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Keith Hamon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 1 views

www.elearnspace.org/...connectivism.htm

connectivism eLearning pedagogy

shared by Keith Hamon on 25 Feb 10 - Cached
  • Keith Hamon on 25 Feb 10
     
    Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.
Keith Hamon

Learning or Management Systems? « Connectivism - 1 views

www.connectivism.ca/?p=243

eLearning LMS connectivism

shared by Keith Hamon on 22 Mar 10 - Cached
  • Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      QEP as I envision it leans heavily toward the second of these two approaches.
    • Thomas Clancy
      Thomas Clancy on 22 Mar 10
       
      Indeed, these two stood out for me, too! We are all about developing PLEs / PLNs for our QEP students.
  • Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      This is the QEP approach to online learning-in a nutshell, and explains why we prefer the suite of open Web 2.0 tools over central learning management systems such as Blackboard Vista.
  • Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      One of the issues for QEP is to redefine the way ASU defines teaching/learning.
  • ...5 more annotations...
  • Two key areas are gaining substantial attention: (a) social software, and (b) personal learning environments (PLEs). Social software and PLEs have recently gained attention as alternatives to the structured model of an LMS. PLEs are defined as: “systems that help learners take control of and manage their own learning” (van Harmelen, 2006, ¶ 1). PLEs “are about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference” (Fraser, 2006, ¶ 9). A variety of informal, socially-based tools comprise this space: (a) blogs, (b) wikis, (c) social bookmarking sites, (d) social networking sites (may be pure networking, or directed around an activity, 43 Things or flickr are examples), (e) content aggregation through RSS or Atom, (f) integrated tools, like elgg.net, (g) podcast and video cast tools, (h) search engines, (i) email, and (j) Voice over IP.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      This is the QEP approach, but QEP must still accommodate the demands of the institution, or work to change those demands.
  • For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      Though too many ASU students are not sophisticated Net users, they increasingly will be and we want to enable them to become more sophisticated.
  • LMS may well continue to play an important role in education—but not as a critical centre. Diverse tools, serving different functionality, adhering to open guidelines, inline with tools learners currently use, may be the best option forward.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      This strikes me as the proper orientation toward technology for QEP to assume.
  • As these learners enter higher education, they may not be content to sit and click through a series of online content pages with periodic contributions to a discussion forum.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      Increasingly, these will be our students.
  • Involve all stakeholders (beyond simple surveys). Define the university’s view of learning. Critically evaluate the role of an LMS in relation to university views of learning and needs of all stakeholders. Promote an understanding that different learning needs and context require different approaches. Perform small-scale research projects utilizing alternative methods of learning. Foster communities where faculty can dialogue about personal experiences teaching with technology. Actively promote different learning technologies to faculty, so their unique needs—not technology—drives tools selected.
    • Keith Hamon
      Keith Hamon on 22 Mar 10
       
      These are good goals for QEP to stay mindful of.
  • Keith Hamon on 22 Mar 10
     
    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
  • Thomas Clancy on 22 Mar 10
     
    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
Keith Hamon

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

www.ascilite.org.au/...drexler.html

PLN connectivism Wendy Drexler Education 2.0

shared by Keith Hamon on 18 May 10 - Cached
  • Keith Hamon on 18 May 10
     
    Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research.
Keith Hamon

http://it.coe.uga.edu/itforum/paper92/paper92.html - 0 views

it.coe.uga.edu/...paper92.html

Stephen Downes connectivism elearning social networking PLN Education 2.0

shared by Keith Hamon on 07 Feb 11 - Cached
  • Keith Hamon on 07 Feb 11
     
    The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0'-an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
Keith Hamon

Teaching as transparent learning « Connectivism - 1 views

www.connectivism.ca/?p=122

George Siemens connectivism elearning teaching writing Education 2.0 Web 2.0 PLN

shared by Keith Hamon on 24 Aug 11 - Cached
  • they too seek not to proclaim what they know, but rather to engage and share with others as they explore and come to understand technology and related trends.
    • Keith Hamon
      Keith Hamon on 24 Aug 11
       
      This seems to me at the heart of ASU's QEP: helping students engage and share with others their exploration of some topic, rather than a demonstration of what they think the teacher wants them to know. This does not suggest that QEP opposes or ignores the need to validate learning; rather, that isn't our focus. We're all about writing to learn-not writing to demonstrate learning.
  • Keith Hamon on 24 Aug 11
     
    My work on blogs, articles, handbooks, and so on is an invitation to engage in conversation, not a proclamation of what I absolutely know.
Keith Hamon

Vol 12, No 3 (2011) - 0 views

www.irrodl.org/...44

connectivism cck11 elearning socialnetworking Education 2.0 Web 2.0

shared by Keith Hamon on 02 Sep 11 - No Cached
  • Keith Hamon on 02 Sep 11
     
    Special issue on Connectivism from IRRODL
Keith Hamon

Connectivism and Affinity Spaces: Some Initial Thoughts : E1n1verse - 0 views

einiverse.eingang.org/...y-spaces-some-initial-thoughts

Michelle A. Hoyle connectivism communities of practice space

shared by Keith Hamon on 31 Aug 11 - No Cached
  • Keith Hamon on 31 Aug 11
     
    Starting the notion of spaces, rather than community, [Paul Gee] argues, can give us an analytical lens with which to examine classrooms and the activities that occur within them without the baggage that community of practice brings with it.
Keith Hamon

YouTube - 2aConnectivism and Technology 2c 0f - 0 views

www.youtube.com/watch

connectivism elearning Education 2.0 Web 2.0 PLN

shared by Keith Hamon on 11 Jul 11 - No Cached
  • Keith Hamon on 11 Jul 11
     
    A video about Connectivism and Web 2.0 tools.
Keith Hamon

Networked learning, CoPs and connectivism « Jenny Connected - 1 views

jennymackness.wordpress.com/...learning-cops-and-connectivism

Jenny Mackness connectivism PLN social networking Web 2.0 Education 2.0

shared by Keith Hamon on 20 Oct 11 - No Cached
  • Keith Hamon on 20 Oct 11
     
    "The first Networked Learning Conference Hotseat with Peter Goodyear has attracted a lot of interesting discussion. Most of the discussion has centred on what is meant by networked learning and there seem to be as many definitions as there are people in the forum."
Thomas Clancy

Metawriting by Deanna Mascle - 2 views

masclemetawriting.blogspot.ca

writing

shared by Thomas Clancy on 12 May 12 - No Cached
  • Thomas Clancy on 12 May 12
     
    A very interesting and useful blog writer whom I found through Dave Cormier (Connectivism advocate). I would like to explore "contract grading" as a concept to share with our QEP faculty at Albany State.
Keith Hamon

Personal Learning Network - 2 views

www.tobincls.com/learningnetwork.htm

Daniel Tobin PLN learning education social networking connectivism Education 2.0 rhizome

shared by Keith Hamon on 23 Jul 10 - Cached
  • An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Okay, so PLNs as an educational concept have been around for a while, at least since 1998. And not just in education, but in the "real world." The significant change today is that we cannot speak of PLNs without talking about online networks.
  • we are all inundated with data (Stage 1) -- all those manuals, brochures, memos, letters, reports, and other printed material that cross our field of vision every day, not to mention all that we receive electronically
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Data overload has simply been complicated and exacerbated by the Internet. We have WAY more data than we can possibly deal with. We have moved from an age of information scarcity to information glut.
  • when you take data and give it relevance and purpose, you create information. Information (Stage 2) is the minimum we should be seeking for all of our learning activities.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key component of QEP: to find ways to make the class data relevant and purposeful information-purposeful beyond simply making a good grade. We suspect that most students never move beyond memorizing the class data so that they can repeat it on the test and then forget it. They never turn the data into useful and purposeful information, much less turn the data into knowledge or wisdom.
  • ...10 more annotations...
  • Even when we have information, we must use that information by applying it to our work before we can say we "know it." Until we use it, it remains information. Knowledge (Stage 3) comes from applying information to our work. This is the stage at which most company training programs fail -- too often the content of company training programs never gets applied to the employee's work. To me, this means that the investment in that training is totally wasted.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying information to our work is the tricky part for students: as most of them do not yet sense that they have any real work. QEP is looking for ways to turn their data processing into knowledge management.
  • Wisdom (Stage 4), that most precious possession, comes from adding intuition and experience to knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      I think that many believe wisdom is beyond the reach of most classrooms, but I'm not willing to give up on it. However, it means that we must provide real, relevant experiences in class through which the student can develop wisdom.
  • This is why having a personal learning network is so important -- to provide us not only with pointers to sources of information, but to answer questions, to coach us, to reinforce our learning when we try to apply it to our work.
  • First, we must sort through all of the available data to find only that information that is relevant to our learning needs and for which we have a purpose.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Too often missing from our classes, which too seldom address a common question among students: how will I use this in the future?
  • Once we have gathered and learned the needed information, we need to apply it to our work in order to transform it into our personal knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying new data to our own work to transform it into personal knowledge. This is as fine a statement of the aims of QEP as I can think of: we use online writing to help students create PLNs as engines for churning the data they are exposed to in their classes into personal knowledge.
  • Who should be in your personal learning network? The members of your network do not need to be people with whom you work directly. In fact, you do not even need to know the people personally. The members of your network should be people, both inside and outside of your work group and your company, who have the knowledge that you are trying to master and who are willing to share their knowledge and experience with you.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      A student's PLN should, of course, include fellow class students and the teacher, but also students, teachers, experts, friends, and others outside the class. We do that online.
  • To establish a learning network, you can ask other people in your group, or with whom you have gone through a training program, to participate in periodic discussions as you all try to implement a new way of working, to support each other and share experiences with each other. Most people are happy to help -- people generally like to talk about their own work and are honored to be asked to share their knowledge and wisdom.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key to social networks: most people LIKE getting together, talking about common interests, and sharing what they know. We need to connect our students to such networks-connectivity, connectivism.
  • the value of knowledge increases when you share it with others.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      We need to explore when knowledge is best considered a cooperative, connect-and-collaborate property and when it is best considered a competitive, command-and-control property. When should knowledge be part of the Commons and when should it be proprietary? What about on a test? What about in an essay or research document?
  • Building a personal learning network is requires that you not only seek to learn from others, but also that you also help others in the network learn.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      The principle of reciprocity is a key element in building PLNs, and one that most students never learn in grade school, where they are kept in their seats, eyes on their own work, hands to themselves, and forbidden to talk to their colleagues. Who could possibly run a real organization with those rules? It's a model of behavior for an assembly line worker, but not a knowledge worker. Why do our schools have this mismatch?
  • A personal learning network can be your most powerful learning tool no matter what the subject.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This one sentence should be in all correspondence, advertisements, and discussions about QEP.
  • Keith Hamon on 23 Jul 10
     
    An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
Keith Hamon

Stages of PLN adoption - 0 views

www.thethinkingstick.com/stages-of-pln-adoption

Jeff Utecht connectivism PLN

shared by Keith Hamon on 27 Sep 10 - Cached
  • Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.
    • Keith Hamon
      Keith Hamon on 27 Sep 10
       
      Here is a key justification for Connectivism: we simply cannot contain all the information we need in our one little head. We must rely on our networks to collect, store, and critical think about information for us.
  • Keith Hamon on 27 Sep 10
     
    I have noticed an emerging trend of what one goes through when adopting a PLN for the first time. I myself continue to look at the stages I am going through in adopting this new way of learning, interacting, and teaching in a collaborative, connected world.
Keith Hamon

The Wild World of Massively Open Online Courses « Unlimited Magazine - 1 views

www.unlimitedmagazine.com/...-massively-open-online-courses

Emily Senger elearning social networking PLN Education 2.0 Web 2.0 connectivism rhizome

shared by Keith Hamon on 02 Sep 10 - Cached
  • “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      This is perhaps the practical heart of Connectivism: that the world is networked and that the learner is at the center of their own personal learning network.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      PLNs must have filters and aggregators to help us manage the massive flow of information in MOOCs.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      Validation remains a very sticky issue for online learning and for PLNs. However, I'm not sure the resolution will be to find a method for online validation, redefinition of validation, or a mixture of both.
  • ...1 more annotation...
  • It’s a question that proponents of online education continue to grapple with. Even if a student in an open course gains from their experience, there is no guarantee that the boss, or a potential employer, will recognize their learning without a certificate or other official, institution-approved record to prove it.
  • Keith Hamon on 02 Sep 10
     
    With advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
Keith Hamon

Connectivism - 2 views

www.connectivism.ca

Web 2.0 power hierarchies networks rhizome

shared by Keith Hamon on 21 Mar 10 - Cached
  • Early research results aren’t surprising: - Students are heavy users of computers, but not for education. - Teachers make limited use of computers and other technologies in class - Parents are limited computer users - Teacher training is lacking in utilizing computers effectively in classrooms
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      To my mind, age is the real digital divide, not poverty. Even when given devices, olders will not use them as often or as well as youngers, which says to me that we QEP teachers must device strategies to work around our technological disabilities.
  • At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This is the core question that will bedevil educators for the next decade: do we really want to create and empower independent learners? And if we do, then what role do we teachers assume when we can no longer dictate what happens in a class?
  • Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
  • ...9 more annotations...
  • Most of us in education agree on our needs today: 1. We want good teachers 2. We want good educational content 3. We want to give our learners a bright and hopeful future 4. We want school systems that are relevant to learners and to society 5. We want schools to remedy the social and cultural inequalities that other institutions of society generate
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Nice list, but it omits the most common item listed by American educators: We want students to become productive members of society. Why?
  • We need to surface technology’s hidden ideologies and philosophies. If we don’t surface these aspects, we dance blindly to a tune that we refuse to acknowledge, but still shapes our moves.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      We in QEP cannot assume that introducing computers and writing (both are technologies) into our classes will have no effect on either the content or the conduct of our courses. The tech we introduce will absolutely change what and how we teach. We must accept that and be conscious of it.
  • The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience.
  • In terms of content, learners should create, teachers should curate.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      At least one aspect of this orientation is that teachers can provide the historical context, assuming that they are older or more experienced than their students, that students lack.
  • Technology is, possibly in a positive sense, a lever for change. The systemic innovation that many desire may not be possible through policy decisions alone.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      In a reverse sense, technology can lead to change despite opposing policies. Thus, Web 2.0 will redefine how we think of privacy, regardless of our policy statements.
  • Leadership can be somewhat attended to by the contributions of many. When we distribute control, we distribute responsibility
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      The wisdom of crowds can almost always help, especially in large policy decisions, and especially when the crowd includes those most affected by the decisions.
  • Today, leaders need co-leaders – people who are active in experimenting and exploring future directions.
  • Writing excellent, thorough descriptions of what is happening can be very valuable in coming to understand the nuances of a phenomenon.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Most important observation for QEP. How often do we ask our students to describe, esp. as a gateway to understanding.
  • I have not seen any studies that evaluate the effectiveness of the iPod in listening to music. For end-users, it’s not an issue. They use it because it works. Perhaps research in educational technology should have a similar focus: use it because it exists, because it is a part of society, because it is used in other aspects of their lives. By this metric, simply have computers available and using them for learning is success enough.
Keith Hamon

What You Need to Know About MOOCs - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...133475

MOOC online learning MOOCs elearning Education 2.0 connectivism

shared by Keith Hamon on 26 Mar 13 - No Cached
  • Keith Hamon on 26 Mar 13
     
    Colleges and professors have rushed to try a new form of online teaching known as MOOCs-short for "massive open online courses." The courses raise questions about the future of teaching, the value of a degree, and the effect technology will have on how colleges operate. Struggling to make sense of it all? On this page you'll find highlights from The Chronicle's coverage of MOOCs.
Keith Hamon

'Networked minds' require fundamentally new kind of economics - 0 views

www.sciencedaily.com/...130320115105.htm

network networked individualism elearning social networking connectivism rhizome

shared by Keith Hamon on 26 Mar 13 - No Cached
  • Keith Hamon on 26 Mar 13
     
    Economics has a beautiful body of theory. But does it describe real markets? Doubts have come up not only in the wake of the financial crisis, since financial crashes should not occur according to the then established theories. Since ages, economic theory is based on concepts such as efficient markets and the "homo economicus", i.e. the assumption of competitively optimizing individuals and firms. It was believed that any behavior deviating from this would create disadvantages and, hence, be eliminated by natural selection. But experimental evidence from behavioral economics show that, on average, people behave more fairness-oriented and other-regarding than expected. A new theory by scientists from ETH Zurich now explains why. 
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