Skip to main content

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

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
bettywells

Collective Intelligence and E-Learning 2.0: Implications of Web-Based ... - Google Books - 0 views

books.google.com/books

edtech543 web2.0 learning networks

shared by bettywells on 03 Sep 17 - No Cached
  • bettywells on 03 Sep 17
     
    This post is the first chapter from a book titled Collective Intelligence and E-learning 2.0. The first chapter is titled Learning Networks and Connective Knowledge. This chapter outlines the thinking behind personal learning environments. Learning comes with the network of connections and experiences gained from a knowing community. The new learners in the net generation interact and think in new ways.
kooloberlander

An occasional paper on digital media and learning Confronting the Challenges of Partici... - 1 views

www.macfound.org/...JENKINS_WHITE_PAPER.PDF

networking distributed cognition collective intelligence edtech543

shared by kooloberlander on 24 Jun 14 - No Cached
  • kooloberlander on 24 Jun 14
     
    This is an occasional paper from the MacArthur foundation with Henry Jenkins as the lead author. It looks at the necessary skills to be a contributing member of the participatory culture. These necessary skills include distributed cognition, collective intelligence, transmedia navigation and networking.
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.
nathankraftcheck

The Landing: Connectivism: a learning theory or a theory of how to learn? - 0 views

landing.athabascau.ca/...ry-or-a-theory-of-how-to-learn

connectivism Downes Dron

shared by nathankraftcheck on 05 Sep 14 - No Cached
  • nathankraftcheck on 05 Sep 14
     
    An interesting critical analysis of Connectivism. Jon Dron compares Connectivism to Connectionism, Distributed cognition, and Collective intelligence. The comments are worth reading as well.
Kjersti Withers

Collective Intelligence and E-Learning 2.0: Implications of Web-Based ... - Google Books - 0 views

books.google.com/books

Edtech543 PLN connectivism networks

shared by Kjersti Withers on 14 Jun 16 - No Cached
  • Kjersti Withers on 14 Jun 16
     
    Downed begins this chapter by discussing the history of learning theory. He concludes that no previous theory can accurately explain how we learn. He then compares the brain to a social media network to introduce his explanation of networked learning. An ecosystem approach to learning would be beneficial. Resources do not need to be centralized and learners should be contributors.
Gretel Patch

the social/situational orientation to learning - 0 views

www.infed.org/...learning-social.htm

community EdTech543 connectivism practice

shared by Gretel Patch on 03 Sep 12 - Cached
  • Learning involves participation in a community of practice
  • people learn from observing other people
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process
  • ...5 more annotations...
  • Attending to a behaviour; remembering it as a possible model or paradigm; and playing out how it may work for them in different situations (rehearsal) are key aspects of observational learning
  • It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities
  • Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • there is a need to explore the extent to which learning (or intelligence) lies in the resources to which people have access
  • while the individual is significant, psychological analysis should focus on the joint, socially mediated activity in a cultural context
  • Gretel Patch on 03 Sep 12
     
    People learn from watching others and then applying that knowledge in their own experiences; learning is seen as a social process rather than an acquisition of knowledge; in order to be useful, knowledge needs to have a context within a community
scott hogan

Knowledge Networks and Communities of Practice - 0 views

www.vernaallee.com/...ksAndCommunitiesOfPractice.pdf

edtech543 practicalapplication resources CoP

shared by scott hogan on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This article explains why communities of practice are so important for the business realm. In one statement it explained that companies have now figured out that "knowledge = power, so share and it multiplies". This idea is synonymous with connectivism and the idea that in order to gain more knowledge more connections must be made through sharing, collaborating, creating, etc. This article also made the distinction between tacit knowledge that is rooted in people's life experiences with explicit knowledge that is deliberately shared outside of people. This distinction also helped me to really see the reason why connectivism, PLNs and CoPs work so well together. You have a group of people, connected by common interests and goals, that are expanding upon their knowledge by sharing their own collective experiences and goals in effort to connect with others that can share insight, collaborate with and add to their ideas, solutions and questions.
  • scott hogan on 23 Jun 13
     
    Allee uses the term organizational intelligence to describe how CoPs are becoming more prevalent in the modern workforce. He talks about how he has consulted with various multinational companies to help them create CoPs and to get employees at various levels to share their expertise.
devivost

Intelligence Squared U.S. - 3 views

www.intelligencesquaredus.org/?gclid=EAIaIQobChMIosLW9MC12wIVENvACh1poQB-EAAYASAAEgIa2PD_BwE

technology resources learning education

shared by devivost on 02 Jun 18 - No Cached
  • devivost on 02 Jun 18
     
    This site was founded "to restore critical thinking, facts, reason, and civility to American public discourse." I assign debates in my classes and I go to this site for topics, resources, and a general model of how to debate.
cynthiaott

Why Build Personal Learning Networks - eLearning Industry - 9 views

elearningindustry.com/ild-personal-learning-networks

EDTECH543 resources learning technology

shared by cynthiaott on 30 Aug 16 - No Cached
  • What this further implies is that individuals must be able to make sense, problem solve, and come together to unravel these complex challenges, which typically require a multitude of diverse skills and domain knowledge. This makes collaboration paramount for the survival of any organization and for individuals to stay relevant in today’s world.
  • We have moved from an age of best practices to emerging practices and no one can be intelligent on their own any more. In this kind of a scenario, learning and sense-making happen through reflection, dialogue, and communities.
  • In a Personal Learning Network, everyone is a contributor, learner, as well as a teacher. 
  • kristiedtech on 30 Aug 16
     
    The author creates a great case in favor of digital PLNs. She explains why they are so important and relevant today. The emphasis of the article is on the need to work together, not on best practices, but rather on emerging practices. The author takes the stance that best practices require training with known knowledge for known outcomes. While we should be collaborating and innovating together to tackle the emerging practices.
  • ...7 more comments...
  • anonymous on 30 Aug 16
     
    This quote from the article: "A Personal Learning Network can be seen as one's gateway to continuous learning" is a true statement. Continuous learning is vital in life. This article has some remarkable points that make PLNs so important and an easier way to gain knowledge.
  • anonymous on 30 Aug 16
     
    I think this article illustrated a number of valid points. This day and age only thrives with the means of PLN's. When we look in the past back to the 80's and 90's, it is very evident how we've evolved as a society. Back then, it was almost unheard of to have practical means of communication among those across the nation and across the world. We are so fortunate for the advancements of modern technology and networking.
  • Patricia Smeyers on 30 Aug 16
     
    This article built a strong case for belonging to a Personal Learning Network. It is imperative to keep up with today's resources and knowledge base. The small amount of time I used to build my PLN has proven to be so beneficial. I appreciated the final thoughts of the article to help guide me throughout this process. I am excited to strengthen my PLN and grow professionally this semester and beyond.
  • Jasmine Quezada on 01 Sep 16
     
    This article makes a case as to why Personal Learning Networks are an important part of continuing education. She describes this age as one of constant influx and change and therefore encourages people to use their PLN's to tackle new practices with a sense of creativity and innovation.
  • Mary Carter on 04 Sep 16
     
    This is a great article to pass on to educators who want to know why a PLN is necessary and how connectivist theory makes it possible. Connectivism facilitates continuous learning, exchange of thoughts, and validates insights. Establishing networks allow teachers to tailor a professional development plan, and it doesn't need to take place at the faculty meeting or on teacher work days.
  • Buffy Naillon on 05 Sep 16
     
    This elaborates on how chaos theory relates to all this, something I didn't really understand until I read this particular article. Additionally, it gives you an idea about the skills required in order to build a proper PLN... Here's a telling quote from the article... "In short, the concept of teams working shoulder to shoulder every day, literally and metaphorically standing by each other, talking over problems and challenges at their desks, is slowly being replaced by virtual teams who interact via social tools and platforms, use Webex for meetings, and update each other via enterprise social networks and WhatsApp. This is why the skill of being able to build one's Personal Learning Network is essential. It's time for everyone to take charge of their own professional development. One of the ways to keep on top of our game, and remain on the cutting edge of relevant skills and knowledge, is to be a part of communities of practices and to focus on building and maintaining our Personal Learning Networks with a deliberate intention to learn, share, and collaborate."
  • Jessica Gake on 05 Sep 16
     
    I really like this article. It is always good to read about the "why" behind our practices. The article explains that "A Personal Learning Network can be seen as one's gateway to continuous learning." This reminds me of the thinking behind connectivism, that connecting to a network of resources and people will help us become lifelong learners as we continuously connect to new resources and knowledge.
  • kaydentague on 10 Jun 17
     
    In this article, the author explains why you should build a PLN, why PLNs are important, how to build a PLN, characteristics of a PLN, and skills needed to build a PLN. We need to stay relevant and connected with our personal development and can do that through PLNs. In the 21st Century, it is essential and key to success to stay informed, updated, and connected. PLNs make it easy to learn at the pace of change.
  • cynthiaott on 05 Sep 17
     
    This article discusses why building personal learning networks is important when information changes constantly. The key to survival is learning how to learn continuously through building Personal Learning Networks. Creating networks where people can collaborate and learn from each other in order to remain on the cutting edge. PLNs allow for continuous learning, exchange of thoughts and ideas, and validate and challenge one's thoughts among a diverse group of individuals. PLNs have to be a sharing process of ideas.
1 - 9 of 9
Showing 20▼ items per page