Connectivism: The Two Hour Tour. Open School BC Jan. 21, 2008. Origins of Connectivism. recognition of the need for a theory of informal learning recognition of the need for a theory of distributed knowledge “Connectivism: A Learning Theory for the Digital Age” (Siemens, 2005a)
Open School BC
Jan. 21, 2008
“The starting point of learning design is to evaluate the existing views of learning types, learning theories, and design approaches. An integrated or holistic view of the diverse learning landscape permits designers and educators to select appropriate models for appropriate means.”
To learn is to practice and reflect.
Connectivist principles apply to:
“Designers no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and forage for their own knowledge.
Learning design is primarily about creating guideposts, not describing how to walk on a particular path. It is a mistaken assumption that design can create learning. The best that a well designed course, workshop, or work-integrated learning resource can offer is the climate in which a learner can choose to learn.”
“The critical role of the the instructional designer is to be an educator to educators. The four metaphors provided above are equally valid for instructional designers as they work with faculty, designers, and technical staff.”
“An ecological approach to learning is open, adaptive, decentralized, tolerates experimentation/failure, reflects a need for simplicity, promotes trust and learning in safe environments, as well as includes many tools for dialog and making connections.”
“A rhizomatic plant has no center and no defined boundary; rather, it is made up of a number of semi-independent nodes, each of which is capable of growing and spreading on its own, bounded only by the limits of its habitat (Cormier, 2008). In the rhizomatic view, knowledge can only be negotiated, and the contextual, collaborative learning experience shared by constructivist and connectivist pedagogies is a social as well as a personal knowledge-creation process with mutable goals and constantly negotiated premises.”
Structural Core of the Brain
Creative Commons Attribution 3.0 Unported License