elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views
www.elearnspace.org/...connectivism.htm
connectivism education learning elearning collaboration coetail4 technology George siemens
shared by Tim Pettine on 01 Feb 12
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Tim Pettine on 01 Feb 12this is a form of transactive memory...very relevant to Emotional intelligence and collaboration
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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
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Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
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Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
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To be fair, I think informal learning has always been a significant aspect of our learning experience. It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
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Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
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Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
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Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
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In a networked world, the very manner of information that we acquire is worth exploring.
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When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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Content Curation, evaluation of resources, evaluation of authority are all essential and at the core of Connectivism.
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Meaning-making and forming connections between specialized communities are important activities.
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Skype in the Classroom, Scoop.It, Diigo... the list goes on and on. We need to support students in recognizing these communities and forming connections with the people who can help them find their way!
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Learning and knowledge rests in diversity of opinions.
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...which is why a filter is dumb! Just because you don't like some opinions or think they are "tasteless" doesn't give you the right to restrict them.
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Nurturing and maintaining connections is needed to facilitate continual learning.
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....which is why COETAIL work so well, forcing me to nurture my connections more deeply than before I participated in this PLN.
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Ability to see connections between fields, ideas, and concepts is a core skill.
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Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
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A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
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Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
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Great PD oriented question - how are we making sure information flows through our school, and that all teachers are accessing knowledge about teaching and learning?
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Management and leadership.
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Media, news, information.
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Personal knowledge management
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Design of learning environments
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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
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Importance of pushing students to engage in connection based learning for their EEs and personal projects
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
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Reminds of the image that says that what will matter most in media is whether or not a story gets read by several thousand people within the first few days, not where the story lives.
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
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Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
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Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
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Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
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Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
