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Zsolt Kulcsár

Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear ... - 0 views

  • non-linear systems and is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components
  • big consequences of little things
  • butterfly effect
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  • a recognition that the world is irreducibly complex, not determinist and predictable, and that the task before us is no longer to identify the simple elements of reality underlying complex appearances, but to work out how to study complexity in its own right
    • Zsolt Kulcsár
       
      A tanulásra vonatkoztatva: Fel kell ismernünk, hogy a világról alkotott tudásunk redukálhatatlanul összetett; nem az a feladat, hogy egyes emlékeket elemezzünk, hanem az, hogy egységében képesek legyünk érteni és használni ezt a komplexitást. így juthatunk el a legmagasabb formájú megismeréshez: az intuícióhoz. A tudáshálónk nagy része implicit, azaz direkt módon nem hozzáférhető a tudat számára. Az intuíció az egyedüli kognitív apparátus, mely ebből a rendszerből átfogó, integratív megismerési élményt hoz létre.
  • Such a view leads to an emphasis on meaning rather than decontextalised content, an emphasis on creativity, a sense of connection to learners’ worlds and the development of a sense of ownership over what is learned
    • Zsolt Kulcsár
       
      minél inkább a figyelünk a tudás hálózati jellegére, annál inkább a szemantikai mélységet vizsgáljuk. Mindig a fogalmak/kijelentések közötti kapcsolatok jellege határozza meg azt, hogy milyen mélységű tudással rendelkezünk az adott területen. A redukcionista gondolkodásmódnak feltétlenül ki kell egészülnie egy integratív szemlélettel, mely a témák közötti átjárhatóságot biztosítja. Ezért helytelen a Polgár-féle zseninevelés redukcionizmusa: szükség van a sokszínűségre, ha a tudás gyarapítása a cél.
  • Complexity-based educationalists (for example, Doll, 1989a; 1989b; Iannone, 1995; Sawada & Caley, 1985) see the contemporary focus on objectives and learning outcomes as representative of an obsession with domination, control and reductionism and an undermining of emergent learning.
  • ‘Curriculum becomes a process of development rather than a body of knowledge to be covered or learned, ends become beacons guiding this process, and the course itself transforms the indeterminate into the determinate
    • Zsolt Kulcsár
       
      A curriculum egy fejlődési folyamat, nem pedig egy steril tudáshalmaz, melyet el kell sajátítani.
  • An explicit intention of the course described in this paper was to encourage these future teachers to become life-long computer learners and users – to assist them to develop computer learning attitudes, skills and learning strategies required to adapt to change.
    • Zsolt Kulcsár
       
      A jelen tanulmányban emlegetett kurzus deklarált célja az volt, hogy arra bíztassa a jövő pedagógusait, hogy megértsék és alkalmazzák az internet adta tanulási stratégiákat, attitűdöket és készségeket.
  • the desire to draw students away from expectations of directive-style teaching and instead to focus on them establishing self-directed and self-responsible approaches to their learning, including exploratory learning and ‘play’.
  • an emphasis on self-directed goal setting, but also on acknowledging and embracing ‘emergent’ learning – ‘you don’t always know what you don’t know’!
    • Zsolt Kulcsár
       
      A konnektivista tanuláshoz szükséges megtanulnunk célokat kitűzni, és megértenünk azt, hogy nem mindig vagyunk tisztában azzal, hogy mit nem tudunk! Ahhoz, hogy körvonalazódjon a terület, melyről tudásunkat bővíteni kívánjuk, megfelelő célokat kell tudnunk kitűzni.
    • Zsolt Kulcsár
       
      Az önvezérelt tanuláshoz elengedhetetlenül szükséges megtanulnunk célokat kitűzni. A helyes célkitűzéshez azonban ismernünk kell a területet, az azonban nem mindig adott. Nem mindig vagyunk tisztában azzal, hogy mit nem tudunk! Ahhoz, hogy körvonalazódjon a terület, melyről tudásunkat bővíteni kívánjuk, fel kell fedeznünk azt, játékra és nyitottságra van szükségünk. Ez nem egy célirányos, konvergens tanulási folyamat, hanem teljes mértékben kaotikus, divergens.
  • The non-linear online learning environment developed through the research was certainly found to not only guide but prompt such learning ‘discoveries’.
    • Zsolt Kulcsár
       
      A kutatás során kifejlesztett non-lineáris tanulmányi közeg célja pontosan ez a fajta kaotikus, felfedező, játékos tanulás szorgalmazása volt.
  • you will realise that the Web is exactly that – a big tangled spider’s web of information. Bits of it lead to other bits and there is no ‘start’ and ‘finish’. There is also so much information available on the Internet that we could never access even a small portion of it. Learning in such an environment can feel uncomfortable at first, particularly if you have been used to learning in a context where the ‘teacher’ told you exactly what you had to learn, and how you should learn it
    • Zsolt Kulcsár
       
      Rá fogsz jönni arra, hogy a Web egy óriási pók hálójához hasonlítható.Nincs benne kiindulási és befejezési pont. Annyira sok információ van jelen az Interneten, hogy nem lehet célunk mindet feldolgozni. Meg kell értenünk azt, hogy a legnagyobb igyekezettel is csak egy kis részletével találkozhatunk csupán. Egy ilyen környezetben való tanulás eleinte zavaró lehet, hiszen hozzászoktunk ahhoz, hogy a tanár pontosan megmondja azt, hogy honnan hová kell tartanunk.
  • … think about how we learn in contexts other than schools and universities. Lets think about one of the biggest challenges people experience in life – becoming a parent… There is no single course you can do on ‘how to become a good parent’. There is no single set of steps or guidelines or rules to follow. There is no ‘beginning’ or ‘end’, no structure or sequence to things that you need to learn. Yet many, many people parent, and parent well.  They do so because they are motivated to do the best for their child. They don’t know everything there is to know, but when issues or challenges arise they seek out information and advice, and adopt strategies that they feel are appropriate. Generally they reflect on whether their strategies are working or not and will seek other information, or adopt other strategies if they don’t. Sometimes parents turn to friends and family for advice, sometimes they go to courses, sometimes they will consult ‘self-help’ books and other times they will turn to professionals (such as doctors). Most of the time, however, they experiment with different approaches themselves. One further point here is that parents of new-borns will vary rarely read the chapter of the ‘self-help’ book on coping with adolescents, although it doesn’t hurt for them to have the book on the shelf, ready for the coming years!
  • Many students initially approached the course with a belief that computer learning entailed memorizing steps and computer processes.
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    The progression of the course from a linear and directive approach toward a non-linear and complexity-based based approach to learning and teaching thus represented a transition toward a more authentic learning approach.
Zsolt Kulcsár

Informal Learning and the future - 0 views

  • The speaker explained, politely, that their research suggested that in the average organisation approximately 15% of the learning can be attributed to the formal mechanisms (traditionally those organised by the Training & Development department)
  • Imagine that your organisation wishes to replace all its desktop PCs with Macs.
    • Zsolt Kulcsár
       
      Jó példa! Learning by doing szemlélet.
  • how people learn, they learn in response to challenges or where the thing to be learned is important.
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  • At the heart of informal learning lies a mechanism that has been almost entirely overlooked: emotion.
  • memory is a prerequisite for learning, an understanding of memory is a good place to start.
    • Zsolt Kulcsár
       
      Képzeljük el a emlékképet egy őszibarackként, melynek középpontjában lévő adat gazdag emocionális metaadatburokba van ágyazva (a gyümölcs húsába). Ez a gyümölcshús határozza meg, hogy miként tudjuk előhívni a magot.
  • memories as rather like a peach: the hard ‘data’ at the core is clad in rich emotional metadata
  • recent research, for example, has shown that groups of ‘mirror neurons’ ensure that our brains automatically echo the emotional states of people we are attending to.
    • Zsolt Kulcsár
       
      tükörneuronok (??)
  • Approach: we should stop building/delivering courses – at least in the traditional sense.
    • Zsolt Kulcsár
       
      Hagyjunk fel a hagyományos kurzusszervezéssel!
  • With this in mind, the suggested alternative is an awareness + resource format.
  • be a part of the learning organisation, or risk drifting apart from it.
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    Learning has very little to do with 'learning' - we might occasionally learn whilst on a course, but this is often more by accident than design.
Zsolt Kulcsár

Index of Learning Theories and Models at Learning Theories - 0 views

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    heories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn.
Zsolt Kulcsár

Bill Kerr: A CHALLENGE TO CONNECTIVISM - 0 views

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    The notorious Skinner got that one right. The boundary issue is crucial. In considering the learning process we need to ask: What happens inside our body / brain, what happens outside, in the external environment, and how are the inside and the outside connected? What is the mind, where is it and how does it work? These are core theoretical questions about learning with immense practical significance. The necessary process of formulating a new learning theory ought to incorporate and struggle with a modern synthesis of philosophy, cognitive science (including artifical intelligence research) and the history of learning theory. My critique of George Siemen's Connectivism suggests that a better job could have been done.
Koncsag-Szász Előd

Performance.Learning.Productivity Blog: ID - Instructional Design or Interactivity Desi... - 1 views

  • For years we’ve been led to believe that ‘learning’ meant acquiring knowledge.
  • Believe me, the old idea that data becomes information which in turn becomes knowledge and finally transmogrifies into wisdom has been debunked years ago.
  • Wisdom comes to a few only after years of experience.
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  • And ‘action’ is the key word. It’s become clear that learning is about action and behaviours, not about how much information you hold in your head.
  • Knowing something doesn’t necessarily mean that you’ve learned it.
  • What I’ve done is managed to retain information in short-term memory.
  • Experience and practice are two of the main ways we change our behaviours and learn.
  • If experience and practice, rather than knowledge acquisition and content, are the drivers of the learning process, what do Instructional Designers need to do to be effective? The need to become Interactivity Designers.
  • Good ID will result in the design of experiences that can build capability and learning far more quickly and effectively than by filling heads with information and ‘knowledge’ and then hoping that will lead to behavioural change.
Zsolt Kulcsár

E-Learning Curve Blog: What's on your e-learning bookshelf? - 0 views

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    Here is my shelf of "go to" e-learning texts. Regardless of my other sources of information about the domain, this is the well I return to again and again to find knowledge, information, wisdom and (in one case) wit. What do you keep on your E-Learning Shelf?
Andrea Vincze

Effective Learning - Tips for Effective Learning - 0 views

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    Discover tips from psychology for effective learning. Improve your learning efficiency, study skills and memorization abilities.
Andrea Vincze

E-learning Project Connect - Connecting e-learning jobs, e-learning projects, and e-lea... - 0 views

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    A Jobs Board and Meeting Place to connect Online Facilitators, Instructional Designers and E-learning Professionals to Projects and Jobs
Andi Vida

Modelli di comunicazione: Home page - 0 views

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    Expanding your own world We don't know the whole Universe, but today we know that - however it is done - it is a wide network of systems relating to other systems. Networks of networks of increasing complexity, where the winning structures are those able to show a changing degree equal or superior to the context to which they are relating to: the living systems are examples of that. This, as Gregory Bateson would have said, implies a hierarchy of learnings: learning about new models to make choices, to be autonomous, to respond; learning to increase such models; learning to change your self developing such new models. In one word: evolving. The ones who evolve expand their own world. The other ones just put boundaries to theirs...
Zsolt Kulcsár

Confidence-based learning - Wikipedia, the free encyclopedia - 0 views

  • Bruno's research on the linkage between knowledge, confidence, and behavior led to the intuitive conclusion that knowledge alone is necessary but not sufficient to create behavior.
    • Zsolt Kulcsár
       
      A tudás mélysége mellett szükséges a tudás bizonyosságát megerősítenünk, ha a viselkdésre hatni akarunk. HIPOTÉZIS: A tudás bizonyossága annál erősebb, minél több gyenge kapcsolattal kapcsolódik meglévő tudáshálónkhoz az adott ismeret.
  • fusion of knowledge and confidence that leads to behavioral outcomes and empowers people to act
  • Information Reference Testing (IRT)
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  • correctness and confidence
    • Zsolt Kulcsár
       
      Egy kérdés kapcsán nemcsak a válasz helyességét vizsgáljuk, hanem a helyességbe vetett bizonyossági szintet is. A passzív-aktív tudás a bizonyossági szinttel nyilvánvalóan korrelál.
  • The CBL System starts by diagnosing the true knowledge of learners
  • CBL system immediately presents an individualized learning plan for the learner in the CBL Learning Center
  • It also contains key information explaining the risks associated with the incorrect knowledge and the consequences of taking the wrong action.
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    is a methodology used in learning and training that accurately measures a learner's knowledge quality by determining both the correctness of the learner's knowledge and his or her confidence in that knowledge.
Andi Vida

eleed - Welcome to "e-learning and education (eleed)" Journal! - 0 views

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    nem épp a legfrissebb (utolsó szám: 2008), de attól még hasznos publikációk.
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    In co-operation with the University of Hagen (FernUniversität in Hagen) and the CampusSource initiative, a new e-journal - e-learning and education (eleed) - was launched in February 2005. The journal offers a platform for new scientific research results from the widespread area of all e-Learning aspects. The articles are freely accessible via Internet (Open Access). They are submitted to a Reviewing process, in order to guarantee a high scientific quality. The topicality remain protected, since each article will be published directly after completed appraisal.
Zsolt Kulcsár

Groups Vs Networks: The Class Struggle Continues - 0 views

  • MUDS are like Second Life except without the graphics. Funny how you describe things – how that changes over time.
    • Zsolt Kulcsár
       
      egyszer az egyik haverom mutatott egy ilyen MUD-ot. Nagyon fapados volt, de pont a fapad miatt helye volt a fantáziának, aminek a mai szájbarágós játékok nem adnak teret. A virtuális világok gazdag képi anyagának az a hátulütője, hogy a saját képalkotó világod háttérbe kerül...
  • groups require unity and networks require diversity. Groups require coherence, networks require autonomy and so on.
    • Zsolt Kulcsár
       
      Az én olvasatomban a csoport a hálózat azon részhalmaza, mely jól körvonalazott határokkal rendelkezik.
  • And it seems to me that networks offers that middle way.
    • Zsolt Kulcsár
       
      Nem értem ezt az egész csoport - egyén - hálózat oppozíciót. Az az érzésem, hogy rosszul ragadja meg a kérdést...
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  • A network is different from that
    • Zsolt Kulcsár
       
      Kezdem érteni, hogy miről beszél Downes. Azt állítja, hogy a csoport és a hálózat két teljesen különböző rendezési elv. A csoport tulajdonságok alapján szervez, a hálózat pedig a csomópontok közötti kapcsolatok alapján áll össze. Az a kérdés, hogy ha megvizsgáljuk a csoport 4 tulajdonságát, még mindig áll-e a feltételezésem, miszerint a csoport a hálózat azon részhalmaza, mely jól körvonalazott határokkal rendelkezik?
  • Groups require coordination
  • A group is defined by its values.
  • In learning technology – most of learning technology is intended to support this picture – we have the learning management system. Managing learning.
    • Zsolt Kulcsár
       
      "A tanulás menedzselése". nagyon jó reflexió! Tehát: van tanulás menedzser, azaz van valaki, aki irányítja a dolgokat, a többiek pedig követik. A learning design lényegében az a cucc, mely orrodtól fogva vezet téged, a tanulót, és ezáltal a tanuló fogalma szolgává lesz. Well done, Downes!
  • Networks, by contrast, require autonomy
  • Interaction in a network isn't about leaders and followers. It's about, as I say here, a mutual exchange of value.
    • Zsolt Kulcsár
       
      Az interakció a hálózatokban nem vezetőkről és követőkről szól, hanem a kölcsönös értékcseréről.
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    ~ Stephen's Web
Andrea Vincze

Free E-Learning Books - 0 views

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    Letölthető E-Learning könyvek
Zsolt Kulcsár

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

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    In the ten years that have followed, this vision of the future has proven to be remarkably robust. I have found, on rereading and reworking the essay, that though there may have been some movement in the margins, the overall thrust of the paper was essentially correct. This gives me confidence in my understanding of those forces and trends that are moving education today.
Andi Vida

Review of Learning 2.0 - 3 views

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    The Impact of Web 2.0 Innovations on Education and Training in Europe. Draft Working Paper, October 2008
Gyula Papp

Cloudworks - Homepage - 0 views

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    # What is it? Cloudworks is a social networking site for finding, sharing and discussing learning and teaching ideas and designs. # Core concepts. There are two key concepts associated with Cloudworks - the notion of 'Clouds' and 'Cloudscapes'. .....
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    Az Open University Learning Design kezdeményezése - széles körben, tervezetten, hivatalosan támogatott oktatási és oktatástervezési/-szervezési módszerek
Zsolt Kulcsár

Vida Andi: E-learning 2.0? - 0 views

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    e-Learning 2.0 - Vida Andrea elődása
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    A tanuláselméletekről.
Zsolt Kulcsár

OER's: Publishing is the Easy Part; Now, Let's Make Them More Usable | FunnyMonkey - Cl... - 0 views

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    An Open Content and Open Learning environment.
Andrea Vincze

YouTube - A Vision of Students Today - 0 views

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    a short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams,...
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    A mai oktatással kapcsolatos kérdéseket feszegető videó.
Olga Kiss

216-08PLoS-ONE.pdf (application/pdf Object) - 0 views

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    cikk: "Learning and innovation expand cooperative network topologies" by Wang, S., Szalay, M.S., Zhang, C. and Csermely, P. (2007)
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