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Keith Hamon

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.'
Keith Hamon

Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 0 views

maryannreilly.blogspot.com/...part-i-learner-as-knowmad.html

Mary Ann Reilly knowmads epistemology time John Moravec #change11 MOOC elearning rhizomatic

shared by Keith Hamon on 22 Mar 12 - No Cached
  • Keith Hamon on 22 Mar 12
     
    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Keith Hamon

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
      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.
  • 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
      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.
  • 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
      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.
  • ...1 more annotation...
    • Keith Hamon
      Keith Hamon on 26 Aug 10
       
      This suggests some of the new kinds of value that teachers can bring to their local classes.
  • Keith Hamon on 26 Aug 10
     
    Siemens' thoughts about the impact of open courses on learning and the Academy.
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