Our inferences, therefore, are based on salience, where salience may be thought of as the importance, relevance or vivacity of some property or perception. We 'pick out' those perceptions that will be of use to us, and disregard the rest.
2011 Horizon Report on Emerging Technologies - 7 views
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Today, the EDUCAUSE Learning Initiative (ELI) and the New Media Consortium (NMC) released the 2011 Horizon Report, the eighth edition of this annual joint publication. Each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education
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Thanks Ruth - that is really interesting! -
I found this link very interesting - thank you for posting. I thought the section on learning analytics was really good. I have thought for some time now that the only way to cope with data deluge is to have data mining techniques and up to date statistical knowledge. More stuff to learn....
http://it.coe.uga.edu/itforum/paper92/paper92.html - 5 views
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Learning networks and connective knowledge by Stephen Downes 2006
Taxonomy of Learning Theories « E-Learning Provocateur - 5 views
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Taxonomy of Learning Theories
We are all connected - 4 views
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Hi, check out my new post :-)
Blogging for knowledge workers: incubating ideas - Mathemagenic - 4 views
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on the use of blogging for building up knowledge and integrate it in a network. Blogging as part of the aggregate - filter - connect process
How do You Manage Your Information - 4 views
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Link from back chat on PLNs. George Seimens' blog post on how he manages information with a request at the end for a comment about how you manage information.
An Introduction to Connective Knowledge ~ Stephen's Web - 3 views
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I think this underlines the importance of context with regard to learning.
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This is not often even a conscious process; it is based in part on innate reactions (such as jumping when we hear a loud sound) and largely on prior expectations. Our past knowledge has led us to recognize that something that looks and sounds like a tiger is something we should pay attention to, and so our inference engine kicks into high gear.
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This reminds of the ideas of Dave Snowden who identifies human intelligence as pattern matching, not information processing (http://www.headshift.com/our-blog/2005/05/25/peripheral-vision-and-ambient/)
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Connectivism and the modern learner « E-Learning Provocateur - 3 views
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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.
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I too find George's work difficult to understand without examples. Ryan's blog post certainly helps me to better understand the concepts involved.
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I thought this was a really good article and explained things well.
Attacks on connectivism « Jenny Connected - 5 views
#CCK11: Man! This MOOC is Something Else! « Connection not Content - 5 views
#cck11: Connectivism and Social Constructivism - what's the difference? | Life through ... - 3 views
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Blog by Lindsay Jordan -
So what distinguishes a connectivist perspective from social constructivism? The difference is fairly subtle. As far as I can see, connectivism resonates with similar principles as social constructivism does, but acknowledges a greater degree of complexity in the nature of knowledge and learning, enabled by advances in technology.
What is a True Scholar-Practitioner? - Associated Content from Yahoo! - associatedconte... - 3 views
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is this scholar a typical UK or USA concept? translation of the word gives "geleerde" somebody who learned a lot. On "the continent" you are a professor, or an expert, but "geleerde' is not a 'continental' vocation.
Before it is too late - 3 views
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Don't miss it!
Cached
The Privilege of Connectivism - 5 views
Teaching in Social and Technological Networks « Connectivism - 3 views
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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.
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For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
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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.
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Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
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Link provided in back chat on PLNs - explains teacher's role of providing a narrative of cohesion on a particular topic.
#CCK11 Why Connectivism - and social networks are important? | Suifaijohnmak's Weblog - 2 views
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Connectivism could benefit
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all other learners who would like to develop higher order learning skills in their life-long learning journeys.
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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,
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Networked student - 10 Translation(s) | dotSUB - 2 views
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The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher.
