In many fields the life of knowledge is now measured in months and years.
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Connect the Pop - At the Intersection of Pop Culture, Transliteracy, and Critical Thinking - 0 views
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Donna Alvermann | The University of Georgia - Academia.edu - 0 views
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Connectivism - 0 views
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These theories, however, were developed in a time when learning was not impacted through technology.
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The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
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learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
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Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
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Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
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Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
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Constructivism suggests that learners create knowledge as they attempt to understand their experiences
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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. Constructivist principles acknowledge that real-life learning is messy and complex.
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In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
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We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
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Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
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The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
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Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
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Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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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.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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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.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application.
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acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
The Seven Great debates in the Media literacy Movement - 0 views
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Fair Use | BYU Copyright Licensing Office - 0 views
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The purpose of the fair use provision is to allow limited use of copyrighted material without obtaining prior permission from the copyright owner.
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all factors do not have to be on the favorable side to reasonably conclude that a valid fair use claim can be made.
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Fair use does not apply to some works, such as standardized tests, workbooks, and works that are meant to be consumed
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If there is only one way or very few ways to express a fact or an idea, the expression is said to have merged into the fact/idea, and there is no copyright protection for the expression.
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Although there are no numerical or percentage limits, the larger the amount of a work one uses, the less likely it will be fair use.
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The more of the original taken, in amount and substantiality, the greater the negative impact on the market for the copyrighted work.
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This factor is often cited as the most important of the four, although the factors all interrelate and must be evaluated in conjunction with each other.
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Instead, we are compelled to return to the four factors and to reach reasoned and responsible conclusions about the lawfulness of our activities