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Zach Lonsinger

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism education learning technology web2.0 collaboration community

shared by Zach Lonsinger on 26 Jun 13 - Cached
    • Courtney Blackhurst
      Courtney Blackhurst on 26 Jun 13
       
      All of these push knowledge construction by the student through experiences. 
  • Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning.
  • Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • ...69 more annotations...
  • Our ability to learn what we need for tomorrow is more important than what we know today.
    • Shelby Nelson
      Shelby Nelson on 27 Jun 13
       
      If we teach our students the "tools" to be able to learn outside of class, we are giving them the tools to become a "learner". Learning is not simply listening to information that is being given, but going out and finding that information and why it is important.
    • Melissa Glenn
      Melissa Glenn on 27 Jun 13
       
      I completely agree with Shelby that we need to teach information literacy skills. However, are these skills being taught to all? Are poorer school districts suffering because their students are not immersed in a life of smartphones and iPads?
    • cherylanneburris
      cherylanneburris on 27 Jun 13
       
      For me, the question becomes how to we do this if we are immersed in an enviornment that is consumed with standardized testing?
    • Karen Yarbrough
      Karen Yarbrough on 30 Jun 13
       
      I once had an administrator excitedly tell me about the new computerized test prep subscription website that they planned to use with the students. She was talking all this stuff about how much better it was to use technology this way, and I'm looking at her and trying not to be all "lady, it's still just test prep..." There was nothing creative about it. There are much better ways to use technology for learning.
    • jasmccord
      jasmccord on 08 Jun 14
       
      As a classroom teacher who does not always subscribe to the typical stuff my school tries to throw at us, "test scores, standards, common core..." I love this quote. I ultimately feel that grades, test scores, and the like are not what we are striving for. There will always be kids who can succeed on any test or fail any test. To me, the real measure is that we have given kids the tools to think, the ability to learn, the ability to question, and the ability to be analytical and critical.
  • The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. 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.
    • Melissa Glenn
      Melissa Glenn on 27 Jun 13
       
      I find it tricky when learners start to question why they are expected to learn certain information. In some fields, there have been decades of development for certain curricula, so shouldn't the learner value that the experts in that field find that information important? As an educator, I hear from students all the time that they don't know why they have to learn a certain chunk of material because they feel it doesn't relate to what they are doing. But in the future, they may finally make the connection and realize that it is important.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      In regarding Melissa's comment above (I see it was made last year), I still to this day question some of the material that I was being taught in middle school and high school. There are just some subjects and lessons that I feel we would have been better off without.
    • burkley
      burkley on 05 Jun 14
       
      I do believe that the skills of learning is the more important in school than that which a student actually learns. Gonzalez in 2004 speaks about the "half-life of knowledge" with this in mind, our student have to be prepare to learn, what is current and appropriate, and learn it very quickly. If I'm going to teach a girl to make a skirt, in order to access if learning have taken place, I could have her build a model or an actual skirt. It really only matter to me or the girl. what matter is if she can build a skirt.
    • jbueter
      jbueter on 05 Jun 14
       
      I agree that the evaluation of knowledge is tricky and a little subject-dependent. Evaluating someone's theory or argument can help a learner understand whether or not the theory is appropriate for supporting their own argument. The source theory could be apocryphal and, thus, unsuited for a highly structured academic piece. This would be a liberal arts/social science skill. But evaluating mathematical proofs seems like a higher-order ability that is for advanced learning, rather than middle-school-level learning. 
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      While learning theories may not focus on the value of knowledge, I feel that there needs to be a certain external criteria for this worthiness, especially when considering the implementation of learning systems that connect the digital and physical realm. This behaviorist approach seems to be the starting point, but certainly not the end. 
  • 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.
    • Melissa Glenn
      Melissa Glenn on 27 Jun 13
       
      This description really emphasizes the importance of committee meetings, professional development workshops, and the like. We must have networks within our organizations so that knowledge can be shared. I have been fascinated at committee meetings how a representative from one area can drastically improve the understanding of the rest of the committee of some aspect of the problem. Committee work can be time-consuming, however, so moving it to a online environment can be more efficient.
  • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
    • cherylanneburris
      cherylanneburris on 30 Jun 13
       
      This is a testament to the need for informational literacy to be taught across the spectrum of education.
    • Karen Yarbrough
      Karen Yarbrough on 30 Jun 13
       
      Yes, it's so important for students to know how to find the information they need without getting frustrated by bad searches or misled by bad sources. It's frustrating because it's so often overlooked.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      The "know-where" mentioned here reminds me of the John Seely Brown article where he mentions how to "be your own private, personal reference librarian, one that knows how to navigate through the incredible, confusing, complex information spaces"...or a professional Googler.
    • kristiemcgarry
      kristiemcgarry on 08 Jun 14
       
      True! and 50-90% of the information on the web will never be accessed by a search engine; the 'deep web' contains some of the most valuable information sources
    • Marie Collins
      Marie Collins on 29 Jun 13
       
      I really like this quote because it sums up the idea that students are individually making connections with the world to gain knowledge. They tend to follow and explore information that is related to their interests.
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      I like the quote for that reason, and I also like it because of the emphasis on the concept of performance and performance potential; thus, the idea of applying learning is incorporated into the very definition of learning!
    • jasmccord
      jasmccord on 08 Jun 14
       
      I love the way experience is an important part of the definition of learning. Experience and performance are great teachers, far better than any textbook ever will be and yet many institutions seem to insist that this is the way to learn.
  • Learning is a continual process, lasting for a lifetime.
    • Karen Yarbrough
      Karen Yarbrough on 30 Jun 13
       
      It's so trendy now to talk about "lifelong learning", but there is definite truth to the idea that we never really stop learning just because we have finished our formal education. I'd bet most people don't even realize that they are learning even just by catching the news.
    • snc520
      snc520 on 05 Jun 14
       
      Or from reading their social media feeds! I read so many articles from what my friends share!
    • anonymous
      anonymous on 06 Jun 14
       
      I used to think of Facebook as "recreation" but now I get alot of information/stay up to date through my "likes" and what friends post (so many Facebook pages available). I guess this is an example of how both are coming together.
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.
    • dmwentroble
      dmwentroble on 28 May 14
       
      These theories have been around a very long time regarding education. I wonder what "new" theories will be in place years from now with reference to technology? Will future students be looking back at the new theories and deciding how they impact education?
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      I find this rather interesting. I've heard mentioned a few times over the past year or two that our education and school system was developed to answer the Industrail Revoultion, or factories. This can be seen with the the early and late bells in the morning of grade schools. Perhaps these learning theories also came out of the Industrial Revolution or a similar period. It will be really interesting to see what kinds of learning theories will be around in 30 years.
    • anonymous
      anonymous on 06 Jun 14
       
      I also wonder how quickly the "new" theories will change again with rapid/constant development. @Zach, that's an interesting thought!
  • Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime.
    • dmwentroble
      dmwentroble on 28 May 14
       
      This is very true. I graduated in 1981. Most of my peers left high school and went straight into the work force. Many of them are still in those same careers.
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      I have encountered many listings on job search engines in which positions are listed as entry level, yet require Master's and/or Doctorate degrees... and paradoxically, previous work experience! It seems like those without formal graduate education are not even considered candidates for many positions that used to only require a high school education or a 2-year college degree.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime
    • dmwentroble
      dmwentroble on 28 May 14
       
      Is this a good thing? Can this be a detriment to the person if they find a job they love and for unforeseen circumstances they can no work? Will their portfolios give the indication that they cannot focus?
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This could be a good thing, and a bad thing. It all depends on the person I feel. If the person is just looking for a job, then it would be a bad thing. But if a person is pursuing a career, or even better, a calling, then it is a great thing. I just read an article the other day on LinkedIn (I can't find the exact article now) that talked about the difference between a job, a career, and a calling. I found it rather intriguing.
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      It might be unrealistic of employers to expect that they can regularly find workers who love their jobs, if persons in the work force cannot pursue their passions from entry level to retirement. Yet, the expectation might actually be realistic, given the demands for more formal education from applicants than in previous years; perhaps that increased formal education and a general fostering for the desire to learn could encourage applicants to enjoy a variety of career paths. (I can say in my personal life that I did not enjoy being a retail manager with my B.A. in Psychology, however.)
    • snc520
      snc520 on 05 Jun 14
       
      I feel like this is so common within the teaching feild (especially in the Pittsburgh area). I have so many friends who graduated college with and before myself who are having the hardest time finding a teaching job in the area. I also have friends who have given up completely and have either returned back to school for a completely different field or are doing something completely unrelated. I think the worst part is the time, money, and effort put into get a degree that isn't even being used to its full potential. However, if the person loves what they're doing, then it can be a good thing for them that they found something they are passionate about.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Agreed on the cultivation of a new passion, though it doesn't always work out. Providing an obstacle between a person and their desired field, makes one question their original intent, and can often result in something previously unknown, yet equally satisfying. 
    • kmlambert
      kmlambert on 08 Jun 14
       
      People will hold an average of 11 jobs over their lifetime.  As a librarian I am in a different field from my undergraduate degree.  Society needs change and workers need to change with it.   
  • Learning and work related activities are no longer separate. In many situations, they are the same.
  • How can we continue to stay current in a rapidly evolving information ecology?
    • dmwentroble
      dmwentroble on 28 May 14
       
      It is an ever changing world with regards to technology. Staying current can be as easy as downloading a daily news feed.
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      I feel the need to raise my hand to this question and answer "Web 2.0! Blogs! Wikis! News feeds from experts! Social networking; communicating with peers!".
    • burkley
      burkley on 05 Jun 14
       
      I like this question. How current is current do we want to monitor all the changes as they occur knowing that in a few months this knowledge will be obsolete whether we use it or not. Or do we stay current by taking a snapshot of what is current when we are required to be current
    • snc520
      snc520 on 05 Jun 14
       
      As CJ noted, there are a variety of ways to stay current! It's even as easy as searching google to find the most recent information that comes up!
  • Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This is a mind-numbing statistic. It's almost impossible for me to wrap my head around this number. That is a lot of knowledge that my parents and my past and current teachers did not know when going through school.
    • jbueter
      jbueter on 05 Jun 14
       
      I agree that this statistic is amazing. I also wonder what the "half-life" rate since this stat was published. There is certainly a fair amount of information I will learn (and have learn) that will be obsolete. 
    • anonymous
      anonymous on 06 Jun 14
       
      Imagine having an individual resource for each question you have. When I was young we had a set of encyclopedias but there were alot of questions I left go because I didn't have them by my side constantly.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Agreed, this surely must have changed since 2004. Also, this is documented knowledge, and that which can be accounted for. This kind of makes me want to get a clearer depiction of what knowledge is given weight in such a claim. 
    • kmlambert
      kmlambert on 08 Jun 14
       
      I too was curious about an updated statistic but was unable to find anything concrete with google.  I did find an interesting artcle and corresponding TEDx talk.   http://www.insidehighered.com/blogs/stratedgy/what%E2%80%99s-%E2%80%9Chalf-life-knowledge#sthash.Wsl4FJs4.dpbs
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This is a neat, yet scary idea. I immediately took it in the literal sense, that technology is literally rewiring us (or brainwashing/controlling us). I know this is not the case, but our society and technology is not far away from people being able to "hijack" another person and control them via nanotechnoloy or tiny, microscopic swalloable bluetooth pills. But anyways, back to the article - this is very true. It is allowing us to become highly efficient multi-taskers that are able to complete more work in a shorter amount of time.
    • kmlambert
      kmlambert on 08 Jun 14
       
      I notice younger students multi-tasking using various media devices.  They are able to do this  because their brains have been 'wired'  and 're-wired' to do so.    
  • that is, we need to act by drawing information outside of our primary knowledge.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      I think the internet has made this extremely easy today, especially Google. I recently just watched the Apple keynote streamed live from the WWDC 2014 conference on Monday (June 2nd). Their new opearting system is expaning on their search functionality. Now on a Mac computer a user will be able to simply click the maginifying glass on the desktop and type in what you want to fine. This will then search the computer for stored files or software AND it will also now search the inernet via Bing and provide "smart" search options.
  • “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.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This is an interesting idea and it reminds me of the Reddit (www.reddit.com) community. I am actively engaged in many subreddits and there is a subreddit for just about everything you could possibly want. And being able to freely navigate and comment on any subreddit allows you to tap into other people's experiences and knowledge in fields in which you may not know anything about.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      I always wanted to explore Reddit, but just never took the time to sit down and try it out (you may have inspired me). I like how this emphasizes the unique importance of others, and implies a sort of short-cut with the corresponding quote. By calling upon the experience of others in a time of need, you can leverage experience as living database. Each person representing specific sections of a cloud server which can be accessed on demand - thus saving time, and viewing perspectives of those who are embedded within communities of practice. 
  • “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…”
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This reminds me of John Seely Brown's analogy of white water kayaing to learning in his Entrepreneurial Learner video. Being able to adapt to change on the go is essential to utitilizing technology to its maximum potential in today's world.
  • serendipity
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      I love serendipity so much that it may be my favorite word. And from reading that word, it made a "weak tie" in my brain to an article I read a while back on LinkedIn. Here it is if anyone is intereted in the "notion that you could intentionally design your life to encounter surprises." https://www.linkedin.com/today/post/article/20140430125746-10842349-why-you-should-plan-for-serendipity?midToken=AQFCebI-qgsCUg&fromEmail=fromEmail&trk=eml-ced-b-art-M-3-7959820741678275557&ut=3eQ04cw4gPNmc1
  • New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      This is extremely important in today's culture, especially for the young person. I am 23, and I occasionally find myself with information overload from my facebook and twitter timeline. It is insane how much information is continually being pushed out from people on an hourly basis.
    • kmlambert
      kmlambert on 08 Jun 14
       
      Totally agree on the information overload aspect of today's culture, but even more important in my opinion is the ability to quickly determine important/valid versus unimportant/unreliable information this quickly changing world.  
  • The pipe is more important than the content within the pipe.
    • Zach Lonsinger
      Zach Lonsinger on 04 Jun 14
       
      I love this sentence. It really puts into perspective education and learning. Yes, the content (oil) is important, but without the ability to learn (the pipe), we will never get the oil. This reminds me of a quote I read the other day from Bob Goff. He said, "Spend a lot more time picking hte track you'll take than the train you'll ride to get there."
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      #Limitless I feel this also applies to the possibilities that technology provides. Great quote by the way!
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      Every time I have interviewed for a job in software engineering, I have been asked questions about how I keep up with changing software development approaches and continue to learn new programming languages, databasing concepts/techniques, and other relevant skills. Copious amounts of informal learning truly is a must, in the world of software programming!
  • Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).
  • Content of knowledge – Is knowledge actually knowable? Is it directly knowable through human experience?
  • 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
  • Cindy Buell details this process: “In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory.”
  • What is the impact of chaos as a complex pattern recognition process on learning?
  • chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      Learning: a game of solving the riddles of reality?
    • anonymous
      anonymous on 07 Jun 14
       
      I like the gaming connection!
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Same here, and playing the game depends on knowing the rules and recognizing the unseen obstacles that hinder progress. 
  • Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3).
  • Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106). This competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • 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”.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
    • CJ Marchione
      CJ Marchione on 04 Jun 14
       
      And hopefully, we are not sacrificing too many truths in the name of appeasement.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Paid subscriptions will eventually go the way of the dinosaur. In hindsight, the thought of objectivity from a few providers is scary. The open source nature of media put the power in the hands of the people, and their interaction allows consumers a method of control over media hubs that may not be honest about allegiance to specific policies and special interest groups. 
    • kmlambert
      kmlambert on 08 Jun 14
       
      For as much as news networks have turned into a 24/7 reality -- it is even more clear that anyone with access to technology can report on current events as they happen.  There is no waiting for the 5 o'clock news anymore to tell you what occured on the other side of the world.  Users on twitter are tweeting or journalists are streaming from the location as the events unfold.  
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      It is impossible to separate ourselves from our past experiences, as this influences our perception. Recognizing changes in meaning schemes and perspectives, highlight acknowledgement of a  transformation that took place. 
  • Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
    • jbueter
      jbueter on 05 Jun 14
       
      In a way, when a Constructivist classroom "[emulates] the 'fuzziness'" of learning, it follows the research in support of cognitive learning: method of input should mirror method of output, which I think works very well when studying for an exam.
  • The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
    • jbueter
      jbueter on 05 Jun 14
       
      This is hugely important, especially in the realm of policy. People with agency--in whatever field-- are better served by understanding that changing decisions based on new information is not indecisiveness, but flexibility and awareness.    
  • The management and marshalling of resources to achieve desired outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation.
    • jbueter
      jbueter on 05 Jun 14
       
      This seems to be a significant aspect of the Connectivist learning theory. And it feels like an evolution of the social-constructive model: instead of social influences, Connectivism emphasizes organizational influences, like businesses and schools. 
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Agreed. They seem to "steer the ship", relying on smaller units to function independently as a whole. These smaller entities are then responsible for identifying issues, and suggesting new methods that increase and improve efficiency - creating an interdependent relationship between both parties.
  • Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow.
  • What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
  • o combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
  • The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
  • he organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
  • The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • “sensitive dependence on initial conditions”
  • instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”
  • The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • Our small world networks are generally populated with people whose interests and knowledge are similar to ours
  • Finding a new job, as an example, often occurs through weak ties.
  • 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).
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Good quote on holistic nature of learning, and allusion to the utilization of tacit knowledge. 
  • At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.
  • How are learning theories impacted when knowledge is no longer acquired in the linear manner?
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      The consistency of classroom-based learning provided a traditional sender/receiver model, for theories to thrive, based on observed behavior among student populations.  Now, there is a move toward the individual, and their impact on the world around them, as the boundaries are blurred. This forces theorists to adapt to the non-linear approach by establishing multiple approaches that converge to suit an individual - as opposed to a larger population.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Jurassic Park fans anybody? This reminds me of Dr. Ian Malcolm, and his description of chaos theory https://www.youtube.com/watch?v=5cVLUPwrSmU. 
  • Connections between disparate ideas and fields can create new innovations.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      This seems to imply superseding emphasis on established concepts, and an emphasis on outside perspectives. Possibly a top to bottom approach to questioning established ideas, and allowing individual concepts to exist. 
  • Learning may reside in non-human appliances.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      This gives non-human subjects the ability to derive meaning through actor network theory (ANT): http://en.wikipedia.org/wiki/Actor%E2%80%93network_theory
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Commoditization of knowledge?
  • Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      These databases become living entities, and are granted meaning through interactions and input from human participants. Once the connection between these nodes is broken, so is the agency of the non-human actor.
  • inference
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
    • hagenbuch
      hagenbuch on 07 Jun 14
       
      Like in Wikipedia or even content virality, the large efforts of the few that contribute, are amplified by the small efforts of many (sharing).
  • The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete
    • kmlambert
      kmlambert on 07 Jun 14
       
      I was able to put this into the context of personal entertainment devices.  VCRs are a thing of the past, walkmans, boomboxes, and cd-players too.  Show a child a floppy disk and they won't know what it is or how to use it.  All of these items have no value in our society.   
    • kristiemcgarry
      kristiemcgarry on 08 Jun 14
       
      Very true! However, when I threw away the VHS tape collection of videos from my library, many people were upset! When I asked if they would like to take them home, the answer was "what am I doing to do with them?" haha
  • (the “black box theory”).
    • kmlambert
      kmlambert on 08 Jun 14
       
      I like the imagery that is created from 'the black box theory.'  People are essentially a black box of knowledge, until the box is opened and that knowledge is transferred to another.  Media often reports on the FCC needing to locate the black box in order to find out cause of airplane accidents from the data that was collected.        
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
    • kmlambert
      kmlambert on 08 Jun 14
       
      I have always been intrigued with the process of learning for myself and others.  Why are some people able to instantly grasp concepts and others have to struggle with the material.  A person with dyslexia will need to be taught how to learn in a manner different than a person without reading disorders.  The brain is magical thing isn't it? 
  • Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime.
    • hagenbuch
      hagenbuch on 08 Jun 14
       
      Speaks to the stagnation often associated with today's processes. The speed mentioned in the Arc of Life article is a refreshing contrast to this.
  • learners create knowledge as they attempt to understand their experiences
    • kristiemcgarry
      kristiemcgarry on 08 Jun 14
       
      I see this with my students-they are interested in learning at the point when they need the knowledge in order to proceed in a learning activity (rather than gathering up and hoarding knowledge to use later).
  • Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
anonymous

Teaching in Social and Technological Networks « Connectivism - 10 views

www.connectivism.ca/?p=220

shared by anonymous on 02 Jun 14 - Cached
  • A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      and in the elementary classroom, a nurse, guidance counselor, referee, and cheerleader!
    • anonymous
      anonymous on 11 Jun 14
       
      etc. :)
  • Selecting a textbook, determining and sequencing lecture topics, and planning learning activities, are all undertaken to offer coherence of a subject area. Instructional (or learning) design is a structured method of coherence provision.
  • 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.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      I agree with this statement...however, someone has to teach these students how to go out and find this information. This is what is wrong with today's technology being incorporated into the classrooms. The teachers are not trained first!
    • snc520
      snc520 on 12 Jun 14
       
      I agree! Training opportunities on how to get these resources into the classroom are needed!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This is true. I agree that there needs to be more training and workshops for the teachers. But that means more inservice days and less school for the kids. It's a trade-off that would definitely need looked at. But Obama's new ConnectED plan does calls for more teacher professional development in the field of technology education. I talked a little about this in my week four blog curation.
    • kmlambert
      kmlambert on 14 Jun 14
       
      I agree the teachers need training first, however don't most teachers take 'work' home with them such as students assignments to grade?  IF that's the case, then why isn't learning new technology part of that?  Is there an attitude that if the administration doesn't teach it to the teachers than they don't have to know it?  This is where the DIY learner should come into play.  Those teachers that want to adopt and try new things will commit their time to do so, meanwhile those that are ok with the status quo will not seek out new methods to incorporate technology into their classroom.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Traditional teachers feel threatened by tech, when it could enhance their abilities. At what point does the teacher become obsolete, in favor of a less biased Google search? 
  • ...77 more annotations...
  • This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      This is so true! Education as a whole is an entirely different entity then other professions when it comes to goals.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I love this statement. It sheds so much light on potentially why education is coming to a stagnant standstill. There is too much structure, too much policy, and too many rules.
    • jbueter
      jbueter on 13 Jun 14
       
      In the world of English composition there has been some push back against the outcomes movement for some of the reasons mentioned by Siemens, but Chris Gallagher, a writing program administrator at Northeastern University, has written about how "outcomes" language limits what we expect from learners. Instead, he argues for "consequential assessment," which for him is more open to what we hope students will learn, but also what unforeseen positive things can occur. 
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      #Truth. Competency-based approaches can prove to be a very safe, and very dangerous place at the same time.
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      Exactly! So why do we think this is acceptable for education??
  • clear outcomes are still needed.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      Agree
    • anonymous
      anonymous on 11 Jun 14
       
      I agree also until I understand otherwise :)
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Having no clear outcomes could create anarchic, or perhaps apathetic, learning environments. It reminds me of an actor asking the director, "What's my motivation?".
  • How can we achieve learning targets when the educator is no longer able to control the actions of learners?
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      How do we meet our objectives?? With the new evaluations that we are required to submit, we still need objectives and outcomes. This needs to be addressed.
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. T
    • kmlambert
      kmlambert on 14 Jun 14
       
      When I was in grad school, a professor explained that librarians were informational curators, especially in relation to the Internet.  With so much available information, librarians (curators) were the professionals that could organize, analyze and filter out the 'bad' information for the user.  
  • How do individuals make sense of complex information? How do they find their way through a confusing and contradictory range of ideas?
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      We make our way through the complex information by exploring. Unfortunately, most teachers do not have the time to explore how to access the technology available.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This is a great question and that is an even better rebuttal. Not having the time is so true. Teachers only have so many in-service days and thsoe are usually filled by meaningless information and boring presentations. Their nights are filled with correcting homework, checking tests, reading essays, making lession plans, etc. This is a radical idea but what if we would make our schools a 4-day week for the chilren and leave 1 day for the teachers to prep, explore, and create. I'm sure the kids would like that...
  • Today’s social web is no different – we find our way through active exploration
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Today's web is very different. It is both more confusing and comples YET extremely easy to navigate. Confusing because of the unreal number of options for just about everything yet easier to navigate and search for what you need. The web Siemens is talking about is the rudimentary, dial-up internet that has changed tremendously since then. Now, anyone can blog, and you don't have to know any html or ftp.
  • Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      Which can be a very daunting task to many of the "senior" teachers!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I as well have seen this be a stigma in the faculty world. A lot of teachers are accustomed to being "head" in their field and do not like sharing information or reaserach. We are approaching an age where the kids growing up literally share EVERYTHING.
    • kmlambert
      kmlambert on 14 Jun 14
       
      The notion of not sharing information is foreign to me as a librarian.  Information is free and plentiful so why shouldn't it be shared.  Certainly if information was not shared through books, stories, etc where might humanity be without the knowledge of astronomy or medicine that we have today.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Information is still a commodity, as long as money can be made off of something, we're going to have to keep pushing for full transparency.
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      This connects with our text Becoming a Networked Learner by Mancabelli and Richardson. It encourages us to seek information but also put it out in the field for others.
  • Having recently relocated to Alberta, I used Google to gain a sense of my children’s teachers, the social media network in Edmonton, colleagues at work, meetups, democamps, etc.
    • dmwentroble
      dmwentroble on 02 Jun 14
       
      I find this interesting because up until this year, our school website did not have pictures of faculty nor did it have updated information. This was an issue that our union fought to correct.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Oh wow, that's crazy that your school website did not have that information up there!
    • Christina Webster
      Christina Webster on 15 Jun 14
       
      My district still doesn't have pictures up of staff on our website. They have names, positions, and e-mails posted, but no friendly pictures of your child's teacher.
  • Education sits at the social/technological nexus of change
  • how teaching is impacted by social and technological networks.
  • the teacher offers a narrative of coherence of a particular discipline.
  • What is the impact of conversation/content fragmentation?
  • Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did.
    • anonymous
      anonymous on 11 Jun 14
       
      And letting go of it is the hardest part! I think it will come with understanding.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      I think the uncertainty (of the material ultimately covered/to be assessed) is what scares some educators and learners the most... even if they know it's good for them! The lack of predictable outcomes and control of the material adds some nervous insecurity.
    • anonymous
      anonymous on 15 Jun 14
       
      I agree!
  • the system needs to produce concise outcomes. Fragmentation, it would appear, pushes against this.
    • anonymous
      anonymous on 11 Jun 14
       
      Beginning at Fragmentation: I agree with this for short term goals.
  • How can we achieve clear outcomes through distributed means?
  • 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.
    • anonymous
      anonymous on 11 Jun 14
       
      I like this!!
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Very, very, interesting idea on teachers. I like this perspective and I can absolutely see this class and Phil being that type of teacher for us. Our assignments are based off of reading blogs of leaders in the edtech industry, writing blog posts, commenting on peer blogs, following peer blogs via an RSS Reader. Hopefully we all continue to mainitain our blogs and become the start of our personal learning network! I know I have already added a few other more highly renowned bloggers to my edtech RSS feed.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      I love the idea of influence over control, especially at the graduate level. There is less emphasis on "needing" a degree, and more on "wanting" a degree. I would love to see this type of instruction trickle down into traditional pedagogical environments, along with the self-guided outcomes.
  • 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
    • anonymous
      anonymous on 11 Jun 14
       
      New "objectives" ??
  • The following are roles teacher play in networked learning environments:
  • re-tweet (RT). This is essentially amplification.
  • a teacher will be one of the more prominent nodes in a learner’s network.
  • An expert (the curator) exists in the artifacts displayed, resources reviewed in class, concepts being discussed. But she’s behind the scenes providing interpretation, direction, provocation, and yes, even guiding. A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored.
    • anonymous
      anonymous on 11 Jun 14
       
      Balances the freedom of individual learners with the thoughtful interpretation of the subject being explored...yes!
  • Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This is a great concept; however, it would require engagement by the student. If the student is not engaged in the course content, he/she may never get to the point in the course where they "bump into" easter eggs of "must know" material. This would also fall onto the teacher as well. On top of being a curator, they would need to be an engaging curator that keeps interest and makes the content exciting.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      This would prove to be challenging. Also, how would this work when not all students are on the same page? Explain essential information at the risk of holding back those that understand -or- push forward and leave others behind?
  • In CCK08/09, Stephen and I produced a daily newsletter where we highlighted discussions, concepts, and resources that we felt were important.
  • Sensemaking in complex environments is a social process.
  • Aggregation had so much potential. And yet has delivered relatively little over the last decade. I’m not sure why this is. Perhaps RSS was too effective. Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I think the greatest innovation to aggreation has been hashtags. Go on any social networking site and search by using a hasgtag, and you will get endless results (depending on what you search). Go to twitter and search for #motivationmonday and you'll find thousands of inspiring tweets. Go to instagram and search for #tbt or better known as "throwback thursday" and you'll find thousands of silly, old, rauncy photos of peopls back in their golden days. Hashtags are aggregating information in a scary way, Google knows all about this.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Interesting take Zach, however I feel like hashtags themselves, made public what we already knew about contextual keyword searches. Try the same search in Twitter without the hashtag, and you get the same results. Hashtags seem to be a way of uniting trends, ideas, and are huge in online marketing.  iGoogle was a custom homepage that would aggregate information based on your interests through desktop widgets (weather, Gmail, bible verse of the day, top headlines, etc.). These seemed to limit discovery, unlike hashtags, these aggregate services seemed to be nothing more than a TV with your top channels. While this can be viewed as great for some, it inhibits the ability to receive conflicting messages and outside perspectives.
  • “Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Not doing so would influence human perception and imply that aggregation was an autonomous actor. We know this is not the case though, as it is a direct result of input from a human character.
  • Filtering resources is an important educator role,
  • Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic.
  • What cannot be communicated and understood by lecture and learning activities alone can be addressed through modelling by the teacher.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. A
  • planning learning activities
  • and planning learning activities
  • and planning learning activities
  • This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I'm not sure if Siemens is saying this is a good thing or a bad thing, but I feel that this adds to the experience of a digital classroom or any classroom. This is what kids want. They want an engaging variety of materials, not just a textbook that they have to read and complete assignments out of.
  • It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach.
  • Fragmentation, it would appear, pushes against this.
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Evolution through devolution. 
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      One step back, and ultimately, two (or more) steps forward.
  • can quickly spread a message to hundreds of people
    • kmlambert
      kmlambert on 14 Jun 14
       
      There are plenty of examples of how fast messages can get amplified on Twitter or Facebook, if a user posts a message "Can I get 1 Million likes, RTs for xyz?"  
  • 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.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This is absolutely true. More and more responsibility is falling on the learner/student in today's society, which poses more problmes. How do we engage a student that has no desire to learn or that was brought up in a discouraging environment?
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      This speaks highly to design, and the advancements in today's web. With site builders, template pages, and communities that do all the heavy technical lifting, learners can focus on progressing vs. traditional troubleshooting.  The gravity of click/fail/recoup seems to be diminished slightly, thus solidifying the importance of wayfinding. 
  • to filter abundance
  • The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics.
    • kmlambert
      kmlambert on 14 Jun 14
       
      Just intrigued that he writes of the learner as a 'her' and not a him.  He references teachers as a guide above, and that to me is essentially the same role of a wayfinder.  Helping a student to navigate their way through any new concepts or material in print or online contexts.   
  • learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Conflict in the form of discourse.
  • Pageflakes, iGoogle, and Netvibes have largely plateaued innovation in aggregation
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Well I'm 23 and have no idea what any of these three technologies are, which could be very well why they did so little for innovation in aggregation. But I feel facebook and twitter has helped in aggregation, in a different way. Now we have facebook messages that are called "strands" and can be ongoing between any number of poeple. And on twitter you can create groups to follow, etc. Maybee RSS was too effective.
    • jbueter
      jbueter on 13 Jun 14
       
      Another good content aggregator is Scoop.it, which I have used in class for annotated bibliographis and presented on at a couple of conferences. It has a good integration with social media and is its own kind of social media tool.
  • a variety of techniques to pull together fragmented content and conversations
  • Education is concerned with content and conversations.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality
  • social and technological networks subvert the classroom-based role of the teacher.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This is a powerful opinion. I disagree. But I guess it all depends on perspective. I feel as if social and technological networks would add to the classroom-based role of the teacher by allowing the teacher to bring in the experts and be able to direct the students in the right direction. Again this may come back to being able to "know where to look" for information in an age of digital literacy.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Interesting point on perspective, as their role becomes increasingly important in knowing and understanding the flow of the class, and what may be needed to keep things progressing. When referring to classroom, I feel it is in more of a traditional context.
  • In the future, however, the role of the teacher, the educator, will be dramatically different from the current norm.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      I see this happening now, especially with my class last semester (spring 2014 Design Studio). The professor knew what he was doing, but the class was more less about him teaching us, and more about us teaching each other and ourselves. We simple went to class to discuss what we have been doing, new exciting technology discoveries, and to ask questions on projects or any edtech related issue really.
  • The Knotted Ball of Education
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Interesting analogy. I never heard this before, but now that I have heard it, it makes total sense.
  • I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This sounds a lot like facebook advertisement, or Google's intense tracking algorithms, or Amazon's tracking system to what you buy. They all provide custom ads or new products or sites to buy, visit, share, etc. All very scary in today's world, tons of privacy concerns here.
    • kmlambert
      kmlambert on 14 Jun 14
       
      This sounds something akin to artificial intelligence (AI).  I think it would be helpful, but would take away from the personal learning and comprehension that would occur.  
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Ah, privacy vs. a more fluid web experience. It's always a struggle. Those ads that follow you are remarketing ads (http://www.google.com/ads/innovations/remarketing.html), and they work based on cookies, and logged in sessions through Google - giving them the ability to jump devices. Just refresh your cookies, and they should stop following you. The AI element is very concerning though, because as you interact with Google, it is curating results based on you (age, sex, location, etc.). Because of this, you may be missing out on a much larger world, as what you see digitally is being constructed for you as an individual. 
  • “To teach is to model and to demonstrate. To learn is to practice and to reflect.”
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      Great quote. I will be "borrowing" this!
  • An educator needs a point of existence online – a place to express herself and be discovered: a blog, profile in a social networking service, Twitter, or (likely) a combination of multiple services. What do you do when you meet someone? Most likely, you search for them in Google.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      And now LinkedIn. I know I always look up my professors on LinkedIn, RateMyProffessor, twitter. I like to know who they are and how they teach. I also do this with job applicants and job hire-ers as well. We are in an age where privacy is far and few between. Pretty soon we will be able to facially recognize someone through a devie like Google Glass, and immediately bring up their information. Scary.
    • kmlambert
      kmlambert on 14 Jun 14
       
      Yes, I also will "research" new people I meet, or names I've heard from colleagues or friends to find out more about that person.  Do I know anyone in common with them?  What do they do?  A person's online prescence provides a general impression that I can then reference when interacting with that person..     
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      I like the legitimacy that persistent presence provides. When somebody doesn't have an online presence, it's almost kind of creepy, or implies that they are hiding something. Though I don't fancy myself a "power user" of social media, I can still be found. 
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      The personal learning network in a nutshell.
  • I’m often surprised when I hear a declaration of web company’s birthday – Facebook at six years, Youtube at five years. It seems like these tools have been around much longer.
    • Zach Lonsinger
      Zach Lonsinger on 12 Jun 14
       
      This always blows my mind. I remember graduating high school in 2008 and going to college. This was when I learned that YouTube was only 3 years old at the time. I thought YouTube was around litearlly forever, being a young teenager, I had no idea. The first video ever on YouTube still cracks me up! https://www.youtube.com/watch?v=jNQXAC9IVRw
  • Each RT amplifies the message much like an electronic amplifier increases the amplitude of audio or video transmitters.
    • snc520
      snc520 on 12 Jun 14
       
      This is such an interesting way to think about it!
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Reminds me of how people used to comment on tweets and posts on other social networks with videos of Rick Astley's "Never Gonna Give You Up" as a joke, as if to say "I caught you off guard! Here's a random song!". The use of that song for that purpose grew exponentially until people got tired of using it!
  • resource
  • he curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course.
    • snc520
      snc520 on 12 Jun 14
       
      This reminds me of inquiry-based learning
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      I love stumbling across concepts before they are formally discussed in a class. When looking back at the progression, and how it occurred, you are almost able to follow the path that the instructor took in building up to more complex concepts. Everything is literally connected, and understanding these points, allows for the construction of something greater.
    • jnb196
      jnb196 on 13 Jun 14
       
      I agree with this statement that the higher levels in education should be structured for the networked learner, where the learner decide how to navigate through the content to meet specified objectives.
    • jbueter
      jbueter on 13 Jun 14
       
      The difference between "control" and "influence" is sharply stated. It has an appealing elevator pitch conciseness.
  • Criticism was directed at our curatorial activities with concerns voiced that we were only selecting resources that supported our views. This wasn’t the case. We drew attention to both supportive and critical views. However, The Daily was not the only source of information for learners in the course. In the Daily, we aggregated blog posts and twitter posts as well. More on that when we consider aggregation.
  • Modelling has its roots in apprenticeship.
    • jbueter
      jbueter on 13 Jun 14
       
      Which is why internships, a form of apprenticeship, are increasing popular, especially at the University of Maryland where internships are a component of the common education curriculum. 
  • Each RT amplifies the message.
  • Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions.
    • kmlambert
      kmlambert on 14 Jun 14
       
      I appreciate this statement when it terms learning as more than just a cognitive process.  I think that the process of learning is usually thought to be cognitive, involving the brain.  But learning is also social and emotional which allows the learner to make more connections to the content.    
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
    • kmlambert
      kmlambert on 14 Jun 14
       
      Apprenticeship models can be seen utilized in trade schools.  As a result of this learning by doing method the students have a better grasp on the material than a student in a traditioanl classroom setting.      
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      I agree that they may have a better physical grasp on the duties that they perform, but do they understand why they know them? i.e. Without the direction of a master/expert, would they be able to overcome all obstacles that come their way?
  • I found my way through personal trial and error.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Importance of making mistakes.
  • Social structures are filters.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Referenced in "Becoming a Networked Learner" through quality, not quantity. Cultivating fewer strong connections vs many weak connections.
  • The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
    • hagenbuch
      hagenbuch on 14 Jun 14
       
      Collective and social approach in learning. This eliminates the single point of failure in a traditional classroom. Have you ever had a class ruined by one bad teacher? In this scenario, learners can salvage a potentially bad experience by drawing on these multiple streams.
  • People have always learned in social networks).
    • hagenbuch
      hagenbuch on 15 Jun 14
       
      They just didn't realize it.
  • Social media like Twitter provide a few examples of how teacher’s roles might change.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Yes; it turns out that people can use social networks like Twitter and Facebook to share news and other important information. Not to knock Farmville, but there's a lot more going on than that!
  • If one Twitterer posts a link to an article in NY Times, her followers may find the article useful and then respond by re-tweeting the article.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      And some users may distribute a different article in response to counter its points... bringing multiple points of view to light!
  • This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      That's pretty much the point of SEO (Search Engine Optimization.) Google's engineers have developed complex algorithms to find that meaning for us, and have automated scripts that execute them... and they seem to do a reliable job!
  • My view is that change in education needs to be systemic and substantial.
    • CJ Marchione
      CJ Marchione on 15 Jun 14
       
      Systematic and substantial, even if questions remain unanswered; some outcomes aren't clear. I'm reminded of the Louisiana Purchase. We don't know what we might find, but the opportunity's so good that we can't pass it up.
  • Lindsey Jordan on 10 Jun 14
     
    "Course content is similarly fragmented." Students are no longer confined to textbooks, they can use multiple resources to find different perspectives and knowledge. Youtube, Skype, blogs, and virtual museums allow students to enter a new world, from their chairs in a classroom miles away with a single click of a button.
Lindsey Jordan

Connectivism: A learning theory for the digital age - 3 views

The three broad learning theories were created during a time of little technology. Students learn differently when they are engaged with a mobile device. The article points out some significant tre...

connectivism

started by Lindsey Jordan on 05 Jun 14 no follow-up yet
Rachel Tan

Networked Student - 1 views

youtu.be/XwM4ieFOotA

connectivism

shared by Rachel Tan on 26 Jun 13 - No Cached
  • Rachel Tan on 26 Jun 13
     
    Good presentation of how learning occurs in a networked environment, Web 2.0 tools to support learning, and the role of teachers - Edtec467 in a nutshell
  • Melissa Glenn on 27 Jun 13
     
    My favorite part was relating to the role of the teacher as I was starting to wonder based on what the student seemed able to do on his own!
Amii_Eunsung Park

Weblogg-ed » Personal Learning Networks (An Excerpt) - 1 views

weblogg-ed.com/...l-learning-networks-an-excerpt

shared by Amii_Eunsung Park on 06 Jul 13 - No Cached
Rachel Tan liked it
    • Erika Impagliatelli
      Erika Impagliatelli on 06 Jul 13
       
      These questions are important to consider. We as Americans, and more specifically as educators, must consider solutions to these difficult changes happening in the realm of education. Teachers and experts are not scarce anymore; how will our education system in the US react to this vastly changing world. 
  • I can’t imagine closing my door and having to generate all of these ideas on my own.
    • anonymous
      anonymous on 12 Jul 13
       
      This is a great quote. It's the perfect demonstration of the value of social connectivity/learning networks...sharing ideas, developing concepts, and solving problems. It's still possible (and sometimes easy) to live in a vacuum even if we are virtually connected, but operating with thin walls and an open door is what creates value from those connections.
    • cherylanneburris
      cherylanneburris on 14 Jul 13
       
      Collaboration is a powerful tool that propels us to be more than what we can be alone, challenges us to grow past our current levels, and assists us in developing resources to expand our own tools.
  • I’ve provided access, direction, and time, but little else. I have not had to make elaborate plans with teachers, nor have I had to coordinate efforts, parceling out contacts and juggling numbers. It is all about the kids. The kids have made contacts. They have begun to find voices that are meaningful to them, and voices they are interested in hearing more from.
    • anonymous
      anonymous on 12 Jul 13
       
      This is my definition of the new teacher. Not an expert, but a facilitator. Not a dictator, but a connector. Teachers with this philosophy will help their students thrive in an intricate and vastly connected world.
    • cherylanneburris
      cherylanneburris on 14 Jul 13
       
      What a great example of connectivism in action.
  • ...7 more annotations...
  • And here are the two game-changing conditions that make that statement hard to deny: right now, if we have access, we now have two billion potential teachers and, soon, the sum of human knowledge at our fingertips.
    • anonymous
      anonymous on 12 Jul 13
       
      I feel like in the two years since this post was written that these conditions are already here!
  • It’s not about the next unit in the curriculum as much as it is what we need to know when we need to know it
    • anonymous
      anonymous on 12 Jul 13
       
      This is absolutely right, but with unlimited access has come unlimited distraction. Speaking personally, I find it harder and harder to focus because my curiosity takes over and I start looking up things I want to know. Within 5 minutes, I'm so far removed from my original intention!
    • Erika Impagliatelli
      Erika Impagliatelli on 12 Jul 13
       
      While I've been teaching summer school here in low-income schools in Houston, TX, I have realized the importance of making real world connections to the students. With large networks being utilized through technology in the classroom, students will be more likely to recognize the importance of learning a concept or topic. 
    • Marie Collins
      Marie Collins on 13 Jul 13
       
      I think that we need to be more open to change. The idea that learning is taking place beyond the walls of our classroom and that students will take ownership of their own learning connections is vital to the shift in how teachers should view themselves in the 21st century learning classroom.
  • And more and more they reflect the real world of learning that our students will graduate into, whether we help them get there or not.
    • Karen Yarbrough
      Karen Yarbrough on 14 Jul 13
       
      It's a very good point to emphasize that interactive digital learning is in many ways what lifelong learning looks like this days, so we need to start preparing students for that process.
  • in a connected world, it’s more about how much knowledge you can access.
    • cherylanneburris
      cherylanneburris on 14 Jul 13
       
      Sometimes, the difficult part is understanding where to find the information.  This is a huge reason why information literacy should be considered, taught, and expanded in today's curriculum.
  • They are only interested in the conversation and what it means to them.
    • Amii_Eunsung Park
      Amii_Eunsung Park on 14 Jul 13
       
      I totally agree with this. If learners don't find meaningful moments during learning, effective learning will not be likely to happen. 
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