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Technologically Externalized Knowledge and Learning « Connectivism

Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade. Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets. What we create to survive during one era serves as neurosis for another. In education – particularly in technology enhanced education – a similar trailing of ideologies from another era is observed. For example, education consultants and speakers commonly declare “if a student from 100 years ago came to our classrooms, she would feel right at home”. What are the ideologies reflected in this approach to learning? 1. Other ideologies exist, but these are particularly influential in education, impacting design to accreditation. What is wrong with these views? The externalized generation… 1. What is TEKL?

PLENK2010: Archive use scenarios in your elearning Hello Cathy, I thoroughly enjoyed the slides you shared from your presentation, and appreciate the suggestions you provided. Approaching instructional design from an “its our job to help people solve problems in the real world” way is a unique perspective that I think is probably the best point of view. I understand that scenario-based problem-solving in eLearning, and other methods of teaching, is an important approach, but I am faced with the question of “why does it work so well”. I was further impressed that the instruction did not stop there, but took a step further in the quiz section to question the learner as to why they choose a certain answer, regardless of whether it was correct. Overall, I also have to comment about your “it’s the design, not the technology” approach. References Boström, L. & Lassen, L.M. (2006). Laureate Education, Inc. Ormrod, J., Schunk, D., & Gredler, M. (2009).

Wikiedtech.haifa.ac.il Ten Commandments of eLearning Frequently when I talk to colleagues about eLearning they say something like 'I set up a bulletin board/blog/wiki etc but the students didn't use it'. My response to them is always the same: that the problem is more likely to be with their design rather than with their students. Over the years I've learned a lot of things about what good design really means and I've grouped them all together into a Ten Commandents of eLearning. This is not intended to be blasphemous or disrespectful but rather is inspired by the Christian commandments in that all they're doing is presenting a set of basic principles to work to. 1 Put the pedagogy (not the technology) firstThink about what students need to learn then think about how it is best for them to learn it. 2 Be aware of workloads and work patterns (yours and theirs)Replace (don’t augment) other teaching and learning activities with eLearningConsider how much reading and writing they are required to do each week.

PLENK 2010 - The Most Awesome Course on Planet Earth! Over the next nine (9) weeks this post will be continuously littered with my reflections as I learn week-by-week (One mega post, instead of 9-10 small ones! Between 4000-6000 words for sure!), but for now I am too busy engrossed learning and making noise beyond this blog. But, before scanning my reflections, here are the most juicy collaborative reflections of PLENK2010. Actually, due to time differences and sleepiness I have missed all the live sessions, but the great thing about webinars (or using tools like Elluminate) is that they can be recorded easily and archived for later viewing. WEEK 1: A TOUR OF PLEs & PLNs The first week of PLENK 2010 was an explosive and inspiring discussion flow of ideas and thoughts from the participants (and facilitators); exploring what is a Personal Learning Network (PLN), or should I say Personal Learning Environment (PLE). As the discussion raged on, I discovered that PLN originated from USA, and PLE originated from Europe (somewhere!) Whatever!

Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes Joseph Beckmann wrote: Philosophy is a much larger, much deeper and much more complex activity than "constructivism" could ever encompass. It involves a worldview that is so much more a challenge than neurology's current state that Paul Allen's billion dollar investment in pure research on brain activity suggests we hold off on any of these labels for, oh, a century or so. This comment is well taken, in my opinion. And a few words in this regard would be appropriate at this juncture. Philosophy - and in particular the philosophy of mind - has had a great deal to say about the issues currently under debate here. Let me begin, for example, with behaviourism. - methodological behaviourism - this approach allows that there are mental events, such as beliefs, but that since they are inaccessible to observers, we must treat them as though they were physical (and hence observable) events Probably the most important work in this latter school was Gilbert Ryle's 1949 'The Concept of Mind'.

Massive open online course Poster, entitled "MOOC, every letter is negotiable," exploring the meaning of the words "Massive Open Online Course" A Massive Open Online Course (MOOC; /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education.[1] Although early MOOCs often emphasized open access features, such as connectivism and open licensing of content, structure, and learning goals, to promote the reuse and remixing of resources, some notable newer MOOCs use closed licenses for their course materials, while maintaining free access for students.[2][3][4] History[edit] What is a MOOC? Success in a MOOC, by Dave Cormier, December 2010 Knowledge in a MOOC, by Dave Cormier, December 2010 Precursors[edit] Early approaches[edit]

Instructional design is dead Let me start by saying that for many, many years, my title was some variation of "Instructional Designer." And so, its with some amount of hesitance that I say that the field of instructional design is, well, crap. I'm not a traditional instructional designer, having a Master's degree in education instead of instructional design or instructional technology. That said, I immediately noticed some problems with the field of instructional design and more importantly, in how instructional designers are "trained." There are many reasons why instructional design has become a bit of a joke. Instructional design relies too much on process: there's nothing wrong with having guidelines for design. Ok, so what does this all mean? More than anything, if instructional design is going to survive and thrive as a profession, we need to be leaders--leaders in research, leaders in our organizations, and leaders in our field, not accepting the mediocre.

Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - transfer occurs through a process of connecting

Why Innovation Dies Faced with disruptive innovation, you can be sure any possibility for innovation dies when a company forms a committee for an “overarching strategy.” I was reminded how innovation dies when the email below arrived in my inbox. It was well written, thoughtful and had a clearly articulated sense of purpose. You may have seen one like it in your school or company. Skim it and take a guess why I first thought it was a parody. The Strategy Committee Faculty and Staff:We believe online education will become increasingly important at all levels of the educational experience. We Can Figure it Out in A Meeting The memo sounds thoughtful and helpful. One useful purpose a university committee could have had was figuring out what the goal of going online was. But the minute the memo started talking about a Policy Team developing detailed implementation plans, it was all over. The problem is that the path to implementing online education is not known. If you can’t see the diagram above click here.

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.

Free Learning Management System Hosting Talk:Connectivism wikipedia as a battlefield of views and beliefs?[edit] Of course everyone is entittled to a view on any subject. But describing a subject as an item in an encyclopedia is something different from discussing the content of an item and the validity of a --ism. Not agreeing on connectivism is not a reason for deleting an item on connectivism. 16:35, 6 February 2011 (UTC) — Preceding unsigned comment added by JaapB (talk • contribs) Jaap, I am not so sure. Theory is a system of ideas intended to explain something, such as a single or collection of fact(s), event(s), or phenomen(a)(on). Turgid prose[edit] I came here hoping to learn what Connectivism was, after getting bogged down in some turgid prose at a site devoted to connectivism. What on earth is this??? I was going to point to the Constructivism article as an example of a clear explanation, but I see that it too, has been overwhelmed by turgid prose. I was taking a more polite approach, but yes, Connectivism is a Hoax.

E-Learning & Instructional Design 101 There’s a lot of debate about instructional design and whether or not you need a formal education to create effective elearning. We looked at that in a previous post (which includes some good discussion in the comments section). Today I want to explore some elements of instructional design and why it’s important when building an elearning course. Learning Happens I’ve been in the training industry for over twenty years. That’s because learning happens. It’s as if Mitch and Murray sent Blake into our heads to remind us to “A-B-L…Always Be Learning.” Instructional Design Good instructional design can make learning happen faster and more efficiently than what might happen more organically. I’ve always seen instructional design as an intrusive process. In a simple sense, there are three core components to instructional design: Understand how people learn Construct learning activities based on how people learn Measure the effectiveness of the learning activities Understanding How People Learn

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