Group items tagged

The authors postulate that within connectivist communities, the roles that people take (lurker, leader, expert, etc.) have as much or more to do with personality traits than the desire for engagement or ability levels of the participant. They use massive open open courses (MOOCs) as a testing ground and Personality and Self-determination theory as the prisms through which to view learner interactions within these communities.

This article begins by defining constructivism as the principle that all learning starts with a connection, be it neural, conceptual, or social, and that learning is the ability to construct and traverse connections. The authors acknowledge that it is widely recognized idea but not yet accepted as a formal learning theory. The paper focuses on four key principles for learning that exist within connectivism: autonomy, connectedness, diversity, and openness. The authors also examine different theories regarding personality and self-determination and look at how these affect the individual's experience within connectivism.

Here, the author describes connectivism as the proposed learning theory for a digital age and is "based on the principle that all learning starts with a connection." Additionally, "learning in connectivism terms is a network phenomenon" and strongly emphasizes learners making connections. The concept of autonomy is also discussed in depth.

Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

The Half an Hour blog is a blog site by Stephen Downes where he explores various topics in education. His take and theories on education and learning can be somewhat complex, but he does a great job of breaking them down in to smaller chunks for the reader. This is true in his post on connectivism and learning theory, where he explains how connections are formed in a network.

The author of this blogspot begins by defining exactly what is meant by a 'learning theory'. They then go on to discuss what learning is and how connectivism relates to learning. The learning theory of connectivism goes beyond simply looking up facts on Google. Learners are now connected (through nodes) and learning is not linear, but instead, "the ongoing development of a richer and richer neural tapestry." This article is an interesting look at learning theory and connectivism.

This blog deals with the shift in classrooms from memorizing to using resources. It discusses what connectivism is and how learning is formed through it. It also shows how it is different from other learning theories,

This article by Stephen Downes provides a great insight into what an effective PLN looks like and how it functions. I enjoyed reading about his second stage of PLNs, which is the "personal learning environment." This idea is presented as the evolution of PLNs due to technology and connectivism in the classroom.

This article by Stephen Downes gives a definition of a community of practice and then discusses PLE's moving into networks and the characteristics of a learning network: diversity, autonomy connectedness and openness.

As I was relatively unfamiliar with learning networks before this course, I wanted to find resources that showed me what they looked like and examples of how they can be used. This article introduces the importance of using digital tools effectively and empower ourselves to gain the knowledge the web offers. The author states that "Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge". Working in a network, PLE or communities of practice allow learners to be creative about information and knowledge, instead of just consuming information and knowledge. The article highlights the key benefits of a PLN: diversity, autonomy, connectedness, and openness.

As students construct personal learning environments, teacher instruction and support is likely to be needed. PLE's must be constructed based on needs, and students may or may not be able to articulate what their learning needs are.

Today, students already have personal learning environments, but as teachers we have the ability to forge new pathways to learning by utilizing what kids already know and modeling collaboration and exploration.

Wow! What a cool article. I really enjoyed the picture of the Networked student. This article is like a how to for a teacher wanting to teach the 21st century student. It makes me wonder if our school system should provide a class on how to set up a method for each student to display their learning or their personal learning environment.

This article explores how to find a balance between teacher control and student autonomy in personal learning environments. I like the author's observation that students are "networked learners in training." Page 3 has a networked teacher model, while page 4 of the article shows a diagram model of a networked student. A networked student uses constructivism based on experiences and social interactions. Meaningful learning is made up of knowledge construction, conversation, articulation, collaboration and reflection. The remainder of the article details a test case with networked learning. And there is a link to a YouTube presentation of the project, at the end of the conclusion.

Thank you for sharing this article. The diagrams painted a good picture of the networked teacher and student. It was interesting the direction the arrows were pointing in both pictures!

This post discusses George Siemens 2005 article Connectivism: A Learning Theory for the Digital Age and examines the limitations of this theory as well as its relevance to teaching and knowledge management practices. The relationship of connectivism to learning in a MOOC is described. It is suggested that widespread adoption of connectivism in formal learning will face resistance because of its stance that 1) the network is more important than content 2) knowledge is a process rather than an artifact 3) and knowledge can be retrieved rather than memorized.

This source is actually a summary/review of a different article, but it provides some good insight. The author argues that the explosion of technology and internet sources has changed the way that we acquire knowledge. Different pieces of information are accessible by tapping into different sources. The author also discusses how connectivity can be used in the classroom and how some people may resist the use of the connectivity theory.

I found it valuable to go through Siemen's fundamental principles of connectivism. Siemens considers connectivism as a significant departure from previous learning theories because connectivism includes learning occurring outside of the learner, within the network. I also found it valuable to go through the applications of connectivism in classroom and managing knowledge.

Views connectivism as a learning theory. Lists the 6 key skills that educators today should posses. These skills are: technical competence, experimentation of teaching methods, provide learners with autonomy, engage in creation, play and explore big ideas as well as capacity for complexity.

Author Sam Gist defines connectivism and explores some of the possible challenges that educators may face in adapting to this into their classrooms. He also highlights skills that may help educators embrace connectivist principles.

Faculty eCommons is a nice resource for educators incorporating social network learning within the classroom. This specific page adresses connectivsim; its meaning and use as well as connectivist pedagogies.

This article helped to explain why PLNs and Connectivist theory go hand in hand. It explained that theory and knowledge are linked in a PLN because they are accessible in the context they are applied. The nature of the learning in a PLN is all about applying knowledge and coming up with new ideas about its relevance to concepts. PLNs are all about creating as well as sharing as well as autonomy for its users. Connectivism is about working cooperatively, meaning independently but in a shared environment. This article really helped me to bridge a connection between the Connectivist theory and PLNs.

This article discusses the foundational theory of how PLNs and PLEs influence learning. It discusses the new definition of what the PLE is for each student and how it is evolving with the web tools available to the student.

I like the fact that the authors discuss that educators need to embrace emerging technologies. In addition, they point out that social networking turns the consumer into the producer-what an interesting concept; I think I will use this as I argue for a bit more technological freedom in my classroom.

This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 

Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.

A brief overview of Connectivism by Stephen Downes.

Stephen Downes must be an interesting fellow. I admit this article had me lost more than once, but, it was useful and kept my interest. I am starting to recognize the Downes from this assignment. I like his take on knowledge is grown rather than acquired. This is more a conversation than an article but offers good argument.

This is Stephen Downes' blog and gives a brief description of connectivism. It also includes Downes' responses to various comments related directly at connetivism.

Two patterns have emerged in E-Learning - connection with people and connection with resources. The article includes descriptions on how self directed learning, the need for intrinsic motivation, and critical literacies all present challenges to a connectivist learning theory. When designing and teaching a course built around connected learning rather than a more traditional route special attention needs to be given to build in opportunities for students to interact with one another.