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Dave Mulder

When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs an... - 1 views

search.proquest.com.libproxy.boisestate.edu/...199903097

edtech543 PLE PLN web2.0 elearning

shared by Dave Mulder on 21 Jun 14 - No Cached
  • Dave Mulder on 21 Jun 14
     
    This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!
anonymous

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 5 views

www.irrodl.org/...1137

Edtech543 connectivism teaching education

shared by anonymous on 10 Sep 12 - Cached
  • Darla Grant on 10 Sep 12
     
    Kop and Hill ask how existing learning theories meet the needs of today's learners and further question whether connectivisim is a learning theory. They do a very thorough study of learning theories to determine that "it does not seem that connectivism's contributions to the new paradigm warrant it being treated as a separate learning theory" (p. 11) even though it is important to the the development of new learning pedagogies.
  • ...3 more comments...
  • Deborah Lyman on 10 Sep 12
     
    I have always been a firm believer that there is a balance in all things. Quality teaching practices remain the same today as they have always been. However, we have to adapt pedagogy to encompass all of the necessary skills to be successful in a global community. Although connectivism is built on a foundation of multiple epistemological philosophies, it is essential that educators focus on technology and networking in their classroom.
  • Debi Banks on 10 Sep 12
     
    This was a very good article. It was interesting that considering when it was written how things are very similar when it comes to "Connectivism". It states how it is the process of becoming connected. Thank you!
  • Andrea Ross on 15 Sep 12
     
    The article touches on the friction that is likely to result between older learners who have grown up without technology for learning (except maybe an overhead projector or TV) and the younger learners who have embraced technology. The connectivist model has not taken hold because staff and institutions are not fully aware of the possibilities.
  • nickurban on 02 Jul 15
     
    Here Nop & Hill talk about how as information is constantly changing, its validity and accuracy may change over time. In addition to this information is constantly being added, deleted, and modified based upon the world around us. By extension, one's understanding of a subject, one's ability to learn about the subject in question, will also change over time and this information can be adapted and morphed through online educational networks. "Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information." Simply put, "The capacity to know is more critical than what is actually known". People begin to know and learn through these online networks where information can be openly shared, resourced, vetted, and attained.
  • anonymous on 29 Aug 16
     
    This is a break down of connectivism. It looks at all parts of the theory and how it all works the in the learning environment. In the article, you will find the reasons why it's important, the founders of the theory, and why it's relevant in learning.
Gretel Patch

Learning Theories and Instructional Strategies - The Foundations of Instructional Techn... - 0 views

projects.coe.uga.edu/...index.php

epistemology EdTech504 philosophy theories theory instructional strategies EdTech543

shared by Gretel Patch on 03 Sep 12 - Cached
  • Learning is how we acquire knowledge
  • goal of education, and the product of experience
  • ways in which technology can expand the limitations of a learners mind, while articulation and reflection are processes that can be performed by the learner to help incorporate new knowledge into existing knowledge resulting in support of learning
  • ...13 more annotations...
  • Cognition is about how our brain works or how our mind works
  • What to teach and how to teach
  • instruction as anything done for or with a learner or the learner’s environment to help them acquire new knowledge or learn. Some of those things will be very direct and some will be indirect
  • something one person does to help another person learn
  • theory is a hypothesis that describes, speculates, or defines a relationship between a set of facts or phenomena through a body of principles, policies, beliefs, or assumptions
  • more prescriptive. It clearly suggests steps you should follow in trying to support someone while learning. This does not appear to be a theory, but rather a strategy
  • dividing concepts into categories and hierarchies of ideas
  • A model is an example, description, or analogy that helps a person understand what is not directly observable
  • Instructional strategies structure instructional theories for direct application in the learning environment
  • They provide the instructor with a plan for implementation and are considered more prescriptive, yet flexible enough to accommodate the dynamics of any learning environment.
  • Creating learning communities is an intentional process of redesigning curriculum and bringing faculty and students together to create more coherent and collaborative learning environments.
  • -so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise”
  • students more control over their environment with the potential of leading to improved results and more efficient decision making practices.
  • Gretel Patch on 03 Sep 12
     
    Learning communities need to be intentional; students must form with each other deeper understandings; gives students more control over their learning environment
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
Jaime Bennett

Connectivism - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

connectivism education theory EdTech543

shared by Jaime Bennett on 10 Sep 12 - Cached
  • Deborah Lyman on 10 Sep 12
     
    This wiki describes the basic premise of connectivism. Included in the wiki is a table that compares major epistemological philosophies with connectivism.
  • Jaime Bennett on 11 Sep 12
     
    This site defines connectivism and provides a clear list of some of the principles George Siemens deems to be most important to this theory. There is also a fun interactive component that allows the viewer to consider a situation involving connectivism that could be applied to the lives of many people.
cooperjrn

Connectivism: Learning theory of the future or vestige of the past? - 13 views

www.irrodl.org/...1103

connectivism e-learning learning theory Technology

shared by cooperjrn on 09 Sep 12 - Cached
  • Connectivism is a theoretical framework for understanding learning.
  • ccording to connectivism, knowledge is distributed across an information network and can be stored in a variety of digital formats.
  • objectivism, pragmatism, and interpretivism
  • ...10 more annotations...
  • Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.  Connectivism is, by contrast, ‘connectionist’.  Knowledge is, on this theory, literally the set of connections formed by actions and experience. It may consist in part of linguistic structures, but it is not essentially based in linguistic structures, and the properties and constraints of linguistic structures are not the properties and constraints of connectivism. . . In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge.  Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.”
  • Vygotsk
  • Vygotsky
  • learning is the act of recognizing patterns shaped by complex networks.’  
  • The role of the tutor will not only change, but may disappear altogether.
  • A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.  Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.
  • Downes and Siemens do not suggest that connectivism is limited to the online environment.
  • Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.
  • The learning process is cyclical
  • In contrast, a developmental theory may attempt to take strides towards becoming an established formal theory over time.
  • Jon Freer on 09 Sep 12
     
    An article detailing the history and development of Connectivism as a learning theory.  Goes on to question whether or not it should be considered a learning theory in it's own right.
  • ...16 more comments...
  • Jaime Bennett on 11 Sep 12
     
    I like the explanation of the difference between a full-blown theory and a developmental theory and whether connectivism is a theory or not at this point. I also appreciated the connection to earlier learning theories that this article termed pre-connectivist. With all of the different theories most educators have studied and incorporate into their teaching practices, it is helpful to see how some of them relate to one another.
  • Rhonda Lowderback on 11 Sep 12
     
    Connectivism may not be an actual learning theory, according to the authors of this article. It may, they conceed, be a developmental theory that might one day become an actual theory. However, its full list of contexts has not yet been identified so its title as a learning theory could be premature.
  • Ilene Reed on 20 Jun 13
     
    This article argues that connectivism is not a theory because it does not introduce any new ideas. It is a great resource for reviewing other learning theories. In the article is states that Verhangen sees connectivism as a level of pedology and curriculum rather than theory. I like this quote from Downs 2007 "Knowledge is the set of connections formed by action and experience."
  • Erin Horie on 07 Sep 13
     
    The author discusses about connectivism as a theory and how it affects learning in a digital era. Connectivism is a new theory that may not have a ton of research compared to other learning theories, but as the technology world continues to evolve, the theory of connectivism evolves too.
  • Betty Clevenger on 09 Sep 13
     
    Kop and Hill give an overview of connectivism and discuss it as a learning theory. They also discuss the implications in education the increasing influence of the internet has. Kop and Hill look at the connection between connectivism and formal education. They come to the conclusion that, while they foresee radical shifts in education, they do not view connectivism as warranting its own place in learning theory structure.
  • Chris Hill on 20 Jun 14
     
    In this journal article, Connectivism is referred to as helping develop new pedagogies and not a learning theory on it's own. The role of a tutor is diminishing as learners move from a learning environment controlled by an institution, to an environment where they direct their own learning.
  • Sarah Baughman on 04 Sep 14
     
    I like this article for the overview of connectivism. The overview gives a good idea about what connectivism is. The article goes on to analyze older learning theories and how they need to be addressed in regards to the digital age. It explains how connectivism can build on older theories to better address current digital learning.
  • Kelly Kenney on 01 Sep 15
     
    Connectivism: is a framework for understanding learning. Siemens (2004) states, "A community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together." Knowledge is always distributed and shared across learning networks. Information is gathered from everyone and then relating information back to everybody as well as receiving feedback from others.
  • cassiefaught on 03 Sep 15
     
    This source really compares different theories about connectivism. It is discussed whether or not it is a learning theory or not, and what different people think in terms of connectivity. It also discusses some basics about connectivity, and how it means that information is just stored in different places and learners can move between networks to access different information.
  • Heather Berlin on 05 Sep 15
     
    This article discusses what learning theories meet the needs of today's learners and how connectivism is built on older theories to connect newer theories. (I didn't check the resources page until after I posted this - I'm hoping I can still use it because I spent a good 20-30 minutes on it!)
  • brianbetteridge on 06 Jun 16
     
    This article is a good critical evaluation of connectivisms usefulness in the modern classroom. Ultimately, the authors state that while new theories are emerging in response to technology, connectivism still plays an important role. This is due to the connective nature of technology and the internet.
  • alannashaw on 29 Aug 16
     
    This article sets out to distinguish Connectivism as either learning theory or developmental (learning) theory. The similarities and differences between the two are briefly discussed before relating how connectivism fits within the frameworks. One interesting aspect of this article is the importance placed on higher-order thinking skills and applications, which seems to be a growing demand in our current education and business markets.
  • anonymous on 30 Aug 16
     
    It gives great insights on how connectivism is a learning theory. Also, I find the explanation for how connectivism fulfills the three main tasks for developmental theories.
  • anonymous on 30 Aug 16
     
    Thanks for sharing this Alanna! This was a thorough article explaining the past and future of Connectivism. I liked how it puts it all into perspective and we can envision what is in store in the future regarding Connectivism.
  • bettywells on 03 Sep 17
     
    Connectivism is a learning theory for the digital age. What does that mean for existing learning theories. This articles questions if previous learning theories still meet the needs of today's learners, and the needs of learners of the future. This articles analyzes connectivism to determine if it has anything new to offer as a learning theory.
  • teachingjake503 on 04 Sep 17
     
    I truly appreciated this quote..."New learning environments are informing present and future trends from which both educators and students stand to benefit. Moreover, the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education." I also appreciated how this article examined, and almost made the reader feel, the discourse that often arises when new theories emerge. As an educator, I have learned that balance is key! It truly isnt one method or theory over another! Rather an intersection of theories is where powerful learning can take place. Connectivism is certainly a 21st century theory which I believe is built to capitalize how how connected today's learner are through the Internet and social media! Connectivism, to me, feels that a theoretical vehicle to deliver many different theories and strategies.
  • cooperjrn on 10 Jun 18
     
    This article delves into connectivism and whether it can be considered a learning theory. It discusses the ability of a network to be able to not only seek out current information but also to filter out extraneous information. It narrows the definition to connections formed through actions and experience. The authors envision a paradigm shift where the student will have the power to drive their own learning without the need of a tutor.
  • nstringham on 11 Jun 18
     
    This is an interesting article, arguing that connectivism isn't fully a learning theory, but rather a shift away from the tutor/teacher role to more autonomous learners.
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