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The Difference Between Instructivism, Constructivism, And Connectivism -

The Difference Between Instructivism, Constructivism, And Connectivism -
The Difference Between Instructivism, Constructivism, And Connectivism by Terry Heick We spend so much time in education trying to make things better. Better policies. Better technology. Better standards. Better curriculum. Better instruction. Better assessment. Better response to assessment data. And too with research, teacher collaboration, school design, parent communication, and so on. So while viewing a presentation from Jackie Gerstein recently, I was stopped at the very simple distinction she made between instructivism, constructivism, and connectivism. So as you focus in your PLC or staff meetings on better “research-based instruction,” you’re looking at ways to improve how to better deliver instruction–more to understand how to better “give learning” than to cause it. Instructivism is definitely more teacher and institutionally centered, where policy-makers and “power-holders” create processes, resource-pools, and conditions for success. Gerstein’s definition’s appear below. Instructivism Related:  Info.

Connectivism glossary About this glossary[edit] This is a glossary of terms used in connectivism to help define how they they differ from the dictionary definitions and other learning theories. This glossary is currently under development as part of the CCK09 and CCK11 course. Please help to improve. Alphabetical index of terms[edit] agent[edit] amplification[edit] A central concept of connectivism. capacity to know[edit] This is the potential that exists in a learner and their connections. centrality[edit] A measure of the importance of a node in a network. Connected specialization[edit] In complex systems, individual agents/nodes become increasingly specialized. connections[edit] "A connection is a link between two entities [in a network] such that a change of state in one entity may result in a change of state in the second entity." connections, making[edit] "Connections form naturally, through a process of association, and are not 'constructed' through some sort of intentional action." connective knowledge[edit]

What is connectivism? In my last two posts on connectivism (here and here) I've alluded to but not made particularly explicit what I think connectivism actually is, even though I have been critiquing and exploring its boundaries. This post is an attempt to fairly briefly list what I think are among its more compelling shared ideas. I will draw substantially from George Siemens's most cited seminal article that has acted as a catalyst and gravitational centre for the idea, though I will also be adding odd bits of interpretation and extrapolation here and there that might not have been in the original and to which others have contributed. If connectivism makes any sense at all then knowledge about it is a networked phenomenon, not an individual invention. This is my bit of personal sense-making as I see it on this particular rainy day, not a definitive account to stand for all time, not a scholarly article citing its sources, not a theory, not a refutation of any other model of the idea. Connectivism

Learning metaphor – understanding of an elephant based on Instructivism, Constructivism and Connectivism This is my response to the stimulating and interesting post Instructivism, Constructivism or Connectivism by Ryan Tracey. Ryan writes: From a practical perspective then, is the popular “evolution” of instructional design from instructivism through constructivism to connectivism a furphy? Therefore, I propose to replace the traditional left-to-right gradient with a new representation: This diagram acknowledges the chronology of instructional design theory, with the earliest pedagogy occupying the centre circle, and the later pedagogies occupying the outer rings. Ryan concludes that if someone asks me “Instructivism, constructivism or connectivism?” Let me share with you my metaphor of the understanding of an elephant by learners (people). If you were an educator, a facilitator or an instructor, how would you assist the four persons to arrive to a “logical and rational” conclusion? Comments? Like this: Like Loading...

Distributed Cognition | Social Learning Theory “The emphasis on finding and describing “knowledge structures” that are somewhere “inside” the individual encourages us to overlook the fact that human cognition is always situated in a complex sociocultural world and cannot be unaffected by it.” (Hutchins, 1995, p. xiii) Over the 20th century, many have explored the question “how can the cognitive processes we normally associate with an individual mind be implemented in a group of individuals?” Ed Hutchins has spent his “academic carreer trying to understand human cognition in social, cultural and material context”. According to Rogers (1997), “distributed cognition is a hybrid approach to studying all aspects of cognition, from a cognitive, social and organisational perspective” (p. 1). Therefore, using insights from sociology, cognitive science, and the psychology of Vygotsky, the theory emphasizes the social aspects of cognition. Figure A ( Metaphors and examples: A ship steers into harbour.

Connectivism_Week1 When to Use Social Media for Learning Workplace learning professionals should focus on how social learning - and its associated tools - can help achieve business goals. The transfer of knowledge has always been a social activity. Many years ago, workers learned skills through apprenticeship. Workers in the same location, in the same area of practice would share knowledge, and thereby, strengthen the skills of the group. Today, workers can learn as they work, by connecting with someone with the answers, who may live anywhere in the world. What has changed over time are the skills needed for business success, and the speed at which knowledge is needed to maintain a competitive edge. In 1966, Peter Drucker coined the term the "knowledge worker." As organizations became larger, global, and more complex, it became less likely to find knowledge in next office - or when it was needed. Looking at the big picture As learning professionals, it is easy to focus the discussion on social learning on the tools, known as social media.

Networked Knowledge and Combinatorial Creativity by Maria Popova Why creativity is like LEGO, or what Richard Dawkins has to do with Susan Sontag and Gandhi. In May, I had the pleasure of speaking at the wonderful Creative Mornings free lecture series masterminded by my studiomate Tina of Swiss Miss fame. I spoke about Networked Knowledge and Combinatorial Creativity, something at the heart of Brain Pickings and of increasing importance as we face our present information reality. The talk is now available online — full (approximate) transcript below, enhanced with images and links to all materials referenced in the talk. These are pages from the most famous florilegium, completed by Thomas of Ireland in the 14th century. In talking about these medieval manuscripts, Adam Gopnik writes in The New Yorker: Our minds were altered less by books than by index slips.” You may have heard this anecdote. Here’s the same sentiment from iconic designer Paula Scher on the creation of the famous Citi logo: Kind of LEGOs. And I like this last part.

Tree Looking for Strategies and Activities? Click Here! The tree can act as a metaphor to help us see the relationship between theory and practice in second language learning and teaching. The ROOTS represent concepts and theories to be considered in teaching in general and in second language acquisition in particular. The success of teacher planning and preparation and development of carefully selected activities can be understood by tracing how they are fed by the ideas on the roots and trunk. Click on the different parts of the tree below to access more information about each topic.

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

xED Book | a book about education stuff, moocs, etc. 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. El nombre es derivado de una doctrina imaginaria que se conecta con el conocimiento específico de otras disciplinas, tal como fue presentado por el escritor canadiense de ciencia-ficción Alfred Elton van Vogt." 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." ¿Qué Tiene De Original El Conectivismo? por George Siemens

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. We live in a complex and changing world. 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

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. Fortunately, all is well with my world. 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. Okay, this is what I mean by complexity, and I insist that it is at the heart of connectivism along with networking.

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