Group items tagged

This is a great introduction to constructivism. Please take the time to watch the video in the introduction. The article explains the link between today's knowledge and yesterdays information while stressing the fact that knowledge and information is ever changing. Constructivism allows the investigator to to take control of learning and bypass the slow or reluctant process of updating information as it changes. I really liked this article, it sparked some ideas for my personal finance class I am rewriting curriculum for. (my book for this class is a 1998 edition with no funds for updated material)

This article provides a very detailed introduction and definition of Connectivism as well as its components: Chaos Theory, Importance of Networks, Complexity and Self-Organization.

This wiki created by the Department of Educational Psychology and Instructional Technology at the University of Georgia describes the theory of connectivism in great detail and relates it to recent technological advances. Connectivism is defined and the related components of chaos theory, importance of networks and interplay of complexity and self-organization are described. The wiki includes a great cartoon slide show called "Connectivism through '67" that helps build understanding of this concept. It also includes a chart comparing various other learning theories to connectivism.

"Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.

"Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.

This article provides a general overview of the theory of connectivism. It cites the work of George Siemens in describing the three components of connectivism: chaos theory, importance of networks, and the interplay of complexity and self-organization. As with other resources, there is criticism of the ability of connectivism to stand alone as a learning theory. However, a useful resource provided by this article is a table that compares the differences of behaviorism, cognitivism, constructivism, and connectivism.

This blog is by the University of Georgia, College of Educational Psychology and Instructional Technology on Emerging Perspectives on Learning, Teaching, and Technology. This blog post gives a great foundation of the components and principles of connectivism.

A website from the University of Georgia Dept of Ed Psych and Instructional Technology. Discusses the components of Connectivism, Chaos, Importance of Networks and Complexity and Self Organization. The quote from Siemens about,  "decision making being based on rapidly altering foundations," is well used and helped me to visualize a little more. There is a well worked description with Connectivism related to car restoration which I liked and an accessible table to compare and contrast Connectivism to the other major learning theories.

This source starts by discussing some of the components of constructivism and some of the different theories that go along with it. This is a good source because even though it contains some of the same information as other sources, it gives real examples to explain the theory of connectivism. It also gives a few different arguments against connectivism as a learning theory.

This resource discusses connectivism as a learning theory. It explains connectivisms' origins and how it is essential in staying current in our digital age. This resource includes an example of the benefits of connectivism. In addition, it provides a chart that compares connectivism as a learning theory to behaviorism, cognitivism, and constructivism.

This source discusses connectivism as a learning theory. It talks about how the theory came to be and compares it to other learning theories. It also mentions that some view it as a pedagogical view instead of a learning theory.

This source summarizes the main ideas in connectivism succinctly and clearly. The authors connect the discussion of connectivism to other learning theories. The chart showing How each theory functions is useful.

While this isn't an article, and appears to look more like a wiki entry, it does offer some good information on connectivism. One thing I liked in particular is the visual breakdown of the three current learning theories alongside connectivism. Anyone unfamiliar with behaviorism, cognitivism, and constructivism can get a quick snapshot of the key components in an east to understand chart. A column for connectivism has also been added to show how it compares to the others as a learning theory. Constructivism emphasizes the social nature of learning, but connectivism takes it to the next level by stressing the need for broad networks for a learner to connect to in order to build deeper understandings and more resources.

This article discusses various learning theories and what happens when you throw technology into the mix. They do not feel that previous learning theories should be dismissed but need to be viewed in a different light to meet the demands of the 21st Century. There is a thorough definition of connectivism and all of it's components. I appreciated the visual chart comparing the different learning theories to connectivism and how critics of connectivism viewpoints are explained.

An outline of the theory of connectivism that provides a comparison to other learning theories. The outline gives us a definition of the theory, major principles, and criticisms of the theory.

UGA's DEPT of Edu psychology and Instructional tech provides a comprehensive report on connectivism. The report includes definitions, comparisons to other theories and criticism to connectivism.

This is a wiki created by the Department of Educational Psychology and Instructional Technology at theUniversity of Georgia. It explains everything from the origins of connectivism to practical application of the theory. A chart on the page compares connectivism to the other major theories of learning.

I like this description of connectivism.

A website created by students in the EdPsych department at University of Georgia that explains the components of connectivism as an educational theory.

I really like the way this article breaks down connectivism into its parts as well as providing the table that breaks down the primary learning theories so you can compare information side by side.

Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions.

Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology.

This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory.

This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings.

Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory.

Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.

This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research.

This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting.

There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn.

From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education.

Here the author argues that Personal Learning Environments (PLEs) are not an application but an approach to learning. They require a radical shift in how we use technology, but they supply a holistic environment where students learn to take responsibility for their own education.

This article presents the features and reasoning for personal learning environments in e-learning. It discusses reasons for its importance in e-learning and lifelong learning. The ways that "learning" is changing with new technologies and resources are considered. The social aspect of personal learning environments is also described, with an emphasis on the tools that are used to facilitate the connections.

The author discusses the potential of learning environments in eLearning and how these LEs can bring together more authentic contexts for learning. The paper also reviews the different purposes and uses of Personal Learning Environments. Through PLE, individuals are responsible for many aspects of their own learning within the most useful contexts. Blogging was also covered as a way to incorporate informal learning. Attwell considers the challenges associated with continued LEs after a course is over, and points out the overarching questions regarding the responsibility for institutions or teachers to continue to support this ongoing learning.

Attwell, G. (2007). Personal Learning Environments-the future of eLearning?. eLearning Papers, 2(1), 1-8. In Graham Attwell's article he offers some insight and ideas towards why personal learning Environments may be essential to learning in the future. . He details the technology behind the buzz surrounding personal learning environments and examples of how we can use them going forward. What I enjoyed about the article was the notion that everyone's learning environment, style, context, and situation are different and PLE's enable the learner to pace themselves and grow on their own terms. While detailing lifelong learning the author grabs the theory of self-driven education being helped by personal learning environments. Graham does a good job of not following into a common misconception that technology directly correlates to better learning, but rather approaches the aspect of what technology could do for learning as well as what personal learning environments could do for learning as well. From his own personal PLE list of software to explaining the next steps in adopting personal learning environments on a wider scale Graham makes sense of a complicated theory.