Skip to main content

Home/ EDTECH at Boise State University/ Group items tagged age

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
kimsmith876

Connectivism as a Learning Theory for the Digital Age - 3 views

www.google.com/url

EDTECH543 connectivism George Siemens Stephen Downes

shared by kimsmith876 on 21 Jun 14 - No Cached
  • kimsmith876 on 21 Jun 14
     
    In this article, Duke, Harper, and Johnston extend the explanation of connectivism penned by George Siemens and Stephen Downes. Their argument states that connectivism, even though it is a critical tool that should be used in the learning process in order to bridge the gap that exists between behaviorism, cognitivism, and constructivism in the 21st century, it is not a learning theory that can stand on its own.
  • Katy Cooper on 22 Jun 14
     
    The section, "Why Connectivism is a new learning theory for a digital age," provided a great explanation of how learning has changed in the last several years, and therefor education as well. The explanation that, "concepts can be viewed much like a mind map... rather than as a linear progression of ideas" really stuck out to me. I tend to be a linear thinker and my school struggles with very traditional knowledge dissemination. Thinking about concepts in this way is giving me a better idea of Connectivism.
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
danielarichard

Educational Software and Academic Benefits - 0 views

www.education.com/...nal-software-academic-benefits

shared by danielarichard on 17 Sep 14 - No Cached
  • danielarichard on 17 Sep 14
     
    The author clearly breaks down the benefits of educational software by different age groups beginning at birth through high school. He even gives negative information about using software too early, or using wrong content software for the age.
Dennis Large

Learning Theories for the Digital Age - 0 views

www.slideshare.net/...g-theories-for-the-digital-age

connectivism technology elearning edtech543 Learning web2.0 theory

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    Steve Wheeler of Plymouth University posted this slideshare document that explores many current theories of learning. He included connectivism and distributed learning. He also included a proposed "architecture of participation" for one's own learning.
Ashley Leneway

National Geographic Maps: Tools for Adventure - Map Games - 2 views

www.mywonderfulworld.org/...index.html

geography cartographer social studies maps

shared by Ashley Leneway on 14 Nov 11 - Cached
  • Ashley Leneway on 14 Nov 11
     
    A variety of interactive map games for kids of all ages.
anonymous

A learning theory for the digital age - 1 views

Siemens, G. (2014). Connectivism: A learning theory for the digital age. Retrieved from: http://www.itdl.org/journal/jan_05/article01.htm The author states that technology has caused the knowledge...

connectivism elearning technology

started by anonymous on 01 Jul 15 no follow-up yet
Kelly Kenney

Website #10- Connectivism - 8 views

education-2020.wikispaces.com/Connectivism

technology education resources Edtech543 learning web2.0

shared by Kelly Kenney on 22 Jun 14 - No Cached
Matt Hoge liked it
  • Emmett Wemp on 22 Jun 14
     
    This is a pretty simple explanation of connectivism. Basically it is about adding nodes to your PLN which connects you to another resource.
  • ...4 more comments...
  • Katy Cooper on 22 Jun 14
     
    I appreciate the simple explanation this article provides. "Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired." This aspect help solidify the idea that knowledge is not finite and gaining it is never over. Connectivism provides a way to help make sense of our knowledge potential in light of constant change in technology.
  • John Potosnak on 22 Jun 14
     
    This is a great resource for Connectivism. I felt that this theory was more dense then PLNs and CoPs and many articles I looked at were difficult to follow. I like how the theory is broken down here and includes helpful videos. I will be using this resource to help with my creative expression project.
  • Tsisana Palmer on 22 Jun 14
     
    Thank you for sharing! I also found the simplicity of the explanation great in order to grasp the concept. By referring to Connectivism as to "a learning theory for a digital age" makes it easy to remember that it is a new theory (since the digital era is also relatively new.) That, in turn, may also affect the way we perceive the main principles of Connectivism (outline in the article): learning as a process of connecting specialized nodes or information sources, learning residing in non-human appliances, and the need to maintain connections to facilitate continual learning, among others. Due to such an abundance of information in the digital era, the key point in the article for me was "the ability to draw distinctions between important and unimportant information is vital"! A skill is yet to be mastered!
  • danielbmc on 23 Jun 14
     
    While not really dealing with the theory, I thought the video demonstrating how Connectivism works was really well done. It was interesting to see the path a student might follow and how their web expands.
  • Matt Hoge on 24 Jun 14
     
    Usually when I see anything WIki that has to do with research I have the initial tendency to try to stay far away because in my undergrad years I was constantly reminded to pursue peer reviewed articles. What I really appreciate about this resource is how simple and basic it is on Connectivism. This wikispace provides all the "nuts and bolts" of Connectivism and is a great starting point for digging deeper into understanding its theory. Great find!
  • Kelly Kenney on 01 Sep 15
     
    "Connectivism is a learning theory promoted by Stephen Downes and George Siemens." Learning occurs with connections in networks. This article believes that with connectivism we can move to a new age of learning. Learning can be more collaborative and global. With connectivism we see the use of networks with nodes and connections to elaborate on our learning.
Kelsey Ramirez

The PLP Model: Research based professional learning - 6 views

plpnetwork.com/ssional-development-that-works

Edtech543 elearning CoP PLN connectivism

shared by Kelsey Ramirez on 10 Sep 12 - No Cached
  • Debi Banks on 10 Sep 12
     
    The article discussed "connected learning communities" and how it is relevant in the digital age. There are three components (professional learning communities (PLCs), personal learning network (PLNs), and communities of practice (CoPs)) with these communities and different theories, experience and knowledge, effectiveness, anticipates growth or decline, challenges and dilemmas, and use of technology within each component.
  • ...9 more comments...
  • annieyip on 26 Jun 13
     
    This article describes three types of connected learning communities. These include professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). All three are used in schools across the world now and serve different but very similar purposes.
  • anonymous on 02 Sep 13
     
    This article defines professional learning communities, personal learning networks, and communities of practice. The learning theories supporting each are described, as well as the impact technology has had on each. While the article focuses on how each can effect professional development for practicing teachers, the ideas within could be generalized to almost any profession.
  • Nona Barker on 06 Sep 13
     
    Summary: This article identifies a three pronged approach to teacher professional development: PLC, PLN and CoP. These three types of learning communities are explored by connecting each type of learning community to a learning theory or theories and / or how the use of technology also improves learning communities. Support is provided by citing studies and literature most relevant to community learning in the digital age.
  • glorihinck on 07 Sep 13
     
    This work addresses the importance of technology throughout personal learning communities, personal learning networks and communities of practice and describes its importance to connected learning. Technology is an amplifier and enabler of connected learning as it addresses the challenge of time by allowing 24/7 interactions. Technology has allowed the exponential growth of PLN's as it enables finding, synthesizing and evaluating information. Technology also increases the potential for learning across communities which can then be translated to practice helping improve education.
  • chris mason on 07 Sep 13
     
    This was a great article to see the different ways in which any professionals can gain and share knowledge with one another. I enjoyed reading how each is connected to learning theories. It is interesting that the common theme is how they rely or depend on technology. I can attest to the importance of technology for the learning communities and networks that I am involved in. Technology makes these types of professional development possible to some people who, without technology, would not be able to partake. Most of the time technology is a wonderful thing. It truly makes you wonder what we did without it :)
  • Stacie Barker on 10 Sep 13
     
    I agree that technology has helped PLN and PLC's to grow. Technology allows us to collaborate with people all over the work rather than people who just work in our building.
  • cbjohnsrud on 03 Jul 15
     
    This article summarizes key differences and similarities among different connected learning communities utilized by educators including, PLCs, PLNs, and CoPs. Within the article, each learning community is described in terms of its organizational structure, purpose, and effectiveness. This research based article discusses the learning theories that are applied within each of the learning communities to support their descriptions and findings.
  • Kelly Kenney on 01 Sep 15
     
    PLN's occur in many ways. With the growth of technology they are becoming much more popular. Many of them are engaging through blogs and other forms of social media. With these becoming more and more popular connections are constantly being made. Creating PLNs and bringing back resources and other information to our PLNs is extremely popular. Personal learning networks are happening because of connections being made with others.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks into the theories that support the theory or idea of personal learning networks. It touches the effectiveness of teacher professional development in terms of PLNs. It discusses technology in terms of PLNs and also the challenges and dilemmas of PLNs.
  • Kelsey Ramirez on 06 Sep 15
     
    The PLP (Powerful Learning Practice) model looked at three different learning connected learning communities to discuss what each one is, the effects on teacher professional development, challenges and use of technology to name a few. Personal learning communities, personal learning networks, and communities of practice were the three that were discussed. I like how in this article, Connectivism is tied into PLN's which demonstrates how these concepts of PLN's, CoP's, and Connectivism are interrelated. Within PLN's and CoP's, members are concerned about the content and "what they do" as well as interact amongst the group to achieve a higher purpose.
  • Hannah Clark on 06 Sep 15
     
    This article is fantastic as it encompasses all that we are studying right now! Each aspect was broken down very well and explained completely. I also appreciated that the authors talked about the anticipated growth, use of technology and value of a PLN, for instance. This is a great reference to refer back to later.
cassiefaught

Connectivism: A Learning Theory for the Digital Age - 2 views

www.itdl.org/...article01.htm'

education technology resources Edtech543

shared by cassiefaught on 03 Sep 15 - No Cached
  • cassiefaught on 03 Sep 15
     
    This source focuses on connectivity and what it means for learners. It touches on the idea that we now need to teach students to make connections instead of assuming that they understand how to make them already. It also talks a little bit about how making connections help people learn in different ways and learn how to access new information.
  • Dalia Allencherry on 04 Sep 15
     
    The link given above doesn't work as it is. It has an extra quote at the end. You may want to remove it. Connectivism is presented in this articles as an alternative to traditional learning theories such as behaviorism and constructivism. I found it valuable to refresh my memory regarding different learning theories and their limitations. It was valuable to take a deep look at connectivism and the explanation related to how it could be the learning theory of present day digital age.
Josh Doyon

Age of Absolutism - 0 views

history2.professorpage.info/absolutism.htm

shared by Josh Doyon on 13 Oct 10 - No Cached
  • Josh Doyon on 13 Oct 10
     
    Looks at the Age of Absolutism, notes and information to help understand this period in history
Jackie Gerstein

Mobile Learning infokit / Home - 0 views

mobilelearninginfokit.pbworks.com/...Home

mobile JISC Infokit mlearning

shared by Jackie Gerstein on 14 Sep 11 - No Cached
  • Jackie Gerstein on 14 Sep 11
     
    The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age
jody lazarski

Reviews & Age Ratings - Best Movies, Books, Apps, Games for Kids - 0 views

www.commonsensemedia.org

#EdTechSN

shared by jody lazarski on 01 Sep 14 - No Cached
  • jody lazarski on 01 Sep 14
     
    Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.
jody lazarski

Common Sense Media - 0 views

www.commonsensemedia.org

online education digital media safety kids

shared by jody lazarski on 09 Sep 14 - Cached
  • jody lazarski on 09 Sep 14
     
    This is a fantastic resource for students, educators and parents. This website hosts curriculum for online learning and social networking information that can be used in classrooms and in homes. According to it's site summary: Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.
  • karencameron on 09 Sep 14
     
    Took me a little bit of digging, but I can see the benefit of this website. My school just went to 1:1 iPads and I can see the benefit in sites like this.
jdprance

Biz Kids | The place where kids teach kids about money and business. - 0 views

bizkids.com

edtech541 education technology resources collaboration finance kids

shared by jdprance on 11 Feb 16 - Cached
  • jdprance on 11 Feb 16
     
    Biz Kids is a great website that provides business education resources and lesson plans for all age groups.
miljenni

Learning in the Digital Age - 1 views

This is a great video that emphasizes how learning has changed.They highlight a school in the Bronx and how digital learning has changed the environment.

education Technology EDTECH543 Learning tools

started by miljenni on 12 Jun 18 1 follow-up, last by miljenni on 12 Jun 18
kpeila

Connectivism: How to better understand learning in the digital age - Blog Post - 4 views

This blog post, written by Urbano Reviglio, provides a nice overview of connectivism and how it relates to learning in today's world. His summary of Siemens' original work on connectivism is incred...

EDTECH543 #EdTECHSN Connectivism

started by kpeila on 11 Jun 18 no follow-up yet
susanbird

2.6 Connectivism: Teaching in a Digital Age - 3 views

opentextbc.ca/...3-6-connectivism

EDTECH543 EdTechSN learningtheories connectivism

shared by susanbird on 05 Jun 18 - No Cached
  • wagnerang on 05 Jun 18
     
    This open textbook chapter defines and illustrates the concepts of connectivism. Additionally, it covers the learning principles behind it and explores how it applies to teaching and learning.
  • jkraschnewski on 06 Jun 18
     
    Interesting. The role of the teacher has vastly changed in this learning theory. We've gone from the "sage on the stage" to "a facilitator of learning" to "a person that helps kids connect to learning networks," and then learning just happens.
  • susanbird on 06 Jun 18
     
    This resource is found in an online textbook called Teaching in a Digital Age. The section explains what connectivism is and applications it has to teaching and learning. The author explains that connectivism is still being developed and controversial compared to the other learning theories. This is another good resource to checkout to learn what connectivism is.
naddleman

What is a Personal Learning Network (PLN)? - Learning in the Network Age - University o... - 0 views

www.futurelearn.com/...24644

EDTECH543 Resources PLN

shared by naddleman on 10 Jun 18 - No Cached
  • naddleman on 10 Jun 18
     
    This site has a short but valuable video giving a good explanation of a PLN. It also has a short description of why they are important below the video if you scroll down.
« First ‹ Previous 41 - 60 of 166 Next › Last »
Showing 20▼ items per page