elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views
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his competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. 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. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
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john bennett on 27 Apr 08Schools have evolved on a basis that can be described as a silo platform. Whilst Schools do share state or national curriculum outcomes/statement they are competitive. They are competitive for content resources, teachers and students. Whilst some privilege Schools may benefit many poorly resourced Schools do not. This competition maintains the silo status quo. The physical ability to cross pollination will benefit not only poorly resourced Schools but also richly resourced Schools. To enable a physical capacity to cross pollination requires structural changes in how students enrol, how content is developed and how teachers perceive their roles.
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The starting point of connectivism is the individual. 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.
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The future of a school is reliant on its capacity to connect to the online world. Presently innovative individual teachers and students use leading edge communication technologies to develop individual learning environments. The starting point to a connected learning environment may be the individual however real gain will be made when schools become active knowledge nodes. The skills shortage issue is real. Attracting and retaining senior level specialist teachers is becoming more difficult. Departments of Education need to develop strategic plans to enable schools to enterprise as knowledge nodes or else schools will become irrelevant.
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