know-where (the
understanding of where to find knowledge needed).
New item has been created. View it here
61More
elearnspace. Connectivism: A Learning Theory for the Digital Age - 2 views
-
-
mkm420fritz on 08 Nov 08Teaching "how" to find the information needs to be integrated into everything that students do. It's not just a technology skill that is taught once a year or lifetime! -
Oscar Sosa on 16 Nov 08How do we begin identifying information that is "know-how/know what" from that information that is "know-where"? Is there knowledge we believe learners should know (unconnected) to function effectively? Language Arts? Math? Are we going to have a generation of people who function well only when connected? -
Tara Parr on 18 Nov 09Not only know HOW to find the information but also how to evaluate it for validity and accuracy...
-
-
Design of learning environments
-
Considering the design of the learning environment is something that all teachers can do. Even if the building in which you teach isn't as technologically integrated as you would like it to be, you can take steps within your own classroom to impact the learning environment. I think that we, as teachers, need to take on this responsibility and conciously create learning spaces that prepare students for this new era. Discovering and implementing new web 2.0 tools is definitely a starting point.
-
-
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
-
I agree that this is an important change that learning theories need to incorporate. I see this everyday in the field of education. Just when we seem to be getting comfortable with something, we are told to change. I find that this reinvigorates my teaching methods and often allows me to combine old and new knowledge to create even more effective lessons. But, HOW do we develop this ability in students? How can I help my elementary school students develop the ability to recognize the most critical information and apply it when it becomes necessary? -
It's a constantly evolving process that doesn't need to be taught just once in a class every year. Students need "practice" with this skill every day in every aspect of what they do. This needs to be part of the system!
-
- ...22 more annotations...
-
John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
-
I never took the time to think about how the internet empowers our small efforts. Researching the internet in this class through blogs, podcasts, and wikispaces has made me more aware of the notion that JSB is presenting to us. Giving our students more web resources and choices in the curriculum would evoke personal connections.
-
-
Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
-
This is so true in corporate and I would imagine in schools as well. We create "learning portals" for some of our departments at work. These are an excellent resource but only if the learners use them. We also have an issue with tracking their use. If the students register and take a class through our LMS, we can track their completion of the course. We have no way of doing this on the portal. -
-
This is also something that I have had some experience with. Although I don't work in the business world lately I have been collect, analyzing, and evaluating what some of our data means for the school district. I / we our struggling how to use the data and incorporate it into a learning context
-
-
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
-
This is the challenge we face each day as we try to sort through our new web 2.0 tools. Which blogs do we read today? Which postings do I have time to read in Diigo? How does the post I read yesterday on this topic differ from the post I read today on the same topic? I agree that we learn through making these decisions.
-
Think about how much information is available to us today. Now think about how much more will be available even tomorrow. This idea of decision-making is very important for our students. If we continue to shelter them from this reality in schools, they will be lacking an essential skill when they graduate. They need to be able to make evaluative decisions in order to manage the incredible amount of information. -
When people get to make a choice about that they are leaning and how they will go about learing it they are more likely to retain that information. They get to be involed in their learning procees.
-
-
How do learning theories address moments where performance is needed in the absence of complete understanding?
-
This is significant because with the explosion of information, the future will present more and more situations where people will be expected to be perform when they do not fully understand something.
-
-
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
-
This is an interesting point that supports the idea of allowing students to use their cell phones and other digital devices to retrieve information needed for a test. In that case, the questions the teacher asks can no longer be simple recall of facts (unless being able to acquire information is the goal). Instead, teachers will need to ask their students to dig deeper (i.e. Bloom's taxonomy). This will be a difficult transition for teachers to accept. -
I agree but have a hard-time figuring out where to draw the line regarding the information that is accessed versus the information that is stored within the individual. Do we want a generation of learner that can only retrieve knowledge from a device?
-
Is is the retrieval of information (low on Bloom's) or how they apply/evaluate that information that is important?
-
-
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
-
I think helping our students become life-long learners involves valuing the informal learning experience they have outside of school. Since this is where a lot of their learning takes place, we should try to bring some of those experiences into our classrooms.
-
-
Chaos, as a science, recognizes the connection of everything to everything. Gleick (1987) states: “In weather, for example, this translates into what is only half-jokingly known as the Butterfly Effect – the notion that a butterfly stirring the air today in Peking can transform storm systems next month in New York” (p. 8). This analogy highlights a real challenge: “sensitive dependence on initial conditions” profoundly impacts what we learn and how we act based on our learning. Decision making is indicative of this. If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task.
-
I so agree with this paragraph. We are in an ever-changing world. As we change and gain new knowledge, we are still connected to our previous knowledge and experiences. I just finished writing a reflective paper for another class that I'm taking and part of my paper talked about "change management." Depending upon where a person is in their life, he or she can be in a changing state every minute of the day, which can be extremely chaotic. At the same time, because the individual can still connect to what's familiar there's an aspect of change that can be comforting and calming, which then impacts one's behavior. As Siemens states, the ability to recognize and adjust to this change (pattern shifts) is a key learning effort. This can be difficult to teach and adopt.
-
-
-
I would go further here to define the technology that has impacted learning as the read/write web. It is the massive amount of information, social connections, and ease of access that have transformed the possiblities of learning.
-
-
When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
-
It is very important for people to know how to tap into their knowledge and where to aquire it. Web 2.0 tools let people collaborate with others to firgure out what they already know and then reflect with their peers to expand their knowlge.
-
-
Learning may reside in non-human appliances.
-
I feel that his quote directly relates to the above paragraph that discusses the limitations of behaviorism, cognitivism, and constructivism. We cannot just learn from ourselves and each other put from the theory of connectivism and learing that can take place in todays digital world.
-
-
Our ability to learn what we need for tomorrow is more important than what we know today.
-
This quote is so true for my current position. We are constantly researching our information for answers for tomorrow. We are always preparing for the possiblities of what tomorrow might bring. Once we learn these answers, we are able to move forward and implement them for use today. It enhances our knowledge and allows us to grow in our positions.
-
-
Learning and knowledge rests in diversity of opinions
-
Learning through opinions is definitely a strong way to learn. Seeing someone else's side of things always helps me to see the "other side". It may change my view, or make me stand strong with my current opinion. Everyone is allowed to have their own opinions.
-
-
learning occurs inside a person
-
* This is so important to remember. Learning occurs within- and everyone learns differently and at different paces. We all KNOW that...but somehow we tend to forget in traditional educaitonal settings. Traditional teaching methods are not encouraging to this theory.
-
-
Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.
-
The basis for all learning...making sense of knowledge based on what we already know combined with new information; then reflect upon other's views; synthesize the personalize and internalize the learning experience and form strong, lucid foundations.
-
-
no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized
-
I don't agree that this is a "new" concept. The "tools" may be electronic and FASTER, but new tools have always presented themselves as learning opportunities...
-
-
Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning.
-
This also compliments the tenents of Douglas McGregors Theory Y management assumption that views people as desiring work, responsibility and active learning.
-
-
Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked.
-
This speaks to the importance of having your work "on the web" as in the past it wass to be "published" to gain legitimacy as a knowledgable source, this would come with the caution of being "on the web" comes without peer review and can be dubious without substantiation
-
-
Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3). Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4). Wiley and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”. Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
-
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
-
My resume attests to the validity of this statement; disc jockey, hotel concierge, English teacher, TV Studio teacher. It is sometimes difficult to get learners to fantasize about the surprises life may have in store for them, and even more difficult to teach skills that students think will have no impact on their future because it doesn't apply to their "destined" profession.
-
-
Constructivism 1suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. 1Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
-
I'm confused. Is there a debate going on about which of these theories is most valid? Or, as I think, are all of these theories valid, but dependent on the individual? Just as there are different learning styles and intelligences, can't their be different motivations and processes for knowledge? One student may be a constructivist, another a behaviorist, etc.
-
-
What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
-
I think this can be a large barrier for some teachers who are resistant to technology in the classroom. They see these technologies as replacing actual though. It starts with a calculator and goes all the way up to simulations and decision making software. Even "googleing" something has taken away the traditional research methods of books and libraries. To expand on this, it also replaces te way in which teaching is presented, which might scare off teachers. To many, a SMART board is just an overpriced whiteboard, and in there minds is useless because they can use a whiteboard much easier.
-
-
constructivism
-
-
This article introduces the relatively new learning theory of Connectivism. It attempts to explain a new theory of learning in this digital age of Web 2.0.
- ...1 more comment...
-
This article introduces the relatively new learning theory of Connectivism. It attempts to explain a new theory of learning in this digital age of Web 2.0.
-
This article introduces the relatively new learning theory of Connectivism. It attempts to explain a new theory of learning in this digital age of Web 2.0.
-
This article introduces the relatively new learning theory of Connectivism. It attempts to explain a new theory of learning in this digital age of Web 2.0.
Connectivism - 2 views
1More
Directory of Learning Professionals on Twitter - 1 views
-
This is a list of 500+ learning professionals and their Twitter usernames.
JakesOnline!-Digital Storytelling - 3 views
3More
TV Studio Teachers - 1 views
-
A Ning designed by and for TV Studio teachers. Teachers may seek advice, share advice, post links, negotiate class collaborations, and occasionally laugh a little.
-
A Ning I created this morning for TV Studio Teachers. I haven't added any content yet, but will work on that to, hopefully, begin building my collaborative social network.
-
Interesting Will! One of the hats I wore as a building tech coordinator for an elementary school was the TV Studio "producer". We produced the morning show- I tried to use as many KIDS in the process as i could. One controled the main controller, one on sound, two others on camera. A Lot of work but a great experience. I no longer wear that hat ;-(
1More
Cool Cat Teacher Blog: I Dig my Diigo Classroom: Will you help me test it? - 1 views
-
How do you think annotating the Internet would be useful to students? What specific applications do you think it has?
1More
Directory of Learning Tools - 1 views
1More
Bloom's Digital Taxonomy - Andrew Churches - 1 views
1More
Moving at the Speed of Creativity - 0 views
1More
educational-origami - Bloom's - Creating - 0 views
1More
Cool Cat Teacher Blog: 8 Reasons Bloggers Hide Their Blog: A Call for You to share a li... - 0 views
2More
http://www.socialmediaexplorer.com/2009/11/23/why-social-media-purists-wont-last/ - 0 views
1More
shared by Shannon Bellafiore on 01 Dec 09
- Cached
New Fair Use Code of Practice: A Call to Action - NeverEndingSearch - Blog on School Li... - 0 views
www.schoollibraryjournal.com/...1200036320.html
secuturiy schools teaching joyce_valenza new use examples fair_use fair of copyright
shared by Shannon Bellafiore on 01 Dec 09
- Cached
-
Description: A discussion of information fluency, teaching, and learning in the 21st century.
1More
PSEA: Technology & Your Profession - 0 views
-
PSEA's postion on teachers and technology (and tips/advice for using social bookmarking sites on a personal level). Interesting reading :-)
1More
Group dynamics - Psychology Wiki - 0 views
-
Psychological perspective on group dynamics, theorists and organizational change.
View AllMost Active Members
