebastian Seung connectome connectivism brain consciousness complexity epistemology TED

shared by Keith Hamon on 19 Jan 11 - No Cached

Keith Hamon on 19 Jan 11

Sebastian Seung is mapping a massively ambitious new model of the brain that focuses on the connections between each neuron. He calls it our "connectome," and it's as individual as our genome -- and understanding it could open a new way to understand our brains and our minds.

<div class="cArrow"> </div><div class="cContentInner">Sebastian Seung is mapping a massively ambitious new model of the brain that focuses on the connections between each neuron. He calls it our "connectome," and it's as individual as our genome -- and understanding it could open a new way to understand our brains and our minds.</div>

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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.'

<div class="cArrow"> </div><div class="cContentInner">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.'</div>

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What is the unique idea in Connectivism? « Connectivism - 1 views

www.connectivism.ca/?p=116

George Siemens connectivism elearning social networking PLN Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

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

<div class="cArrow"> </div><div class="cContentInner">a critical question: what is the unique idea in connectivism?</div>

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