The challenges to connectivist learning on open online networks: Learning experiences d... - 0 views
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People learning on an informal network will choose the subject they want to learn about or the activity they want to engage in, but in a connectivist environment they have to make other choices as well.
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For instance, they have to manage time, set their own learning goals, find resources, and try out new tools and make them work.
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Research shows that the Internet and the Web are not value-free and do not act as non-hierarchical networks
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These free agents do not have a responsibility or an obligation to provide a critical point of view.
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critical literacies, such as collaboration, creativity, and a flexible mindset, that are prerequisites for active learning
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Other benefits were seen in the form of the extension of personal networks and in new blogs and Twitter participants to follow. Participants highlighted the need for a sense of trust and feeling comfortable and confident to be able to participate, a sense of presence and community that some participants found on the PLENK Second Life site.
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it is impossible to sustain the high level of reading, thinking, and engaging with materials and people that happened at the beginning of the course.
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critical ability to not only use network resources, but also to look at them critically in order to “appropriate them and redesign them,
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for networked learning to be successful, people need to have the ability to direct their own learning and to have a level of critical literacies that will ensure they are confident at negotiating the Web in order to engage, participate, and get involved with learning activities.