15 Internet Trends That Are Changing How We Connect 15 Internet Trends That Are Changing How We Connect by Tom Vander Ark first appeared on gettingsmart.com Mary Meeker from leading venture capital investors Kleiner Perkins presented on internet trends at Stanford last week. It’s worth reviewing. The money quote: “The magnitude of upcoming change will be stunning—we are still in spring training.” Meeker lists 15 trends in support of this claim: KPCB notes the re-imagining of education from classrooms, lecture, and reading materials to interactive, online, accessible by anyone anywhere anytime. “From learning by listening to learning by doing…education and learning will become as much fun as videogames,” said Bing Gordon. Meeker concludes, “The cycle of tech disruption is materially faster and broader than prior cycles.” On “USA, Inc.,” Meeker says there’s, “a lot to be excited about in tech, a lot to be worried about in other areas.” Image attribution flickr user woodleywonderworks
Communiquer en MST, idées d’utilisations du Web 2.0 Vous voulez intégrer les TIC dans l’apprentissage de vos élèves mais ne savez pas trop comment faire ? Vous ne voulez pas tout changer dans votre préparation de cours et vous croyez que les TIC pourraient apporter un plus dans votre classe ? Voici un texte pouvant vous donner des idées pour une intégration de TIC puissantes mais relativement simples d’appropriation. Le but du présent texte : Donner des idées d’intégration des TIC (Web 2.0) pour la classe de science et technologie en lien avec la communication. Note : Le présent texte est une suite/complément de ce texte et de celui-ci. Contexte [sommaire]Les outils du Web 2.0 foisonnent, tellement qu’il est impossible de tous les connaître et encore moins de les essayer/évaluer tous [1]. Voici un schéma synthèse pouvant aider à la compréhension du texte : Avantages des applications Web 2.0 Voici quelques points intéressants en lien avec le but de notre texte : Suite Google Mind42 Delicious Twitter Site Web et/ou blogue de classe Scribd Des idées ?
Pédagogie + Numérique = Apprentissages 2.0 (dossier) L’Institut Français de l’Éducation publie un dossier complet d’actualité veille et analyses (n°79, novembre 2012) intitulé Pédagogie + Numérique = Apprentissages 2.0 (21 pages, en pdf). Questions centrales de ce document : quelle est l’efficacité du numérique en terme d’impact pour les apprentissages ? Y a-t-il une motivation renouvelée chez les apprenants ? Quelles solutions technologiques peuvent soutenir efficacement les apprentissages, et quelle pédagogie doit être mise en place pour profiter pleinement des possibilités offertes par le numérique ? Le dossier a été coordonné par Rémi Thibert (chargé d’études et de recherche à l’IFé). Numérique et apprentissage : analyse Le dossier Pédagogie + Numérique = Apprentissages 2.0 met en avant une sélection de travaux sur les usages du numérique dans les établissements scolaires du secondaire pour établir une analyse distanciée du rapport des technologies de l’information et de la communication à l’apprendre. Introduction Bibliographie Licence :
Critical Review of Connectivism: A Learning Theory for the Digital Age In his 2005 article Connectivism: A Learning Theory for the Digital Age, Siemens outlined a new way of thinking about learning based on the recent advances in information technology. He argues that this new theory, connectivism, supersedes previous learning theories, including behaviourism, cognitivism, and contructivism. In this post, I am seeking to further my understanding of this new theory, examine its limitations, and consider its relevance to both classroom teaching as well as knowledge management practices within organizations. Defining Connectivism In the article, Siemens outlines the fundamental principles of connectivism: For Siemens, connectivism is a significant departure from previous learning theories because it sees learning occurring outside of the individual, within the network: For connectivists, the starting point is always the individual learner (Siemens, 2005). Applications in the Classroom Applications in Knowledge Management References Couros, A. (2011). Garrison, D.
Ten1903Hiv2013 TEN-1903Hiv2013 : Les TIC dans l'enseignement secondaire Le cadre théorique du cours Nous nous réclamons du constructivisme communautaire, où les apprenant(e)s s'engagent au-delà d'une simple élaboration de leurs propres connaissances pour participer activement à la création de connaissances qui serviront à d'autres apprenant(e)s. Selon ce cadre théorique, les apprenant(e)s ne font que suivre un cours ; par leur travail, ils contribueront à l'amélioration du cours, de l'école ou de l'université, et idéalement, à la discipline elle-même. Source (extrait du cours TEN-1903 Aut12 de Renée Fountain ) Pour terminer le cours Une liste des aspects à vérifier pour terminer tous vos travaux . Disponibilités de Judith Horman (hors cours) Si vous avez besoin d'aide, vous n'aurez qu' à m'écrire un courriel judith.horman@fse.ulaval.ca et judithhorman@gmail.com . IMPORTANT ; si vous n'avez pas eu une réponse de ma part en dedans de 24h, il faudra m'écrire de nouveau. Hiv. 2013 Aut. 2012 Problèmes ?
Connectivism: A new learning theory? | Graduate Program in Training and Development @ Roosevelt University Connectivism: A new learning theory? Guest Blogger: Barry I came across the term Connectivism coined by George Siemens while doing research for TRDV 499 Master paper. According to Siemens (2005), connectivism proposes: Learning and knowledge rests in diversity of opinions.Learning is a process of connecting specialized nodes or information sources.Learning may reside in non-human appliances.Capacity to know more is more critical than what is currently knownNurturing and maintaining connections is needed to facilitate continual learning.Ability to see connections between fields, ideas, and concepts is a core skill.Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.Decision-making is itself a learning process. Personally, I find many truths in the Siemens connectisivm theory. There are many critics to connectivism theory. How has technology changed the way you learn and manage information? About Kathleen Iverson
JIM-lovc14 - Connectivisme Connectivisme is een van de leertheorieën die mij als eerste aansprak en wel om drie redenen. Ten eerste omdat het een nieuwe theorie is die zich spitst op het vermogen van leren dat verwacht wordt in het huidige tijdperk. Ten tweede omdat dit een goede aanvulling lijkt te geven op de theorieën die al bestaan binnen het onderwijs en ten derde, omdat de huidige technologie steeds meer mogelijkheden biedt binnen het onderwijs. John Medina doet onder andere onderzoek naar de effecten van de huidige technologie op het menselijk brein en schreef daar interessante boeken over. Connectivism Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia Review of Connectivism Introduction Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. If you would like a quick introduction to connectionism, try looking at networked student in plain English video. Half-Life of Knowledge New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history. Taking into account the ideas presented in the video, how is the 21st century learner supposed to assimilate all this information, and make valuable use of it? Components of Connectivism Chaos Theory Importance of Networks According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Citation
Connectivism Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.
Less Formal Training; More Informal Social Learning This is an excerpt from Sharon Boller’s newest white paper, Learning Trends, Technologies and Opportunities. The white paper describes today’s learning landscape… then predicts 7 trends for the next 12 – 18 months. Here is Trend 6: Twitter chats, Twitter lists, massive open online courses (MOOCs), YouTube channels and blogs devoted to highly specific topics, resources such as Lynda.com, CodeAcademy, etc. are all examples of resources that enable people to build highly customized “personal learning networks” for themselves. Social learning has been touted by a brave few for a long time – Jane Bozarth and Jay Cross are two big names who’ve been beating the social learning and informal learning drum for the past few years. What it might look like: At BLP, we are our own “Learning Lab.” The premise is pretty simple. We’ve discovered a ton of new tools via these talks and we’ve also picked up new ideas for methods we could employ. If you miss the live chat – no problem.
CoP: Best Practices by Etienne Wenger [Published in the "Systems Thinker," June 1998] You are a claims processor working for a large insurance company. You are an engineer working on two projects within your business unit. You are a CEO and, of course, you are responsible for the company as a whole. We now recognize knowledge as a key source of competitive advantage in the business world, but we still have little understanding of how to create and leverage it in practice. We frequently say that people are an organization's most important resource. However, they are a company's most versatile and dynamic knowledge resource and form the basis of an organization's ability to know and learn. Defining Communities of Practice Communities of practice are everywhere. Members of a community are informally bound by what they do together–from engaging in lunchtime discussions to solving difficult problems–and by what they have learned through their mutual engagement in these activities. Legitimizing participation. Dr.