connectivism the two hour tour n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Connectivism: The Two Hour Tour PowerPoint Presentation
Download Presentation
Connectivism: The Two Hour Tour

Loading in 2 Seconds...

play fullscreen
1 / 19

Connectivism: The Two Hour Tour - PowerPoint PPT Presentation


  • 143 Views
  • Uploaded on

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)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Connectivism: The Two Hour Tour' - lise


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
connectivism the two hour tour

Connectivism: The Two Hour Tour

Open School BC

Jan. 21, 2008

origins of connectivism
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)
  • “Learning as Network Creation” (Siemens, 2005c)
  • “Learning Networks and Connective Knowledge” (Downes, 2006)
  • Online Connectivism Conference (2007)
  • Connectivism & Connective Knowledge course (2008)
predecessors to connectivism
Predecessors to Connectivism
  • social constructivism (Vygotsky)
  • constructionism (Papert, 1991)
    • Learning is a hands-on process.
  • embodied active cognition (Clark, 1997)
    • Learning is a mutual interaction between mind, brain and the environment.
  • communities of practice (Lave and Wenger, 2002)
    • Knowledge is situated within a community.
epistemological frameworks
Epistemological Frameworks

“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.”

(Siemens, 2005b).

knowledge
Knowledge
  • knowledge is subsymbolic
  • knowledge is distributed
  • knowledge is interconnected
  • knowledge is personal
  • what we call ‘knowledge’ (or ‘belief’, or ‘memory’) is an emergent phenomenon.

(Downes, 2005b)

learning in connectivism
Learning in Connectivism
  • Knowledge is the formation of connections between nodes of information (networks).
  • Learning is the ability to construct and traverse those networks (Downes, 2007).
  • The learning is the network (Siemens, 2006b).
slide7
“Learning (and teaching, such as it is) is not a process of communication but rather, a process of immersion. Put loosely, it suggests the idea of teaching...through the creation (or identification) of an environment into which a learner may be immersed.”

(Downes, 2005a).

slide8
To teach is to model and to demonstrate.

To learn is to practice and reflect.

what does connectivism look like
What Does Connectivism Look Like?

Connectivist principles apply to:

  • Neural networks
  • Conceptual networks
  • Social/external networks
connectivism connective knowledge cck08
Connectivism & Connective Knowledge (CCK08)
  • MOOC: Massive Open Online Course
  • 1200 participants “enrolled” in CCK08
  • for-credit and open access streams
    • Course Outline: wiki
    • Course website
    • Course blog
    • The Daily (email)
    • Google Alerts
    • Moodle Forums
    • UStream, Articulate and Elluminate presentations
the educator as
The Educator as:
  • master artist
  • network administrator
  • concierge
  • curator (Siemens, 2007)
  • gardener (Siemens, 2004)
additional metaphors
Additional metaphors
  • weaver
  • pattern-maker
  • community leader
  • technology steward
  • sherpa
  • facilitator
  • change agent
learning design
Learning Design

“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.”

(Siemens, 2005b)

the instructional designer
The Instructional Designer

“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.”

(Siemens, 2008b)

learning ecologies
Learning Ecologies

“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.”

(Siemens, 2005b)

a learning ecology includes the following
A learning ecology includes the following:
  • A space for gurus and beginners to connect (master/apprentice).
  • A space for self-expression (blog, journal)
  • A space for debate and dialog (listserv, discussion forum, open meetings)
  • A space to search archived knowledge (portal, Web site)
  • A space to learn in a structured manner (courses, tutorials)
  • A space to communicate new information and knowledge indicative of changing elements within the field of practice (news, research).

(Siemens, 2003)

rhizomatic knowledge
Rhizomatic Knowledge

“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.”

(Cormier, 2008)

the background
The Background

Structural Core of the Brain

Creative Commons Attribution 3.0 Unported License

Wikimedia Commons

http://commons.wikimedia.org/wiki/File:Structural_core_of_the_brain.jpg