Group items tagged connectivism - Writing Across the Curriculum

Connectivism and Personal Learning - 1 views

www.slideshare.net/...ectivism-and-personal-learning

Stephen Downes connectivism elearning social networking Web 2.0 Education 2.0

shared by Keith Hamon on 20 Oct 11 - No Cached

Keith Hamon on 20 Oct 11

Connectivism as a pedagogical theory is typically thought of in terms of networks, but the major practical implication of connectivism occurs in the organization of learning eventes and resources. Unlike traditional educatioinal modalities, in which people work collaboratively, in a connectivist model, people work cooperatively.

<div class="cArrow"> </div><div class="cContentInner">Connectivism as a pedagogical theory is typically thought of in terms of networks, but the major practical implication of connectivism occurs in the organization of learning eventes and resources. Unlike traditional educatioinal modalities, in which people work collaboratively, in a connectivist model, people work cooperatively.</div>

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What is the unique idea in Connectivism? « Connectivism - 0 views

www.connectivism.ca/?p=116

George Siemens connectivism elearning social networking PLN Education 2.0

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

a critical question: what is the unique idea in connectivism?

<div class="cArrow"> </div><div class="cContentInner">a critical question: what is the unique idea in connectivism?</div>

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Connectivism and 'Ah-Ha' moments « Jenny Connected - 1 views

jennymackness.wordpress.com/...connectivism-and-ah-ha-moments

Jenny Mackness connectivism PLN rhizome social networking

shared by Keith Hamon on 12 Nov 11 - No Cached

Keith Hamon on 12 Nov 11

thinking about [learning] in connectivism terms is not about changing what I do or how I teach, but changing what I believe is happening and how it is happening.

<div class="cArrow"> </div><div class="cContentInner">thinking about [learning] in connectivism terms is not about changing what I do or how I teach, but changing what I believe is happening and how it is happening. </div>

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Education-2020 - Connectivism - 1 views

education-2020.wikispaces.com/Connectivism

connectivism Education 2.0

shared by Keith Hamon on 19 Jul 12 - No Cached

Keith Hamon on 19 Jul 12

An overview of Connectivism with some fine video explanations from Downes and Siemens.

<div class="cArrow"> </div><div class="cContentInner">An overview of Connectivism with some fine video explanations from Downes and Siemens.</div>

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Connectivism Technology Web 2.0 Education Learning and Research - Connectivism, Technol... - 0 views

connectivismeducationlearning.ning.com

connectivism PLN Education 2.0 elearning social networking Web 2.0

shared by Keith Hamon on 06 Jul 10 - Cached

Keith Hamon on 06 Jul 10

To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education

<div class="cArrow"> </div><div class="cContentInner">To share & discuss education, learning and research in Connectivism, Technology, Web2.0, e-Learning, PLE, K-12, Higher and Open Education</div>

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Connectivism - Knowledge Federation - 0 views

knowledgefederation.wiki.ifi.uio.no/Connectivism

George Pór connectivism rhizome knowledge federation

shared by Keith Hamon on 16 Dec 10 - No Cached

Keith Hamon on 16 Dec 10

An overview of connectivism.

<div class="cArrow"> </div><div class="cContentInner">An overview of connectivism.</div>

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Half an Hour: What Connectivism Is - 0 views

halfanhour.blogspot.com/...what-connectivism-is.html

Stephen Downes connectivism social networking PLN education

shared by Keith Hamon on 19 Jan 11 - Cached

Keith Hamon on 19 Jan 11

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.

<div class="cArrow"> </div><div class="cContentInner">At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.</div>

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Connectivism - PhD Wiki - 1 views

sites.google.com/...connectivism

Andy Coverdale George Siemens Stephen Downes connectivism

shared by Keith Hamon on 05 Jan 11 - No Cached

Keith Hamon on 05 Jan 11

Maintaining that learning theories should be reflective of underlying social environments, Siemens (2004) describes the limitations of behaviorism, cognitivism, and constructivism (and the epistemological traditions which underpin them - objectivism, pragmatism and interpetivism - and their representations of what is reality and knowledge) to introduce connectivism as 'a learning theory for the digital age.'

<div class="cArrow"> </div><div class="cContentInner">Maintaining that learning theories should be reflective of underlying social environments, Siemens (2004) describes the limitations of behaviorism, cognitivism, and constructivism (and the epistemological traditions which underpin them - objectivism, pragmatism and interpetivism - and their representations of what is reality and knowledge) to introduce connectivism as 'a learning theory for the digital age.'</div>

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Connectivism - The Full Wiki - 0 views

www.thefullwiki.org/Connectivism

connectivism George Siemens Stephen Downes Web 2.0 education

shared by Keith Hamon on 18 Dec 10 - No Cached

Keith Hamon on 18 Dec 10

Connectivism, "a learning theory for the digital age," has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviourism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn.

<div class="cArrow"> </div><div class="cContentInner">Connectivism, "a learning theory for the digital age," has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviourism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn.</div>

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Critique of Connectivism - PhD Wiki - 0 views

sites.google.com/...critique-of-connectivism

Andy Coverdale George Siemens Stephen Downes Rita Kop connectivism

shared by Keith Hamon on 05 Jan 11 - No Cached

Keith Hamon on 05 Jan 11

An ongoing debate has ensued around the status of George Siemens' (2004) connectivism theory and Stephen Downes' (2006) connected knowledge theory as learning theories for the network age (Kop & Hill, 2008).

<div class="cArrow"> </div><div class="cContentInner">An ongoing debate has ensued around the status of George Siemens' (2004) connectivism theory and Stephen Downes' (2006) connected knowledge theory as learning theories for the network age (Kop & Hill, 2008).</div>

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Attacks on connectivism « Jenny Connected - 0 views

jennymackness.wordpress.com/...attacks-on-connectivism

Jenny Mackness connectivism

shared by Keith Hamon on 14 May 11 - No Cached

Keith Hamon on 14 May 11

What is it about connectivism that stirs up such strong emotion? In my experience it has now been strongly attacked in public at least twice - the first during CCK08 by Catherine Fitzpatrick - who voiced her objections in no uncertain terms and more recently by Marielle Lange in Wikipedia. Perhaps the interesting thing about both these instances is that they end up as personal attacks on Stephen Downes and George Siemens. Why?

<div class="cArrow"> </div><div class="cContentInner">What is it about connectivism that stirs up such strong emotion? In my experience it has now been strongly attacked in public at least twice - the first during CCK08 by Catherine Fitzpatrick - who voiced her objections in no uncertain terms and more recently by Marielle Lange in Wikipedia. Perhaps the interesting thing about both these instances is that they end up as personal attacks on Stephen Downes and George Siemens. Why?</div>

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Proposing an integrated research framework for connectivism: Utilising theoretical syne... - 0 views

www.irrodl.org/...1816

Bopelo Boitshwarelo IRRODL connectivism research

shared by Keith Hamon on 26 Jul 11 - No Cached

online communities of practice are necessarily a manifestation of connectivism.
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Keith Hamon on 26 Jul 11

This paper therefore proposes a research framework for connectivism that integrates approaches commonly used in online learning environments. The paper integrates the theories of online communities of practice, design-based research, and activity theory to construct a research framework that is characterised by a synergistic relationship between them.

<div class="cArrow"> </div><div class="cContentInner">This paper therefore proposes a research framework for connectivism that integrates approaches commonly used in online learning environments. The paper integrates the theories of online communities of practice, design-based research, and activity theory to construct a research framework that is characterised by a synergistic relationship between them.</div>

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Brainstorm in Progress: Why MOOCs Work - 2 views

cain.blogspot.fr/...why-moocs-work.html

Geoff Cain connectivism elearning Education 2.0 social networking

shared by Keith Hamon on 20 Jul 12 - No Cached

Keith Hamon on 20 Jul 12

For Connectivism, the medium is the message - teaching Connectivism any other way than a MOOC is as ridiculous as buying a book about free, open text books from Amazon.Com. I hope that the critics of MOOCs take the time to actually take a course, even as a lurker - they will gain immensely from the experience, and who knows? They might even learn something.

<div class="cArrow"> </div><div class="cContentInner">For Connectivism, the medium is the message - teaching Connectivism any other way than a MOOC is as ridiculous as buying a book about free, open text books from Amazon.Com. I hope that the critics of MOOCs take the time to actually take a course, even as a lurker - they will gain immensely from the experience, and who knows? They might even learn something.</div>

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Half an Hour: Connectivism and Transculturality - 1 views

halfanhour.blogspot.com/...vism-and-transculturality.html

network connectivism Stephen Downes social networking elearning PLN Education 2.0 rhizome

shared by Keith Hamon on 15 Jun 10 - Cached

you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
- Keith Hamon on 15 Jun 10
  
  Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?
  
  <div class="cArrow"> </div><div class="cContentInner">Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?</div>
  
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Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
- Keith Hamon on 15 Jun 10
  
  How in QEP do we overcome the static curriculum closed to any new information?
  
  <div class="cArrow"> </div><div class="cContentInner">How in QEP do we overcome the static curriculum closed to any new information?</div>
  
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A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
- Keith Hamon on 15 Jun 10
  
  College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.
  
  <div class="cArrow"> </div><div class="cContentInner">College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.</div>
  
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When I say 'interactivity' I say the knowledge in the community is created by the interaction of the members of the community rather than created in one person and then spread through the community.
- Keith Hamon on 15 Jun 10
  
  This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.</div>
  
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Keith Hamon on 15 Jun 10

Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.

<div class="cArrow"> </div><div class="cContentInner">Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.</div>

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Thinking out loud about Connectivism « iterating toward openness - 1 views

opencontent.org/...1408

connectivism George Siemens Stephen Downes David Wiley

shared by Keith Hamon on 22 Apr 10 - Cached

Keith Hamon on 22 Apr 10

Explores 2 questions about connectivism.

<div class="cArrow"> </div><div class="cContentInner">Explores 2 questions about connectivism.</div>

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RSA Animate - The Power of Networks - YouTube - 0 views

www.youtube.com/watch

Manuel Lima networks complexity rhizome connectivism

shared by Keith Hamon on 19 Feb 13 - No Cached

Keith Hamon on 19 Feb 13

highly visual introduction to rhizomatics & networking with strong implications for connectivism.

<div class="cArrow"> </div><div class="cContentInner">highly visual introduction to rhizomatics & networking with strong implications for connectivism.</div>

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Week3_Networks - 1 views

www.elearnspace.org/...player.html

George Siemens connectivism rhizome networks

shared by Keith Hamon on 22 Jun 10 - Cached

Keith Hamon on 22 Jun 10

Siemens provides an overview of networks and outlines the implications for Connectivism.

<div class="cArrow"> </div><div class="cContentInner">Siemens provides an overview of networks and outlines the implications for Connectivism.</div>

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Connectivism & Connective Knowledge » Narratives of coherence - 1 views

ltc.umanitoba.ca/connectivism

George Siemens connectivism narrative PLN elearning

shared by Keith Hamon on 21 Jun 10 - Cached

narrative of coherence
- Keith Hamon on 21 Jun 10
  
  I really like this phrase - narrative of coherence. I think it captures nicely one of the main techniques of all successful learners: they are able to build a narrative of coherence that connects new knowledge to their existing knowledge base and makes it all coherent.
  
  <div class="cArrow"> </div><div class="cContentInner">I really like this phrase - narrative of coherence. I think it captures nicely one of the main techniques of all successful learners: they are able to build a narrative of coherence that connects new knowledge to their existing knowledge base and makes it all coherent.</div>
  
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Keith Hamon on 21 Jun 10

In a traditional course, the educator hacks the trails to complex information landscapes. The educator's bias influences what is included and excluded. What we're talking about here is the ability for each learner to create their own narrative of coherence.

<div class="cArrow"> </div><div class="cContentInner">In a traditional course, the educator hacks the trails to complex information landscapes. The educator's bias influences what is included and excluded. What we're talking about here is the ability for each learner to create their own narrative of coherence.</div>

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Reflections on open courses « Connectivism - 0 views

www.connectivism.ca/?p=267

connectivism collaboration open education elearning social networking PLN Education 2.0

shared by Keith Hamon on 26 Aug 10 - Cached

MOOCs reduce barriers to information access and to the dialogue that permits individuals (and society) to grow knowledge.
- Keith Hamon on 26 Aug 10
  
  We have yet to truly explore this reduction of barriers to information access, but it is emerging before our eyes. When lectures by Nobel-prize physicists and writers are online for free, then what do we local physics and English teachers have to offer our classrooms? We need to think through that.
  
  <div class="cArrow"> </div><div class="cContentInner">We have yet to truly explore this reduction of barriers to information access, but it is emerging before our eyes. When lectures by Nobel-prize physicists and writers are online for free, then what do we local physics and English teachers have to offer our classrooms? We need to think through that.</div>
  
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Knowledge is a mashup. Many people contribute. Many different forums are used. Multiple media permit varied and nuanced expressions of knowledge. And, because the information base (which is required for knowledge formation) changes so rapidly, being properly connected to the right people and information is vitally important.
- Keith Hamon on 26 Aug 10
  
  This captures nicely the shift from learning as a solitary activity within the individual mind to learning as a networked, interconnected activity within a personal learning network.
  
  <div class="cArrow"> </div><div class="cContentInner">This captures nicely the shift from learning as a solitary activity within the individual mind to learning as a networked, interconnected activity within a personal learning network.</div>
  
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MOOCs share the process of knowledge work – facilitators model and display sensemaking and wayfinding in their discipline. They respond to critics, to challenges from participants in the course. Instead of sharing only their knowledge (as is done in a university course) they share their sensemaking habits and their thinking processes with participants. Epistemology is augmented with ontology.
- Keith Hamon on 26 Aug 10
  
  Online, our knowledge-making becomes explicit, and we shift from traditional teaching methods back to older apprenticeship methods. We let our students see us struggle to create new knowledge out of data and experience.
  
  <div class="cArrow"> </div><div class="cContentInner">Online, our knowledge-making becomes explicit, and we shift from traditional teaching methods back to older apprenticeship methods. We let our students see us struggle to create new knowledge out of data and experience.</div>
  
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...1 more annotation...
- Keith Hamon on 26 Aug 10
  
  This suggests some of the new kinds of value that teachers can bring to their local classes.
  
  <div class="cArrow"> </div><div class="cContentInner">This suggests some of the new kinds of value that teachers can bring to their local classes.</div>
  
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Keith Hamon on 26 Aug 10

Siemens' thoughts about the impact of open courses on learning and the Academy.

<div class="cArrow"> </div><div class="cContentInner">Siemens' thoughts about the impact of open courses on learning and the Academy.</div>

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Teaching in Social and Technological Networks « Connectivism - 1 views

www.connectivism.ca/?p=220

eLearning social networking Education 2.0 connectivism George Siemens

shared by Keith Hamon on 18 Feb 10 - Cached

The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
- Keith Hamon on 18 Feb 10
  
  Here, Siemens effectively captures the shift from command and control structures in education to connect and collaborate structures.
  
  <div class="cArrow"> </div><div class="cContentInner">Here, Siemens effectively captures the shift from command and control structures in education to connect and collaborate structures.</div>
  
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we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
- Keith Hamon on 18 Feb 10
  
  This effectively distributes the burden of education, taking it off the teacher solely and moving it to the individual learner, where it must be.
  
  <div class="cArrow"> </div><div class="cContentInner">This effectively distributes the burden of education, taking it off the teacher solely and moving it to the individual learner, where it must be.</div>
  
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...2 more annotations...
“To teach is to model and to demonstrate. To learn is to practice and to reflect.”
- Keith Hamon on 18 Feb 10
  
  This is a great model for teaching within QEP.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a great model for teaching within QEP.</div>
  
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Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks.
- Keith Hamon on 18 Feb 10
  
  QEP teachers must create a credible and persistent online identity through which they can connect to and collaborate with their students.
  
  <div class="cArrow"> </div><div class="cContentInner">QEP teachers must create a credible and persistent online identity through which they can connect to and collaborate with their students.</div>
  
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Keith Hamon on 18 Feb 10

Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.

<div class="cArrow"> </div><div class="cContentInner">Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.</div>

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Group items tagged