Is Connectivism A New Learning Theory Based on Old Ideas?
Bruna writes, "the successful students are usually the ones who understand what they have to reach and which path they need to follow. They are recognized and rewarded (good grades) by their abilities to follow rules..." We've seen this observation before, for example, in John Holt.It suggests a strategy for reshaping learning: reshaping the rules (or better, the outcomes) needed to be successful. Views Today: 4 Total: 272.
Theories of Learning - Successful Student
Many theories about how humans have been learning have been proposed over the years, and these theories continue to change today. From the Behaviorism theory which included the Conditioning model of Pavlov; Humanism theory which included Maslow’s Hierarchy of Needs model; to Identity Theory and Erikson’s Stages of Development model, there are many on the market and it’s difficult to make sense of which is the most productive and efficient. How does a genius like Einstein learn to think? As we learn more about how the human brain works and as we become increasingly adept at constructing models of cognition, theories of learning are changing also. From the research below, the Traditional Blended Learning Theory, when combined with Connectivism, gives a very efficient and productive learning framework in general. Use our Degree Finder and chose a school and degree program to request free information from a college today.
Connecting to Create Change: A Q&A With Erica Dhawan
Question: What do the founder of Quirky, the creator of Duolingo, and the farmer who grew the world’s largest pumpkin have in common? Answer: They all leveraged “connectional intelligence” on their path to success. So, what exactly is this skill, and how can you use it to accomplish your goals? Your book focuses on the concept of “connectional intelligence,” which you and your co-author, Saj-nicole Joni, explain is a skill people can employ to—well—get big things done! A lot of the ways that we measure relationships and connections is by quantity, such as how many Twitter followers or Facebook likes you have. How did you first identify connectional intelligence as a skill that people can learn and leverage? That stems from my personal story. So, after the financial collapse, I decided to completely switch gears to explore how people can find more meaning in their world and how Millennials could leverage the tools, platforms, and resources available to them.
Weblog: Connected Learning
A few years ago, I conducted a study with a large team of researchers on how young people were learning through electronic games, social media, and digital media production. We saw many reasons to be hopeful as to how the online world could support learning that is social, participatory, and driven by the personal needs and interests of the learner. We were inspired by young people who were taking to the online world to learn complex technical skills, create and share sophisticated media works, engage in social causes, and pursue specialized knowledge. At same time, we found reasons for concern. While highly activated and motivated youth were mining the learning riches of the Internet, these young people were a decided minority, and tended to be those who were already technologically and educationally privileged. The Essence of Connected Learning from DML Research Hub on Vimeo. This path towards connected learning is both personal and professional for me.
New technologies for knowledge sharing -- FCW
New technologies for knowledge sharing Ines Mergel is a young, smart and productive faculty member at the Maxwell School at Syracuse, one of our country's leading public administration programs. She writes mostly about social media and government. And she has just published a new report from the IBM Center for the Business of Government, called The Social Intranet: Insights on Managing and Sharing Knowledge Internally. We should start with the observation that opportunities for knowledge-sharing are one important reason to put people into organizations in the first place, rather than having them just work alone. One of the main reasons for co-locating subject-matter experts with each other is the opportunities this provides for informal information-sharing by dropping by the neighboring cubicle, chatting at the water cooler and so forth. But both these traditional technologies have important limitations. These different features work in different ways.
Mohamed Amine Chatti's ongoing research on Knowledge and Learning: PhD
Actor-network theory (ANT), also known as the sociology of translation or sociology of associations, proposes a socio-technical account that makes no distinction in approach between the social, the natural and the technological (Callon, 1986; Latour, 1996, 2005; Law, 1992). ANT is based upon the principle of generalized symmetry employing a single conceptual framework when interpreting actors, human and non-human. Latour (1996) writes "an ’actor’ in ANT is a semiotic definition -an actant-, that is, something that acts or to which activity is granted by others. It implies no special motivation of human individual actors, nor of humans in general. However, ANT has several limitations to be applied as a framework for dealing with complex learning environments. Moreover, according to Callon (1986), the translation process consists of four major steps: problematisation, interessement, enrolment, and mobilisation. References: Callon, M. (1986). Latour, B. (1996). Latour, B. (2005).
The LaaN Theory
Chatti, M. A. (2010). The LaaN Theory. In (pp. 19-42). The LaaN Theory Mohamed Amine Chatti RWTH Aachen University chatti@cs.rwth-aachen.de One of the core issues in Technology Enhanced Learning (TEL) is the personalization of the learning experience. Keywords Learning Theories, LaaN, Personal Knowledge Network, Knowledge Ecology Introduction In the past few years, the discussion about technologies for learning has moved away from only institutionally managed learning management systems to the use of personal and social tools for learning. While pedagogical and technological aspects of PLEs and cMOOCs are increasingly discussed in the TEL literature, the discussion of a theoretical framework for these concepts lacks behind. Connectivism Siemens (2005) argues that knowledge and learning are today defined by connections. Connectivism is also the assertion that “the pipe is more important than the content within the pipe” (Siemens, 2005). Complexity Theory Double Loop Learning The LaaN Theory 1. 2.
Internet of Things: Connectivity for a smarter world
