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Dave Mulder

Co-constructing efficacy: A "communities of practice" perspective on teachers' efficacy... - 1 views

www.sciencedirect.com.libproxy.boisestate.edu/...S0742051X10002039

communities of practice teachers self-efficacy edtech543

shared by Dave Mulder on 21 Jun 14 - No Cached
  • Dave Mulder on 21 Jun 14
     
    As a teacher of future teachers, I found this case study an interesting and helpful read. Good focus on sharing and collaboration among teachers as a means of developing self-efficacy. The researcher interviewed four teachers to develop an understanding of the way view their role as teacher, and how their interactions with colleagues impact these views.
Nona Barker

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice -... - 1 views

www.hybridpedagogy.com/...Guide_to_the_MOOC_Novice.html

edtech543 Connectivism counterarguments MOOC education

shared by Nona Barker on 04 Sep 13 - No Cached
  • Nona Barker on 04 Sep 13
     
    Summary: This article identifies possible gaps in Connectivism (as a learning theory) and its interpretation when it comes to MOOCs. The article explores the principles that are not addressed or not supported by Connectivism. Some of these "forgotten" principles are: motivation, self-efficacy, cognitive load, prior knowledge, avoids scaffolding, doesn't differentiate between expert and novice, and ignores novices' needs.
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  • anonymous on 04 Sep 13
     
    Very interesting article, though I'm not sure I agree with some of the points the author attempts to make. For example, "Connectivist theory does not allow for novice support, from the design and instructor side." While this may have started out as the case, classes like the one we're in now are attempting to address this issue by arming educators with tools and methods for scaffolding novices into the networking world. :)
  • Jason Marconi on 05 Sep 13
     
    I knew I was going to enjoy this article after the author said this " I do this because there is no "one size fits all" theory. Because there is no "one size fits all" student." I have been screaming this from the roof top since I stepped into the education and when trying to get some instructors to step out of their comfort zone that is not producing the results we need in the classroom. I learned a good deal from this article especially the four ways to undermine self-efficacy . Great Find.
  • Jodi Stevens on 08 Sep 13
     
    Loved the line "I'm ideologically promiscuous."
  • Forrest Doud on 08 Sep 13
     
    I like the point made that not everyone is actually a "Node" in a MOOC or similar connectivist structure. I agree with the author that this will always be the case because we unfortunately are not " all digitally literate nodes, knowledge is in the network, we are all motivated, have good learning strategies, and information sifting abilities, and can cope with multi-platform information streams...". Great find!
anonymous

Dialogue and Connectivism - 4 views

www.irrodl.org/...1676

edtech543 education learning connectivism

shared by anonymous on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    Suggests that understanding how members of a learning community converse is an important component of understanding connectivism. The tone of the interactions in a forum rely on the design and management of the space. Furthermore, learning depends on sharing in conversations and interactions which themselves can be meaningful activities. During communication among learners, there is a balance of what is good for each individual and the ability to move towards a common purpose.
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  • Beth Transue on 08 Sep 12
     
    I became particularly interested in Connectivism in EdTech504, and its relationship to information literacy. This article is another great resource when exploring this learning theory. Thanks for posting!
  • Molly Large on 20 Jun 13
     
    This 2011 article builds on the theory of connectivism to propose that a social networked environment creates a new "landscape for dialogue."
  • anonymous on 02 Sep 17
     
    In this article, Andrew Ravenscroft explores a "dialogue rich view of connectivism" and how we can develop learners that can "think, reason and analyse." He takes inspiration from social constructivist theory to focus on dialogue as a vehicle for learning. Ravenscroft begins by detailing Siemens 8 principles of connectivism. He then asks 3 questions: how can we understand the dialogue processes of a networked world, what dialogue features make for quality connections and how do we design to promote quality connections. He starts to explore the questions with Socrates and the Socratic method. This method has applications for 21st century learning. He reviews Hegel's dialectic as well. Ravenscroft maps these positions to connectivism because dialectic helps refine knowledge from a diversity of opinions, supports the capacity to know more, consideration of alternative viewpoints, fosters a constant evolution of knowledge, and promotes critical and collaborative dialogue. Then he discusses dialogic processes and how they map to connectivism. Dialectic and dialogic can work, not in opposition, but together in different aspects. Dialectic focuses on the epistemic and cognitive dimensions of learning, while dialogic focuses more on emotional and interpersonal aspects. The author then details dialogue game interactions and how they can foster learning. To be successful they need to balance orchestration and openness. This article proposes that language and dialogue remain a "most powerful semiotic system."
  • msbianchi on 04 Sep 17
     
    What a fascinating article. Ravenscroft's discussion of a scaffolded system to build a learner's dialogic skills reminds me of research I did for my EdTech504 class on self-regulated learning. Roger Azevedo is developing and experimenting with a similar game, MetaTutor, which scaffolds student learning as well. I think self-regulation is complex and difficult to teach in the classroom, and am amazed that researchers are creating software to build self-efficacy!
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
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  • 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.
Dalia Allencherry

In Connectivism, No One Can Hear You Scream - 5 views

www.hybridpedagogy.com/...-understanding-the-mooc-novice

Edtech543 connectivism MOOC learning novice

shared by Dalia Allencherry on 03 Sep 15 - No Cached
  • Dalia Allencherry on 03 Sep 15
     
    This article focuses on the novice experience in MOOCs, and how the theory may badly serve some of its participants. The author tries to explain this in relation to the theory of connectivism. It explains how technology and learning novices, and their sense of confidence interact with Connectivist theory. This article is worth the read, if you are looking at the limitations of connectivism.
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  • Kelly Kenney on 03 Sep 15
     
    Great explanation! After reading this article, I definitely agree with your points. The theory of connectivism is very interesting to read about. I definitely believe that it builds confidence with interaction. Great read. Thank you for posting it.
  • timrstark on 04 Sep 15
     
    Thanks for posting this article. In my job as an online teacher I see many students with low self efficacy and can definitely relate experience with the author about this.
  • Jill Miller on 06 Sep 15
     
    This was really a fascinating look at the "other" side of connectivism. Having learned a bit about cMOOCs while working on this assignment, I agree that a connectivist MOOC is probably not the most suitable place for a novice learner, and it assumes that participants will enter with a certain level of prerequisite knowledge.
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