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clairedickinson4

Connectivism and Dimensions of Individual Experience - 3 views

www.irrodl.org/...2086

education EdTech543 learning

shared by clairedickinson4 on 09 Sep 12 - No Cached
  • Clayton Mitchell on 09 Sep 12
     
    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.
  • ...3 more comments...
  • Tsisana Palmer on 21 Jun 14
     
    The paper outlines 4 key principles for connected learning - autonomy, connectedness, diversity, and openness. The authors' point of view is that all four principles can be "expanded to recognize individual and psychological diversity within connective environments." They conclude by saying that it is in the "context and recognition of the engagement" that makes connectivism a "viable framework for learning, offering great potential..."
  • Tsisana Palmer on 21 Jun 14
     
    In 2011, George Siemens and Stephen Downes launched a massive open online course called "Connectivism and Connected Knowledge" (CCK11.) The article defines Connectivism as "network-based pedagogy" and discusses why these authors value "the process" over "the product." Specifically, why the process of taking the course would be in itself much more important than what learners may have learned. Additionally, they offer 4 major components: aggregation, remixing, repurposing, and feeding forward. In the nutshell, the article argues that, as far as connectivism in concerned, knowledge is not something that can be "neatly packaged and passed along as a finished product"; rather, it is "complicated, distributed, mixed with other concepts, looks differently to different people.."
  • Dave Mulder on 22 Jun 14
     
    Interesting to see the authors explaining connectivism in light of personality theory and self-determination theory rather than trying to argue it as a learning theory akin to behaviorism, cognitivism, or constructivism. I appreciated their inclusion of Downes' four key components of connectivism: autonomy, connectedness, diversity, and openness. As I read their discussion of autonomy, my mind was drawn to Daniel Pink's explanation of intrinsic motivation, which is comprised of three key aspects: Autonomy, Mastery, and Purpose. [See Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.] This piece was a helpful read with a very different perspective than I had previously encountered for connectivism.
  • amandahensley on 07 Jun 16
     
    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.
  • clairedickinson4 on 05 Sep 16
     
    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.
clairedickinson4

Forming communities of practice in higher education: A theoretical perspective - 7 views

Hello! I enjoyed reading this article and found it beneficial for it to list the main features of communities of practice. I like that it specifies in the "domain" portion that individuals within c...

Edtech543 resources community

started by lglaeser0925 on 30 Aug 16 3 follow-ups, last by clairedickinson4 on 05 Sep 16
peterjhayes

Electronic Journal for the Integration of Technology in Education - 0 views

ejite.isu.edu/...nanjappa.htm

education technology learning teaching edtech541

shared by peterjhayes on 06 Sep 16 - Cached
  • peterjhayes on 06 Sep 16
     
    Abstract A complementary relationship exists between technology and constructivism, the implementation of each one benefiting the other. Constructivism is a doctrine stating that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent attempts to integrate technology in the classroom have been within the context of a constructivist framework (e.g., Richards, 1998).
Terrence Shaneyfelt

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views

anitacrawley.net/...DabbaughPLE.pdf

edtech543 web2.0 social media PLN learning

shared by Terrence Shaneyfelt on 01 Jul 15 - No Cached
  • caaskin on 01 Jul 15
     
    In this article, the authors explore how PLEs, social media, and self regulated connect. Also introduces a pedagogical framework to for social media to support self-regulated learning
  • Ryan Olynyk on 10 Jun 16
     
    This article discusses how the use of formal and informal education can mesh. It talks about the importance of self-regulation in terms of connection to social media and how it can impact learning. It gives examples of how different media can be used in learning and enhance the PLN.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This paper is most useful for the discussion of how social media can help students develop self regulated learning skills in a PLE. A useful table is near the end of the article showing how teaches can use social media at 3 different levels of complexity for knowledge management.
Katie Swanson Sathre

Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, E... - 0 views

www.joaomattar.com/n%20Education%20Technology.pdf

Connectivism Edtech543 LearningTheory

shared by Katie Swanson Sathre on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This paper reviews and relates the connections between learning theories commonly associated with constructivist education. These theories include active learning pedagogies, experiential learning, anchored instruction, situated cognition, activity theory, authentic learning, and connectivism. With the advance of active and connected learning pedagogies, the author recognizes the need for a system to effectively apply the theories through education technology design and teaching practices. I found the article a great review of the research and work done to define these different theories and instructional methods. As I am noticing with each article, this author attests to the need for further work and research required to organize these theories into a useful framework for educational technology projects and activities
  • Katie Swanson Sathre on 13 Jun 16
     
    Connectivism is controversial as a learning theory. Many people don't see it as one of the majors like behaviorism, cognitivism, or constructivism but those 3 are falling short in terms of describing what is happening in the digital age. Connectivism can be described as distributed learning or using information outside of your primary knowledge. The author thinks that connectivism should be the new constructivism.
amandahensley

Social Networking Websites as an Innovative Framework for Connectivism - 9 views

www.cedtech.net/...335.pdf

Edtech543 education connectivism socialnetworking

shared by amandahensley on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article makes a connection between social networks and the theory of connectivism and how this theory can help education through social networks.
  • ...2 more comments...
  • nickurban on 02 Jul 15
     
    In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.
  • Melodie Worthington on 02 Jul 15
     
    I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."
  • anonymous on 03 Jul 15
     
    The article addresses one of the concerns I have regarding connectivism and social networking: the credibility and accuracy of information. Even in my PLN of educated people, misinformation can spread like wildfire. Unfortunately, if one of the respected members of a social network passes on information without checking the veracity of the information, misinformation can be given an air of legitimacy. In my networks, if the information is incorrect or outdated, I include a link to clear up the misinformation. However, you cannot "unring a bell", and the misinformation takes on a life of its own as "truth"
  • amandahensley on 07 Jun 16
     
    This article discusses the learning networks that have been created with the rise of so many social networking websites and how that relates to connectivism in terms of how people of this generation learn. The author asserts that today's learners are different from learners of the past because they require a social aspect to successfully acquire knowledge. This supports the proposed learning theory of connectivism, which they cite as meaning that "knowledge and cognition are distributed across networks of people and technology, and learning is the process of connecting, growing, and navigating those networks" (Siemens and Tittenberger (2009). The article identifies the need for a new perspective of integrating social networking websites using connectivism as an instructional strategy.
amymitchell136

Do We Really Need Connected Educators? - 8 views

tomwhitby.wordpress.com/...eally-need-connected-educators

Edtech543 personal learning networks connected educator digital literacy

shared by amymitchell136 on 06 Jun 16 - No Cached
  • amymitchell136 on 06 Jun 16
     
    This blog post by Tom Whitby explains what a connected educator is and is not. Whitby discusses that way that educators can connect through social media and who they connect with is very crucial. He continues by discussing that being a connected educator is not an add-on, it is a necessity. We need to have digitally-literate educators to be able to teach digitally-literate student.
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  • meganapgar on 08 Jun 16
     
    The speed and manner with which we get and receive information is always changing and evolving and it seems as though everyone has access to this information. Now more than ever educators need to be sure to stay current and digitally literate in order to help our students navigate through all this information. Staying digitally connected as an educator is no longer an option, but a necessity.
  • brianbetteridge on 08 Jun 16
     
    I second Megan's comment. Not only is it necessary for us as teachers to be digitally connected, but we have to teach our students these skills because the same will be expected of them in their professions. Connectivism isn't just a educational sort of thing. It applies to all professions.
  • Kim Davis on 09 Jun 16
     
    I absolutely agree with this article in the supposition that we need digitally literate educators to create digitally literate students. We often think that because students are born knowing how to use this technology (I know that's a bit of an exaggeration) that they know how to critically use it. They do not. While older teachers may know how to look at it critically but not know the actual tools that well. Teachers need to be connected to each other and their students to be their best in today's world.
  • courtneylarue11 on 09 Jun 16
     
    I really enjoyed reading this post, and it helped validate the reason I sought my Master's degree in Educational Technology. It is so important for educators to stay connected for their own professional development, and to enrich the instruction given to their students. When teachers connect with other teachers and use PLN's it benefits everyone involved, including the students.
  • jaelorduy on 10 Jun 16
     
    It so true. Educators are finally arriving a pedagogy that reinforces the digital tools already available and provides a theoretical framework for all those teachers who resist technology or say that it isn't for them.
Jaime Bennett

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community wenger education EdTech543

shared by Jaime Bennett on 03 Sep 12 - Cached
  • learning involves a deepening process of participation in a community of practice has gained significant ground in recent years
  • assumption that learning is something that individuals do. Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). But how would things look if we took a different track
  • 'learning is ubiquitous in ongoing activity, though often unrecognized as such
  • ...7 more annotations...
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour
  • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice
  • understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved
  • Problem solving and learning from experience are central processes (although, as we have seen, situated learning is not the same as ‘learning by doing’ – see Tennant 1997: 73). Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action
  • Gretel Patch on 03 Sep 12
     
    Communities of practice are made of people who share a passion or interest and want to improve their knowledge of it; for real learning to occur, it must take place in a community of learners who are also interested and learning; the relationship between knowledge and practice is explored
  • ...1 more comment...
  • Debi Banks on 07 Sep 12
     
    Learning is the process of participation and does not just have a beginning and an end. Learning is ongoing and must be collective within communities. Learning is not just a form of knowledge but is co-participation and social relationships.
  • Beth Transue on 08 Sep 12
     
    This provides a nice overview of CoPs. I enjoyed the annotation feature too.
  • Jaime Bennett on 11 Sep 12
     
    This site gives an overview of communities of practice and discusses the viewpoints of Jean Lave and Etienne Wenger, who are well known proponents of the idea. This site provides a basic rationale for communities of practice and describes how we are all involved in them in various aspects of our lives, whether we realize it or not.
Gretel Patch

Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/...education-philosophy

epistemology EdTech504 philosophy theories education EdTech543

shared by Gretel Patch on 03 Sep 12 - No Cached
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • ...18 more annotations...
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
  • education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
  • education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
  • societal perspective, where the picture changes somewhat
  • groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
  • The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
  • education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
  • the question of what this knowledge, and what these skills, ought to be
  • how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
  • liberal education and vocational education
  • personal development or education for citizenship
  • distinction between educating versus teaching versus training versus indoctrination
  • education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
  • whether or not all children have a right to state-provided education
  • relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
  • These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
  • for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
  • Gretel Patch on 03 Sep 12
     
    Education affects society as a whole; when society fails, education is often to blame; education is a social-sorting tool that affects societies and culture; social networks allow education to take place anywhere
Jodi Stevens

What is the theory that underpins our moocs? - 0 views

www.elearnspace.org/...heory-that-underpins-our-moocs

edtech543 MOOC connectivism online courses

shared by Jodi Stevens on 06 Sep 13 - No Cached
  • Jodi Stevens on 06 Sep 13
     
    This article introduced me to a term I'd never heard before, "MOOCs" or massive open online courses. It goes on to explain how connectivism helps form the framework for learning in these online courses.
Jodi Stevens

Is Connectivism a credible theoretical framework for my EdD research? - 0 views

sarah-stewart.blogspot.com/...vism-credible-theoretical.html

edtech543 connectivism blog theory of practice

shared by Jodi Stevens on 06 Sep 13 - No Cached
  • Jodi Stevens on 06 Sep 13
     
    This is a well written blog post which gives an overview of connectivism as a theory and goes into detail explaining theory of practice.
Jason Marconi

Communities of Practice By: Miriam Meyerhoff - 1 views

people.cohums.ohio-state.edu/...Meyerhoff%202002.pdf

resources edtech543 Technology tools communities of practice social linguistics

shared by Jason Marconi on 06 Sep 13 - No Cached
  • Jason Marconi on 06 Sep 13
     
    Meyerhoff, M. (2002). 21 Communities of Practice. This is another article that researches the marriage between social and linguistic definitions used in communities of practice. What I enjoyed about this excerpt was when the author went beyond the foundation communities of practice has, and explored distinguishing frameworks on which linguistic and social understandings were built. I also enjoyed that a good portion of this writing included the research that went on in the developmental stages of defining community of practice. This allowed me to draw strong correlations within my own educational arena and within the development of adolescents. All the research made sense to me as I read it; I just wish I knew the conclusion to the research, such as how it can affect those who want to belong to a less than morally ideal community of practice. How do I combat the need for certain students to want to feel part of a community of practice I know will not lead them to professional success.
Russell Nash

Personal Learning Environments, Social Media, and Self-regulated Learning - 1 views

www.sciencedirect.com.libproxy.boisestate.edu/...S1096751611000467

edtech543 PLE self-regulation higher education

shared by Russell Nash on 10 Sep 13 - No Cached
  • Russell Nash on 10 Sep 13
     
    Authors present evidence that social media facilitate the development of personal learning environments (PLEs) in higher education. The community is the curriculum, not the vessel. Learners are in charge of self-regulating their experiences because PLEs put the responsibility to organize information on the learners. Authors present a framework for use of social media to support self-regulation in PLEs in higher education.
Rebecca Olien

Networking websites as an innovative framework for connectivism - 0 views

www.academia.edu/...ive_Framework_for_Connectivism

connectivism social networking in education Facebook in education edtech543

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This author is from the Istanbul Kultur University. He reviews and applies connectivism theory research and discusses the methods used within social networking platforms for education purposes. He promotes the idea of the growing need for learning as a connected activity. Since people already use social networking for interacting and communicating personally and professionally, it makes sense that SN platforms be utilized for educational purposes. The author also pointed out a number of challenges in making this a reality. Some of the challenges include lack of training, lack of reliable technology and open access to SN sites, and unreliable information shared on SN sites.
Melinda Mott

Connectivism Learning theory and pedagogical practice for networked information landscapes - 3 views

search.proquest.com.libproxy.boisestate.edu/...fulltextPDF

connectivity online learning edtech 543 learning theory metaliteracy transliteracy

shared by Melinda Mott on 10 Sep 13 - No Cached
  • Russell Nash on 10 Sep 13
     
    Authors discuss connectivism as a framework for how students learn. They note that learning is making connections within a personal learning network and knowledge is recognition of these connections. They also note that knowledge is stored outside of the learner. They discuss connectivism and its origins as well as the role of connectivism in the work of librarians. They discuss how connectivism informs pedagogical practices in the library and defines the library as a node within student PLNs.
  • kimsmith876 on 21 Jun 14
     
    Exploration of the connectivist theory in relation to library media is the topic of this article. It expresses the idea that connectivism is defined by one's abilities to recognize connections, patterns, and similarities between concepts to construct learning. Dunaway argues that changes in technology, learning, and literacy make it necessary to apply connectivist ideas to library practices.
  • Melinda Mott on 23 Jun 14
     
    The author suggests that learning takes place when a learner connects ideas from his/her various personal learning networks. Further, those pieces of information is controlled by information technology. This idea becomes apparent when running the same search in Google, Bing or Yahoo. The author purports that in order for a teacher to be effective, he or she must understand this idea of connectivity and how it impacts a student's learning environment.
Melinda Mott

Connectivity: A Framework for Understanding Effective Language Teaching in Face-to-f... - 1 views

rel.sagepub.com.libproxy.boisestate.edu/...137.full.pdf+html

connectivity edtech 543 Constructivism online learning learning theory

shared by Melinda Mott on 23 Jun 14 - No Cached
  • Melinda Mott on 23 Jun 14
     
    The author suggests that the foundation for connectivity is constructivism. The learner becomes the center of the of the learning process; rather than the dissemination of knowledge. The author further discusses the need for educators to adopt multiple methods of teaching in order to be effective in reaching the most students. Lastly, the author suggests that learning takes place in a collaborative and cooperative environment,
Emmett Wemp

Building and maintaining an online professional learning community - 5 views

www.learnnc.org/7012

technology resources edtech543 tools web2.0

shared by Emmett Wemp on 22 Jun 14 - No Cached
  • Emmett Wemp on 22 Jun 14
     
    This is a good set of tools and instructions for creating and maintaining a PLN.
  • Tsisana Palmer on 22 Jun 14
     
    I found these piece both extremely interesting and valuable. So true the way the author discusses the outcomes of a one-shot workshop vs. a "job-embedded, ongoing" (love the terms!) framework such as PLCs. The main benefits of the PLCs are 1) their are embedded into each school day and are facilitated by teacher support staff and 2) they are not collaboration for collaboration's sake! Instead, they engage teachers into an ongoing dialogue that is of their concern or interest right here, right now! Thus, meaningful collaboration results in meaningful outcomes. Great read!
  • kooloberlander on 24 Jun 14
     
    There's two tools I'm seeing less and less that were included in this blog post. I'm seeing less people using wikis and also Ning seems to have been replaced maybe by Google+? I see this blog as good discussion of using your time wisely and wonder how it might be updated say in 2 or 3 years with new technologies.
Dennis Large

Personal Learning Environments - Measuring the Impact - 4 views

ibuchem.wordpress.com/...ironments-measuring-the-impact

edtech543 personal learning environment education research

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    The author of this article, Ilona Buchem, is a co-author of a PLE study titled Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory Lens. In the study the authors propose a framework they call the Activity Theory Triangle. The theory attempts to define the main dimensions of a PLE in order to study their impact.
  • Cate Tolnai on 21 Jun 13
     
    The true impact of PLEs needs to be measured/documented/observed/shared in order to ensure their sustainability. Great image and important components of documentation are noted.
Kelly Kenney

Website #8 Connectivism - 1 views

http://www.irrodl.org/index.php/irrodl/article/view/523/1103 Connectivism: is a framework for understanding learning. Siemens (2004) states, "A community is the clustering of similar areas of inte...

technology education Edtech543 resources learning teaching

started by Kelly Kenney on 01 Sep 15 no follow-up yet
normanpeckham

SAMR Model Explained for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...el-explained-for-teachers.html

education technology integration

shared by normanpeckham on 06 Sep 15 - No Cached
  • normanpeckham on 06 Sep 15
     
    This link contains a great video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. SAMR has four levels - Substitution, Augmentation, Modification and Redefinition. Depending on a lesson, a class may be at the substitution level, or it might be at the redefinition level. Modification and Redefinition refer to a "transformation" of the learning environment.
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