Connectivist DNA: Epistemology #cck12 I started this post weeks ago, but life happened. I want to continue talking about defining Connectivism. So if we are to avoid a definition of Connectivism that disjoins the theory from similar theories and from the rest of the world and reduces the theory to a handful of essential characteristics how should we proceed? Morin says that we proceed by "distinction, conjunction, and implication" (51). We distinguish Connectivism as a theory about education without separating it from other such theories about education and without separating it from the very thing that it seeks to illuminate: Education. For me, the first bit of Connectivist DNA is found in its epistemology. So what is the epistemological DNA that Connectivism brings to the eco-system? At the heart of Connectivism, then, is this idea that knowledge is not some thing, like a nugget, that we can pass among ourselves and reduce to a nifty definition. So what do we gain by saying that knowledge is a function of networks?
munications & Society: The Least to Say about Connectivism, #cck12 I said earlier that a definition is about the least that we can say about anything—teacups, for instance. This does not mean that we shouldn't say the least that we can say. What it means is that this is the barest of starting points. This is the point at which we begin picking ourselves up by our bootstraps to create meaning out of almost nothing. So what is the least that we can say about Connectivism or Rhizomatics? Learning and knowledge require diversity of opinions to present the whole … and to permit selection of best approach.Learning is a network formation process of connecting specialized nodes or information sources. And what do Deleuze and Guattari say about Rhizomatics? connection,heterogeneity,multiplicity,asignifying rupture,cartography, anddecalcomania. These, then, are the starting points for defining both connectivism and rhizomatics. To keep both concepts alive, we most start at these points, and possibly a few other points, and then work outward from the center.
Reading ‘Education and mind in the Knowledge Age’ Carl Bereiter #cck11 Understanding is a relation between the knower and an object of understanding. Understanding implies abilities and dispositions with respect to an object of knowledge sufficient to support intelligent behavior. In all these practical cases, deep understanding means understanding deep things about the object in question, which in turn implies deep and extensive involvement with the object. To behave withunderstanding is to act in ways that are attuned to relevant properties of the thing. The eleven observations made earlier about understanding people are here applied to what we shall for simplicity call ‘Connectivism.’ 1. What constitutes understanding Connectivism depends on your relationship to it. 2. 3. 4. 5. 6. 7. 8. 9 Having a understanding of Connectivism means understanding the deeper things about it—derivations, proofs, nonobvious implications and applications. 10. 11. What is it, then, to feel that we understand? Like this: Like Loading...
'Cher Red: CONNECTIVISM, A LEARNING THEORY OR A NECESSARY SKILL FOR MODERN LEARNING? #CCK12 Connectivism has been proposed as an alternative learning theory particularly in the age of modern digital technology. As discussed by Robertson in a video lecture (2007), it is true that most of the prior learning theories such as constructivism and cognitism were proposed before our major leaps into the internet revolution happened, and therefore, the possibility of needing a new theory to explain how we learn may be timely. But is CONNECTIVISM, as described by its two main proponents, Siemens and Downes, it? Siemens, in his 2005 paper “Connectivism: a learning theory for the digital age,” claims that learning occurs in “nebulous environments, and that it can “occur outside of individuals.” Learning, on the other hand, is defined in many ways, but the one I am inclined to use is the one by Cobb (2009), “Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.” Conclusion: References: Siemens G. Cobb J. Robertson I.
#Change11 Farewell to you all This is my farewell post. May I start with a story? “What is your problem?” “I have headaches, some sneezing, and pains in the joints, don’t know why, I am just feeling tired. “Let me examine you.” the doctor then examined A. “You have the symptoms of a flu, here is the prescription, follow the instructions in taking this flu medicine (may be an anit-virus medicine).” “Do I need to take any antibiotics?” “No, antibiotics don’t cure flu.” explained Doctor Wise. Does it look familiar to you? Why would I choose this plot of seeing the doctor? So, how do these relate to my taking of the MOOCs? To a certain extent, the facilitators in the MOOCs are like the doctors, they know what experiences patients have, and the symptoms associated with various diseases, or the actual problems associated with the different diseases. But is this what MOOCs are all about? However, how the learners would take that into their hands could be totally different. Here I would like to borrow: Like this: Like Loading...
Connectivism_Week1 homes.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF NetLab is an interdisciplinary scholarly network studying the intersection of social networks, communication networks, and computer networks. Centered at the University of Toronto, NetLab members have come from across Canada and the United States as well as from Chile, Germany, Hungary, Israel, Japan, Norway, Portugal, and the United Kingdom. NetLab has developed since 2000 from an informal network of collaborators into a far-flung virtual laboratory. Where to find NetLab: NetLab43.665016, -79.399325NetLabUniversity of TorontoiSchool140 St.
Why does information flow in networks? People like Barry Wellman and Caroline Haythornthwaite have contributed significantly to advancing the analysis of the impact of networks on society. Well before Barabasi, Watts, and Strogatz arrived on the network scene, sociologists (and social psychologists) such as Granovetter, Wellman, and Milgram were developing models to understand how people connect. As a result of this work, terms like “six degrees” and “strong/weak ties” and “networked communities” have become mainstream. With an understanding of how people are connected we can also gain insight into how information flows through a network. It is usually beneficial to be connected to those who have a good view of what is going on. Basically, our position in a network, and the overlap with other networks, influences the type of information and people that we can access. Today, in contrast, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn. Let’s look at someone like Alec Couros on Twitter. 2. 3.
Connectivism in Practice — How to Organize a MOOC Author: Roland Legrand Massive Open Online Courses (MOOCs) are online learning events that can take place synchronously and asynchronously for months. Participants assemble to hear, see, and participate in backchannel communication during live lectures. They read the same texts at the same time, according to a calendar. Learning takes place through self-organized networks of participants, and is almost completely decentralized: individuals and groups create blogs or wikis around their own interpretations of the texts and lectures, and comment on each other’s work; each individual and group publicises their RSS feed, which are automatically aggregated by a special (freely available) tool, gRSShopper. Every day, an email goes out to all participants, aggregating activity streams from all the blogs and wikis that engage that week’s material. Not all MOOCs are Connectivist MOOCs (or cMOOCs). In this chapter we’ll focus on cMOOCs. Stephen Downes: Why Dunbar’s number? Anatomy of a cMOOC
Conectivismo: Una Teoría Del Aprendizaje Para La Era Digital - Que Es Y Que Lo Hace Tan Especial ¿Qué es Conectivismo? Si buscas en Wikipedia sin prestar demasiada atención podrías encontrar que este término poco familiar se originó en Italia.. Crédito de la foto: Clix "...al principio del siglo XXI en Italia, donde es conocido como Connettivismo. Se originó en la ciencia ficción italiana como la iniciativa de un grupo de escritores, bloggers y artistas. Pero el Conectivismo es también algo más. ""Conectivismo, es una teoría del aprendizaje para la era digital," ha sido desarrollada por George Siemens basado su análisis de los limites de las teorías del comportamiento, del cognitivismo y constructivismo para explicar el efecto que la tecnología ha tenido en cómo vivimos, cómo nos comunicamos, y cómo aprendemos." El Conectivismo combina elementos importantes de muchas teorías diferentes sobre el aprendizaje, las estructuras sociales y las nuevas tecnologías de comunicación, siendo que ha sido diseñada para dar nacimiento a nuevas formas de aprendizaje en la era digital.
Connectivism and Complexity Well, I look around, and it's been a month since I've written. How does that happen? I could list the details, but they aren't that interesting – family, work, and medical appointments mostly. The sad part for my blog is that I've lost my train of thought. Those are good questions, and I will attempt to come back to them and to the general issue of networking as one of the generative concepts of connectivism sometime in the future, but today (July 4th, as I start this post with a free morning. To my mind, complexity is concomitant to networking. This is a helpful abstraction of networking, but it misses much that is interesting about networking: the dynamism which results from the nodes of the network engaging each other and the larger eco-system. If Mitchell is correct, then complexity is not a settled scientific term. This definition lands me squarely in the issue of information and information processing, of which my own discipline, writing, is a subset.
Webquest Argentina: Necesario análisis de la teoría conectivista del aprendizaje, pilar actual del funcionamiento de las redes postuladas para educación. Frente al auge de la teoría del conectivismo, no se puede permanecer ajeno a ello, por lo cual presentamos algunas reflexiones que pueden ser útiles para profundizar su aplicación a la educación con TIC. Conectivismo: conceptualización y críticas Conceptualización El conectivismo presenta la tesis que el conocimiento es distribuido a través de una red de conexiones, y de este modo, el aprendizaje consiste en la habilidad de construir mas redes al atravesarlas .Se relaciona con aquellas propuestas que dicen que el conocimiento no se adquiere como si fuera una cosa. También niega que el conocimiento sea de carácter proposicional, como lo acepta el 'cognitivismo', que entiende que la generación de conocimiento y la formación de creencias, y el aprendizaje, se dan por el lenguaje y la lógica, a través de sentencias y conceptos que se adquieren y almacenan. Por el contrario, el conectivismo es 'conexionismo'. Aplicaciones del conectivismo a la práctica educativa Comentarios críticos
CCK08: Primer paper del curso de conectivismoCCK08: Connectivism Course First Paper CCK08 — Conectivismo by S. Thüer CCK08. Disculpa, este texto solo está disponible en inglés. CCK08. According to Prensky a typical high school student in USA have watched 20,000 hours of television; have spent 10,000 hours playing videogames and have been reading only 5,000 hours. Friends distributed across multiple networks as instant messengers, social networks (MySpace, Facebook, etc.), email addresses and cell phone contacts.Online reading and writing. Connectivism is a learning theory that fits perfectly to this context and explains how learning happens in a rapid changing core of global knowledge. To understand the network metaphor we need to know a bit about networks theory. We can explain how learning occurs following nodes and ties and understanding that the key of learn is the process of make connections. Connectivism is clearly related to network theory that is relevant to see connections and relationship between components of a process. References
xED Book | a book about education stuff, moocs, etc.