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saved by29 people, first byOle C Brudvik on 2006-11-11, last byCarla Arena on 2008-08-06

  • In practice, these
    principles may be realized in the following design principles. It is worth
    noting at this juncture that these principles are intended to describe not only
    networks but also network learning, to show how network learning differs from
    traditional learning. The idea is that each principle confers an advantage over
    non-network systems, and that the set, therefore, may be used as a means of
    evaluating new technology. This is a tentative set of principles, based
    on observation and pattern recognition. It is not a definitive list, and indeed,
    it is likely that there cannot be a definitive list.

  • We begin with the
    nature of a network itself. In any network, there will be three major
    elements:


    –        Entities, that is, the things that are connected that
    send and receive signals


    –        Connections, that is, the link or channel between
    entities (may be represented as physical or virtual)


    –        Signals, that is, the message sent between entities.
    Note that meaning is not inherent in signal and must be interpreted by
    the receiver


    In an environment of
    this description, then, networks may vary according to a certain set of
    properties:


    –        Density, or how many other entities each entity is
    connected to


    –        Speed, or how quickly a message moves to an entity (can
    be measured in time or ‘hops’)


    –        Flow, or how much information an entity processes, which
    includes messages sent and received in addition to transfers of messages for
    other entities


    –        Plasticity, or, how frequently connections created,
    abandoned


    –        Degree of connectedness – is a function of density,
    speed, flow and plasticity


    Given this description
    of networks, we can identify the essential elements of network
    semantics.

  • First, context,
    that is, the localization of entities in a network. Each context is unique





    entities see the network
    differently, experience the world differently. Context is required in order to
    interpret signals, that is, each signal means something different depending on
    the perspective of the entity receiving it.


    Second, salience,
    that is, the relevance or importance of a message. This amounts to the
    similarity between one pattern of connectivity and another. If a signal creates
    the activation of a set of connections that were previously activated, then this
    signal is salient. Meaning is created from context and messages via salience.


    Third,
    emergence, that is, the development of patterns in the network. Emergence
    is a process of resonance or synchronicity, not creation. We do not
    create emergent phenomena. Rather emergence phenomena are more like
    commonalities in patterns of perception. It requires an interpretation to be
    recognized; this happens when a pattern becomes salient to a
    perceiver.


    Fourth, memory
    is the persistence of patterns of connectivity, and in particular, those
    patterns of connectivity that result from, and result in, salient signals or
    perceptions.

  • Connective semantics is
    therefore derived from what might be called connectivist ‘pragmatics’,
    that is, that actual use of networks in practice. In our particular
    circumstance we would examine how networks are used to support learning. The
    methodology employed is to look at multiple examples and to determine what
    patterns may be discerned. These patterns cannot be directly communicated. But
    instances of these patterns may be communicated, thus allowing readers to (more
    or less) ‘get the idea’.

  • For example, in order
    to illustrate the observation that ‘knowledge is distributed’ I have frequently
    appealed to the story of the 747. In a nutshell, I ask, “who knows how to make a
    747 fly from London to Toronto?” The short answer is that nobody knows
    how to do this

    no one person could design a 747, manufacture
    the parts (including tires and aircraft engines), take it off, fly it properly,
    tend to the passengers, navigate, and land it successfully. The knowledge is
    distributed across a network of people, and the phenomenon of ‘flying a
    747’ can exist at all only because of the connections between the constituent
    members of that network.

  • Or, another story: if
    knowledge is a network phenomenon, then, is it necessary for all the elements of
    a bit of knowledge to be stored in one’s own mind? Karen Stephenson writes, “I store my knowledge in
    my friends.” This assertion constitutes an explicit recognition that what we
    ‘know’ is embedded in our network of connections to each other, to resources, to
    the world. Siemens writes,
    “Self-organization on a personal level is a micro-process of the larger
    self-organizing knowledge constructs created within corporate or institutional
    environments. The capacity to form connections between sources of information,
    and thereby create useful information patterns, is required to learn in our
    knowledge economy.”

  • This approach to
    learning has been captured under the heading of ‘connectivism’.
    In his paper of the same name, George Siemens articulates the major
    theses:




    • Learning and knowledge rests in diversity of opinions.



    • Learning is a process of connecting specialized nodes or information
      sources.



    • Learning may reside in non-human appliances.



    • Capacity to know more is more critical than what is currently
      known



    • Nurturing and maintaining connections is needed to facilitate
      continual learning.



    • Ability to see connections between fields, ideas, and concepts is a core
      skill.



    • Currency (accurate, up-to-date knowledge) is the intent of all
      connectivist learning activities.



    • Decision-making is in
      itself a learning process. Choosing what to learn and the meaning of incoming
      information is seen through the lens of a shifting reality. While there is a
      right answer now, it may be wrong tomorrow due to alterations in the information
      climate affecting the decision.

  • Is this the definitive
    statement of network learning? Probably not. But it is developed in the classic
    mold of network learning, through a process of immersion into the network and
    recognition of salient patterns. What sort of network? The following list is
    typical of what might be called ‘network’ practices online (I won’t draw these
    out in detail because there are dozens of papers and presentations that do
    this):


    Practice: Content
    Authoring and Delivery


    –        Numerous content authoring
    systems on the web…


    –        Weblogs – Blogger, Wordpress,
    LiveJournal, Moveable Type, more


    –        Content Management Systems –
    Drupal, PostNuke, Plone, Scoop, and many more…


    –        Audio – Audacity – and
    audioblogs.com – and Podcasting


    –        Digital imagery and video – and
    let’s not forget Flickr


    –        Collaborative authoring –
    Writely, Hula, the wiki


     


    Practice: Organize,
    Syndicate Sequence, Deliver


    –        Aggregation of content metadata
    – RSS and Atom, OPML, FOAF, even DC and LOM


    –        Aggregators – NewsGator,
    Bloglines – Edu_RSS


    –        Aggregation services –
    Technorati, Blogdex, PubSub


    –        More coming – the Semantic
    Social Network


     


    Practice: Identity and
    Authorization


    –        A raft of centralized (or
    Federated) approaches – from Microsoft Passport to Liberty to
    Shibboleth


    –        Also various locking and
    encryption systems


    –        But nobody wants
    these


    –        Distributed DRM – Creative
    Commons, ODRL…


    –        Distributed Identification
    management – Sxip, LID…


     


    Practice: Chatting,
    Phoning, Conferencing


    –        Bulletin board systems and chat
    rooms, usually attached to the aforementioned content management systems such as
    Drupal, Plone, PostNuke, Scoop


    –        Your students use this, even if
    you don’t: ICQ, AIM, YIM, and some even use MSN Messenger


    –        Audioconferencing? Skype…Or
    NetworkEducationWare…


    –        Videoconferencing? Built into
    AIM… and Skype

  • What happens,” I
    asked, “when online learning ceases to be like a medium, and becomes more like a
    platform? What happens when online learning software ceases to be a type of
    content-consumption tool, where learning is "delivered," and becomes more like a
    content-authoring tool, where learning is created?”


    The answer turns out to
    be a lot like Web 2.0: “The model of e-learning as being a type of content,
    produced by publishers, organized and structured into courses, and consumed by
    students, is turned on its head. Insofar as there is content, it is used rather
    than read— and is, in any case, more likely to be produced by students than
    courseware authors. And insofar as there is structure, it is more likely to
    resemble a language or a conversation rather than a book or a
    manual.”

  • In the days since this
    shift was recognized a growing community of educators and developers has been
    gathering around a model of online learning typified by this diagram authored by Scott
    Wilson (and remixed by various others since then):


     






    Figure 1: Future
    VLE


    http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206

  • . Perception itself
    consists of selective
    filtering and interpretation
    (pattern detection!)
    . The
    mind supplies sensations that are not
    there. Even a cautiously aware and reflective perceiver can be
    misled.
  • What are the core principles
    that will characterize such a description? The internet itself illustrates a
    sound set of principles, grounded by two major characteristics: simple services
    with realistic scope. “Simple service or simple devices with realistic scope are
    usually able to offer a superior user experience compared to a complex,
    multi–purpose service or device.” Or as David Weinberger describes the network:
    small pieces, loosely joined.

  • We compensate for these
    weaknesses by recognizing that a single point of view is insufficient; we
    distribute what constitutes an 'observation' through a process of description
    and verification. If one person says he saw a zombie, we take such a claim
    sceptically; if a hundred people say they saw zombies, we take it more
    seriously, and if a process is described whereby anyone who is interested can
    see a zombie for themselves, the observation is accepted. In other words, the
    veracity of our observations is not guaranteed by the observation, but by an
    observational methodology.
  • 1. Effective networks
    are decentralized. Centralized networks have a characteristic ‘star’
    shape, where some entities have many connections while the vast majority have
    few. This is typical of, say a broadcast network or the method of a teacher in a
    classroom. Decentralized networks, by contrast, form a mesh. The weight of
    connections and the flow of information is distributed. This balanced load
    results in a more stable network, with no single point of
    failure.


    2. Effective networks
    are distributed. Network entities reside in different physical locations.
    This reduces the risk of network failure. It also reduces need for major
    infrastructure, such as powerful servers, large bandwidth, and massive storage.
    Examples of distributed networks include peer-to-peer networks, such as Kazaa, Gnutella and content syndication networks,
    such as RSS. The
    emphasis of such systems is on sharing, not copying; local copies, if they
    exist, are temporary.


    3. Effective networks
    disintermediated. That is, they eliminate ‘mediation’, the barrier
    between source and receiver. Examples of disintermediation include the bypassing
    of editors, replacing peer review prior to publication with recommender systems
    subsequent to publication. Or of the replacement of traditional news media and
    broadcasters with networks of news
    bloggers
    . And, crucially, the removal of the intermediate teacher that
    stands between knowledge and the student. The idea is to, where possible,
    provide direct access to information and services. The purpose of mediation, if
    any, is to manage flow, not information, to reduce the volume of information,
    not the type of information.


    4. In effective
    networks, content and services are disaggregated. Units of content should
    be as small as possible and content should not be ‘bundled’. Instead, the
    organization and structure of content and services is created by
    the receiver
    . This allows the integration of new
    information and services with the old, of popular news and services with those
    in an individual’s particular niche interests. This was the idea behind learning
    objects; the learning object was sometimes defined as the ‘smallest possible
    unit of instruction
    ’. The assembly of learning objects into pre-packaged
    ‘courses’ defeats this, however, obviating any advantage the disaggregating of
    content may have provided.


    5. In an effective
    network, content and services are dis-integrated. That is to say,
    entities in a network are not ‘components’ of one another. For example, plug-ins
    or required software to be avoided. What this means in practice is that the
    structure of the message is logically distinct from the type of entity sending
    or receiving it. The message is coded in a common ‘language’ where the code is
    open, not proprietary. So no particular software or device is needed to receive
    the code. This is the idea of standards, but where standards evolve rather than
    being created, and where they are adopted by agreement, not
    requirement.

  • 6. An effective network
    is democratic. Entities in a network are autonomous; they have the
    freedom to negotiate connections with other entities, and they have the freedom
    to send and receive information. Diversity in a network is an asset, as it
    confers flexibility and adaptation. It also allows the network as a whole to
    represent more than just the part. Control of the entities in a network,
    therefore, should be impossible. Indeed, in an effective network, even where
    control seems desirable, it is not practical. This condition









    which may be
    thought of as the semantic condition – is what distinguishes networks
    from groups (see below).


    7. An effective network
    is dynamic. A network is a fluid, changing entity, because without
    change, growth and adaptation are not possible. This is sometimes described as
    the ‘plasticity
    of a network. It is through this process of change that new knowledge is
    discovered, where the creation of connections is a core
    function.


    8. An effective network
    is desegregated. For example, in network learning, learning is not
    thought of as a Separate Domain. Hence, there is no need for learning-specific
    tools and processes. Learning is instead thought of as a part of living, of
    work, of play. The same tools we use to perform day-to-day activities are the
    tools we use to learn. Viewed more broadly, this condition amounts to seeing the
    network as infrastructure. Computing, communicating and learning are not
    something we ‘go some place to do’. Instead, we think of network resources as
    similar to a utility, like electricity, like water, like telephones. The network
    is everywhere.


    It should be noted that
    though some indication of the justification for these methodological principles
    has been offered in the list above, along with some examples, this list is in
    essence descriptive. In other words, what is claimed here is that
    successful networks in fact adhere to these principles. The why of
    this is the subject of the next few sections.


     

  • Knowledge is a network
    phenomenon. To 'know' something is to be organized in a certain way, to exhibit
    patterns of connectivity. To 'learn' is to acquire certain patterns. This is as
    true for a community as it is for an individual.
  • But it should be
    self-evident that mere organization is not the only determinate of what
    constitutes, if you will, 'good' knowledge as opposed to 'bad' (or 'false')
    knowledge. Consider public knowledge. People form themselves into communities,
    develop common language and social bonds, and then proceed to invade Europe or
    commit mass suicide. Nor is personal knowledge any reliable counterbalance to
    this. People are as inclined to internalize the dysfunctional as the utile, the
    self-destructive as the empowering. Some types of knowledge (that is, some ways
    of being organized, whether socially or personally) are destructive and
    unstable.


    These are examples of
    cascade
    phenomena
    . In social sciences the same phenomenon might be referred to as
    the bandwagon
    effect
    . Such
    phenomena
    exist in the natural world as well. The sweep of the plague
    through medieval society, the failure of one hydro plant after another, the
    bubbles in the stock market. Cascade phenomena occur when some event or property
    sweeps through the network. Cascade phenomena are in one sense difficult to
    explain and in another sense deceptively simple.


    The sense in which they
    are simple to explain is mathematical. If a signal has more than an even chance
    of being propagated from one entity in the network to the next, and if the
    network is fully connected, then the signal will eventually propagate to every
    entity in the network. The speed at which this process occurs is a property of
    the connectivity of the network. In (certain) random and scale free networks,
    including hierarchal
    networks
    , it takes very few connections to jump from one side of the network
    to the other. Cascade phenomena sweep through densely connected networks very
    rapidly.


    The sense in which they
    are hard to explain is related to the question of why they exist at all. Given
    the destructive nature of cascade phenomena, it would make more sense to leave
    entities in the network unconnected (much like Newton escaped
    the plague
    by isolating himself). Terminating all the connections would
    prevent cascade phenomena. However, it would also prevent any possibility of
    human knowledge, any possibility of a knowing society.

  • In an environment such
    as this, the nature of design changes. In a typical computer program, the design
    will be specified with an algorithm or flowchart. Software will be described as
    performing a specific process, with specified (and often controlled) inputs and
    outputs. In a distributed environment, however, the design is no longer defined
    as a type of process. Rather, designers need to characterize the nature of the
    connections
    between the constituent entities.

  • Learning
    Networks and Connective Knowledge
  • Learning Networks and
    Connective Knowledge
  • The
    purpose of this paper is to outline some of the thinking behind new
    e-learning technology, including e-portfolios and personal learning
    environments. Part of this thinking is centered around the theory of
    connectivism, which asserts that knowledge - and therefore the
    learning of knowledge - is distributive, that is, not located in
    any
    given place (and therefore not 'transferred' or 'transacted'
    per se) but rather consists of the network of connections formed from
    experience and interactions with a knowing community. And another
    part of this thinking is centered around the new, and the newly
    empowered, learner, the member of the net generation, who is thinking
    and interacting in new ways. These trends combine to form what is
    sometimes called 'e-learning 2.0' -
    an approach to learning that
    is based on conversation and interaction, on sharing, creation and
    participation, on learning not as a separate activity, but rather, as
    embedded in meaningful activities such as games or workflows.
  • The
    purpose of this paper is to outline some of the thinking behind new
    e-learning technology, including e-portfolios and personal learning
    environments. Part of this thinking is centered around the theory of
    connectivism, which asserts that knowledge - and therefore the
    learning of knowledge - is distributive, that is, not located in
    any
    given place (and therefore not 'transferred' or 'transacted'
    per se) but rather consists of the network of connections formed from
    experience and interactions with a knowing community. And another
    part of this thinking is centered around the new, and the newly
    empowered, learner, the member of the net generation, who is thinking
    and interacting in new ways. These trends combine to form what is
    sometimes called 'e-learning 2.0' -
    an approach to learning that
    is based on conversation and interaction, on sharing, creation and
    participation, on learning not as a separate activity, but rather, as
    embedded in meaningful activities such as games or workflows.
  • connectivism
  • not located in
    any
    given place (and therefore not 'transferred' or 'transacted'
    per se) but rather consists of the network of connections formed from
    experience and interactions with a knowing community
  • Network Semantics
    and Connective Learning


    If we accept that
    something like the network theory of learning is true, then we are faced with a
    knowledge and learning environment very different from what we are used to. In
    the strictest sense, there is no semantics in network learning, because there is
    no meaning in network learning (and hence, the constructivist practice of
    making
    meaning
    ’ is literally meaningless).


    Traditionally, what a
    sentence ‘means’ is the (truth of falsity of) the state of the world it
    represents. However, on a network theory of knowledge, there is no such state of
    the world to which this meaning can be affixed. This is not because there is no
    such state of the world. The world could most certainly exist, and there is no
    contradiction in saying that a person’s neural states are caused by world
    events. However, it does mean that there is no particular state of
    the world that corresponds with (is isomorphic to) a particular mental state.
    This is because the mental state is embedded in a sea of context and
    presuppositions that are completely opaque to the state of the
    world.


    How, then, do we
    express ourselves? How do we distinguish between true and false – what, indeed,
    does it even mean to say that something is true and false? The answer to
    these questions is going to be different for each of us. They will be embedded
    in a network of assumptions and beliefs about the nature of meaning, truth and
    falsity. In order to get at a response, therefore, it will be necessary to
    outline what may only loosely be called ‘network semantics’

  • The
    Traditional Theory: Cognitivism
  • The
    Traditional Theory: Cognitivism
  • The
    dominant theory of online and distance learning may be characterized
    as conforming to a ‘cognitivist’ theory of knowledge and
    learning. Cognitivism is probably best thought of as a response to
    behaviourism. It provides an explicit description of the ‘inner
    workings’ of the mind that behaviourism ignores.
  • cognitivists defend an approach that may be called ‘folk
    psychology
    ’. “In our everyday social interactions we
    both predict and explain behavior, and our explanations are couched
    in a mentalistic vocabulary which includes terms like ‘belief’
    and ‘desire’.” The argument, in a nutshell, is that
    the claims of folk psychology are literally true, that there is, for
    example, an entity in the mind corresponding to the belief that
    'Paris is the capital of France', and that this belief is, in fact,
    what might loosely be called 'brain writing' - or, more precisely,
    there is a one-to-one correspondence between a person's brain states
    and the sentence itself.
  • n other
    words, cognitivists defend an approach that may be called ‘folk
    psychology
    ’.
  • communication
    theory
    , the idea
    that communication consists of information that flows through a
    channel. When we join folk psychology with communications theory, we
    get the idea that there is something like mental content that is in
    some way transmitted from a sender to a receiver. That we send ideas
    or beliefs or desires thought his channel. Or at the very least, that
    we send linguistic or non-linguistic (audio music and video images,
    for example) representations of these mental entities.
  • Moore's
    contribution
  • . Instead of viewing communication as a
    one-time event, in which information is sent from a sender and
    received by a receiver, the transfer of information is enabled
    through a series
    of communications
    , such that the receiver sends messages back to
    the sender, or to third parties. This is similar to the 'checksum'
    mechanism in computer communications, where the receiving computer
    sends back a string of bits to the sender in order to confirm that
    the message has been received correctly. Minimally, through this
    communication, a process of verification is enabled;
  • information theorists
  • are transferring the properties of a
    physical medium, in this case, the communication of content via
    electronic or other signals, to the realm of the mental.
  • there is something
    we'll call 'mental content' which is an
    isomorphism
    between physical states of the brain
    and the semantical content transmitted to and received by students,
    who either in some way absorb or construct a mental state that is the
    same as the teacher's - a 'shared experience'.
  • The
    Emergentist Alternative and the Argument Against Cognitivism
  • The allure
    of a causal theory is also that there appears to be no alternative.
    If there is no causal connection between teacher and learner, then
    how can any learning take place, except through some sort of divine
    intervention? Once we have established and begun to describe the
    causal process through which information is transacted from teacher
    to learner, we have pretty much claimed the field; any further
    account along these lines is an enhancement, an embellishment, but
    certainly not something new.
  • The
    Emergentist Alternative and the Argument Against Cognitivism
  • There is,
    however, an alternative. We may contrast cognitivism, which is a
    causal theory of mind, with connectionism, which is an
    emergentist
    theory of mind. This is not to say that connectionism
    (see also)
    does away with causation altogether; it is not a ‘hand of God’
    theory.  It allows that there is a physical, causal connection
    between entities, and this is what makes communication possible. But
    where it differs is, crucially: the transfer of information does
    not reduce to this physical substrate
    . Contrary to the
    communications-theoretical account, the new theory is a non-reductive
    theory. The contents of communications, such as sentences, are not
    isomorphic
    with some mental state.
  • emergentist theory
  • Philosophers
    have come up with the concept of 'supervenience'
    to describe something that is not the same as (i.e., not reducible
    to) physical phenomena, but which are nonetheless dependent on them.
    Thus, collections of physical states may share the same non-physical
    state; this non-physical state may be described as a 'pattern', or
    variously, 'a mental state', 'information', a 'belief', or whatever.
  • Knowledge (and other mental states, concepts, and the like) when
    represented in this way are 'distributed' - that is, there is no
    discrete entity that is (or could be) an 'instance' of that
    knowledge.
  • it is becoming increasingly evident that what we
    call 'mental contents' do not resemble sentences, much less physical
    objects, at all.
  • Randall O’Reilly
  • explicitly rejects the ‘isomorphic’ view of mental
    contents, and instead describes a network of distributed
    representations. "Instead of viewing brain areas as being
    specialized for specific representational content (e.g., color,
    shape, location, etc), areas are specialized for specific
    computational functions by virtue of having different neural
    parameters...
  • "A
    distributed
    representation
    is one in which meaning is not captured by a
    single symbolic unit, but rather arises from the interaction of a set
    of units, normally in a network of some sort."

    As noted
    in the same article, "The concept of distributed representation
    is a product of joint developments in the neurosciences and in
    connectionist work on recognition tasks (Churchland
    and Sejnowski 1992
    ). Fundamentally, a distributed representation
    is one in which meaning is not captured by a single symbolic unit,
    but rather arises from the interaction of a set of units, normally in
    a network of some sort."

    To illustrate this concept, I
    have been asking people to think of the concept 'Paris'. If 'Paris'
    were represented by a simple symbol set, we would all mean the same
    thing when we say 'Paris'. But in fact, we each mean a collection of
    different things and none of our collections is the same. Therefore,
    in our own minds, the concept 'Paris' is a loose association of a
    whole bunch of different things, and hence the concept 'Paris' exists
    in no particular place in our minds, but rather, is scattered
    throughout our minds.

    Now what the article is saying is that
    human brains are like computers - but not like the computers
    as described above, with symbols and programs and all that, but like
    computers when they are connected together in a network.

    "The
    brain as a whole operates more like a social network than a digital
    computer... the computer-like features of the prefrontal cortex
    broaden the social networks, helping the brain become more flexible
    in processing novel and symbolic information." Understanding
    'where the car is parked' is like understanding how one kind of
    function applies on the brain's distributed representation, while
    understanding 'the best place to park the car' is like how a
    different function applies to the same distributed
    representation.

    The analogy with the network of computers is a
    good one (and people who develop social network software are
    sometimes operating with these concepts of neural mechanisms
    specifically in mind). The actual social network itself - a set of
    distributed and interlinked entities, usually people, as represented
    by websites or pages - constitutes a type of distributed
    representation. A 'meme' - like, say, the Friday
    Five
    - is distributed across that network; it exists in no
    particular place.

    Specific mental operations, therefore, are
    like thinking of functions applied to this social network. For
    example, if I were to want to find 'the most popular bloggers' I
    would need to apply a set of functions to that network. I would need
    to represent each entity as a 'linking' entity. I would need to
    cluster types of links (to eliminate self-referential links and
    spam). I would then need to apply my function (now my own view
    here, and possibly O'Reilly's, though I don't read it specifically in
    his article, is that to apply a function is to create additional
    neural layers
    that act as specialized filters - this would
    contrast with, say, Technorati, which polls each individual entity
    and then applies an algorithm to it).

    This theory,
    stated simply, is that human thought amounts to patterns of
    interactions in neural networks. More precisely, patterns of input
    phenomena - such as sensory perceptions - cause or create patterns of
    connections between neurons in the brain. These connections are
    associative - that is, connections between two neurons form when the
    two neurons are active at the same time, and weaken when they are
    inactive or active at different times. See, for example, Donald
    Hebb's 'The Organization
    of Behavior
    ', which outlines what has come to be called 'Hebbian
    associationism
    '.
  • O’Reilly is proposing is a functionalist
    architecture over distributed representation

  • "Functionalism
    in the philosophy of mind is the doctrine that what makes something a
    mental state of a particular type does not depend on its internal
    constitution, but rather on the way it functions, or the role it
    plays, in the system of which it is a part."
  • For example,
    when I say, "What makes something a learning object is how we
    use the learning object," I am asserting a functionalist
    approach to the definition of learning objects (people are so
    habituated to essentialist definitions that my definition does not
    even appear on lists of definitions of learning objects).

  • "A
    distributed
    representation
    is one in which meaning is not captured by a
    single symbolic unit, but rather arises from the interaction of a set
    of units, normally in a network of some sort."
  • in our own minds, the concept 'Paris' is a loose association of a
    whole bunch of different things, and hence the concept 'Paris' exists
    in no particular place in our minds, but rather, is scattered
    throughout our minds.
  • Now what the article is saying is that
    human brains are like computers - but not like the computers
    as described above, with symbols and programs and all that, but like
    computers when they are connected together in a network.
  • Now what the article is saying is that
    human brains are like computers - but not like the computers
    as described above, with symbols and programs and all that, but like
    computers when they are connected together in a network.
  • "The
    brain as a whole operates more like a social network than a digital
    computer... the computer-like features of the prefrontal cortex
    broaden the social networks, helping the brain become more flexible
    in processing novel and symbolic information." Understanding
    'where the car is parked' is like understanding how one kind of
    function applies on the brain's distributed representation, while
    understanding 'the best place to park the car' is like how a
    different function applies to the same distributed
    representation.
  • As we
    examine the emergentist theory of mind we can arrive at five major
    implications of this approach for educational theorists:


    - first,
    knowledge is subsymbolic.
    Mere possession of the words does not mean that there is knowledge;
    the possession of knowledge does not necessarily result in the
    possession of the words (and for much more on this, see Michael
    Polanyi's discussion of 'tacit
    knowledge
    ' in 'Personal
    Knowledge
    ').


    - second,
    knowledge is distributed. There is no specific 'mental entity' that
    corresponds to the belief that 'Paris is the capital of France'. What
    we call that 'knowledge' is (an indistinguishable) pattern of
    connections between neurons. See, for example, Geoffrey Hinton,
    'Learning
    Distributed Representations of Concepts
    '.


    - third,
    knowledge is interconnected. The same neuron that is a part of 'Paris
    is the capital of France' might also be a part of 'My dog is named
    Fred'. It is important to note that this is a non-symbolic
    interconnection - this is the basis for non-rational associations,
    such as are described in the recent Guardian article, 'Where
    Belief is Born
    '

  • This theory,
    stated simply, is that human thought amounts to patterns of
    interactions in neural networks. More precisely, patterns of input
    phenomena - such as sensory perceptions - cause or create patterns of
    connections between neurons in the brain. These connections are
    associative - that is, connections between two neurons form when the
    two neurons are active at the same time, and weaken when they are
    inactive or active at different times. See, for example, Donald
    Hebb's 'The Organization
    of Behavior
    ', which outlines what has come to be called 'Hebbian
    associationism
    '.
  • - fourth,
    knowledge is personal. Your 'belief' that 'Paris is the capital of
    France' is quite literally different from my belief that 'Paris is
    the capital of France'. If you think about it, this must be the case
    - otherwise Gestalt
    tests
    would be useless; we would all utter the same word when
    shown the same picture.


    - fifth,
    what we call 'knowledge' (or 'belief', or 'memory') is an emergent
    phenomenon. Specifically, it is not 'in' the brain itself, or even
    'in' the connections themselves, because there is no 'canonical' set
    of connections that corresponds with 'Paris is the capital of
    France'. It is, rather (and carefully stated), a recognition of a
    pattern in a set of neural events (if we are introspecting) or
    behavioural events (if we are observing). We infer to mental contents
    the same way we watch Donald Duck on TV - we think we see something,
    but that something is not actually there - it's just an organization
    of pixels.


    This set
    of features constitutes a mechanism for evaluating whether a
    cognitivist theory or a connectivist theory is likely to be true. In
    my own mind (and in my own writing, as this was the subject of my
    first published paper, ‘Why Equi Fails’), the mechanism
    can be summed in one empirical test: context sensitivity.

  • The
    Argument Against Cognitivism
  • five major
    implications of this approach for educational theorists:
  • The
    Argument Against Cognitivism
  • first,
    knowledge is subsymbolic.
    Mere possession of the words does not mean that there is knowledge;
    the possession of knowledge does not necessarily result in the
    possession of the words (and for much more on this, see Michael
    Polanyi's discussion of 'tacit
    knowledge
    ' in 'Personal
    Knowledge
    ').
  • first,
    knowledge is subsymbolic.
  • What
    we call that 'knowledge' is (an indistinguishable) pattern of
    connections between neurons.
  • second,
    knowledge is distributed.
  • second,
    knowledge is distributed
  • third,
    knowledge is interconnected. The same neuron that is a part of 'Paris
    is the capital of France' might also be a part of 'My dog is named
    Fred'.
  • third,
    knowledge is interconnected
  • emergent
    phenomenon
  • fourth,
    knowledge is personal. Your 'belief' that 'Paris is the capital of
    France' is quite literally different from my belief that 'Paris is
    the capital of France'
  • fifth,
    what we call 'knowledge' (or 'belief', or 'memory') is an emergent
    phenomenon. Specifically, it is not 'in' the brain itself, or even
    'in' the connections themselves, because there is no 'canonical' set
    of connections that corresponds with 'Paris is the capital of
    France'. It is, rather (and carefully stated), a recognition of a
    pattern in a set of neural events (if we are introspecting) or
    behavioural events (if we are observing). We infer to mental contents
    the same way we watch Donald Duck on TV - we think we see something,
    but that something is not actually there - it's just an organization
    of pixels.
  • fourth,
    knowledge is personal.
  • fifth,
    what we call 'knowledge' (or 'belief', or 'memory') is an emergent
    phenomenon
  • If
    learning is context-sensitive then the 'language of thought'
    hypothesis fails, and the rest of folk psychology along with it. For
    the presumption of these theories is that, when you believe that
    'Paris is the capital of France' and when I believe that 'Paris is
    the capital of France', that we believe the same thing, and
    that, importantly, we share the same mental state, and hence
    can be reasonably relied upon to demonstrate the same semantic
    information when prompted.
  • context sensitivity.
  • If
    learning is context-sensitive then the 'language of thought'
    hypothesis fails, and the rest of folk psychology along with it.
  • If, as
    asserted above, what counts as knowledge of even basic things like
    the meanings of words and the cause of events is sensitive to
    context, then it seems clear that such knowledge is not a stand-along
    symbolic representation of that knowledge, since
    representations would not be, could not be, context sensitive.
    Rather, what is happening is that each person is experiencing a
    mental state that is at best seen as an approximation of what
    it is that is being said in words or experienced in nature, an
    approximation that is framed and indeed comprehensible only from
    which the rich set of world views, previous experiences and frames in
    which it embedded.
  • So I’ve
    concluded that 'language of thought' hypothesis could not possibly
    succeed, nor folk psychology either. Because it turns out that not
    only language but the whole range of phenomena associated with
    knowledge and learning are context-sensitive. Or so the philosophers
    say.
  • - Wilbert
    Quine, in 'Two
    Dogmas of Empiricism
    ' and in 'Word
    and Object
    ', shows that observation itself is context-sensitive,
    that there is no knowable one-to-one matching between sense-phenomena
    and the words used to describe them; in 'On
    the Indeterminacy of Translation
    ' he illustrates this with the
    famous 'gavagai' example: when a native speaker uses the word
    'gavagai' there is no empirical way to know whether he means 'rabbit'
    or 'the physically incarnate manifestation of my ancestor'
  • meaning is context
    sensitive
  • - Ludwig
    Wittgenstein
  • If this is
    the case, then the concepts of what it is to know and what
    it is to teach
    are very different from the traditional theories
    that dominate distance education today. Because if learning is not
    the transfer of mental contents – if there is, indeed, no such
    mental content that exists to be transported – then we need to
    ask, what is it that we are attempting to do when we attempt to teach
    and learn.
  • Norwood
    Russell Hanson, in 'Patterns
    of Discovery
    ', argues, in my view successfully, that causal
    explanations are context-sensitive. 'What was the cause of the
    accident?' It depends on who you ask - the police officer will point
    to the speed, the urban planner will point to the road design, the
    driver will point to the visibility.
  • - Wilbert
    Quine,
  • George
    Lakoff, in 'Women,
    Fire and Dangerous Things
    ', shows that categories are context
    sensitive (contra Saul Kripke);
    that what makes two things 'the same' varies from culture to culture,
    and indeed (as evidenced from some of his more recent political
    writings) from 'frame' to 'frame'
  • Bas C.
    van Fraassen in ‘The
    Scientific Image
    ’ shows that explanations are context
    sensitive. 'Why are the roses growing here?' may be answered in a
    number of ways, depending on what alternative explanations are
    anticipated. 'Because someone planted them.' 'Because they were well
    fertilized.' 'Because the chlorophyll in the leaves converts the
    energy of the Sun into glucose' are all acceptable answers, the
    correct one of which depends on the presuppositions inherent in the
    question.
  • David
    K. Lewis
    and Robert
    C. Stalnaker
    argue that the counterfactuals and modalities are
    context sensitive (though Lewis, if asked, would probably deny it).
    The truth of a sentence like 'brakeless trains are dangerous'
    depends, not on observation, but rather, on the construction of a
    'possible world' that is relevantly similar (Stalnaker uses the word
    'salience') to our own, but what counts as 'relevant' depends on the
    context in which the hypothetical is being considered.
  • ach person is experiencing a
    mental state that is at best seen as an approximation of what
    it is that is being said in words or experienced in nature, an
    approximation that is framed and indeed comprehensible only from
    which the rich set of world views, previous experiences and frames in
    which it embedded.
  • If, as
    asserted above, what counts as knowledge of even basic things like
    the meanings of words and the cause of events is sensitive to
    context, then it seems clear that such knowledge is not a stand-along
    symbolic representation of that knowledge, since
    representations would not be, could not be, context sensitive.
    Rather, what is happening is that each person is experiencing a
    mental state that is at best seen as an approximation of what
    it is that is being said in words or experienced in nature, an
    approximation that is framed and indeed comprehensible only from
    which the rich set of world views, previous experiences and frames in
    which it embedded.


    If this is
    the case, then the concepts of what it is to know and what
    it is to teach
    are very different from the traditional theories
    that dominate distance education today. Because if learning is not
    the transfer of mental contents – if there is, indeed, no such
    mental content that exists to be transported – then we need to
    ask, what is it that we are attempting to do when we attempt to teach
    and learn.

  • learning is not
    the transfer of mental contents
  • If this is
    the case, then the concepts of what it is to know and what
    it is to teach
    are very different from the traditional theories
  • if learning is not
    the transfer of mental contents – if there is, indeed, no such
    mental content that exists to be transported – then we need to
    ask, what is it that we are attempting to do when we attempt to teach
    and learn.
  • Network
    Semantics and Connective Learning
  • Network
    Semantics and Connective Learning
  • Traditionally,
    what a sentence ‘means’ is the (truth of falsity of) the
    state of the world it represents. However, on a network theory of
    knowledge, there is no such state of the world to which this meaning
    can be affixed. This is not because there is no such state of the
    world. The world could most certainly exist, and there is no
    contradiction in saying that a person’s neural states are
    caused by world events. However, it does mean that there is no
    particular state of the world that corresponds with (is
    isomorphic to) a particular mental state. This is because the mental
    state is embedded in a sea of context and presuppositions that are
    completely opaque to the state of the world.
  • How, then,
    do we express ourselves? How do we distinguish between true and false
    – what, indeed, does it even mean to say that something
    is true and false? The answer to these questions is going to be
    different for each of us. They will be embedded in a network of
    assumptions and beliefs about the nature of meaning, truth and
    falsity. In order to get at a response, therefore, it will be
    necessary to outline what may only loosely be called ‘network
    semantics’.
  • the nature of a network itself
  • Entities
  • Connections
  • Signals,
  • networks may vary according to
    a certain set of properties
  • Density
  • Speed
  • context, that is, the localization of entities in a network
  • Flow
  • salience, that is, the relevance or importance of a message
  • Plasticity
  • Degree
    of connectedness
  • we can identify the essential elements of
    network semantics.
  • emergence, that is, the development of patterns in the
    network
  • First,
    context,
  • Each context is unique – entities see the network differently,
    experience the world differently. Context is required in order to
    interpret signals, that is, each signal means something different
    depending on the perspective of the entity receiving it.
  • essential elements of
    network semantics
  • context
  • the localization of entities in a network
  • Second,
    salience, that is, the relevance or importance of a message.
  • memory is the persistence of patterns of connectivity
  • the relevance or importance of a message
  • salience
  • Third,
    emergence, that is, the development of patterns in the
    network. Emergence is a process of resonance or synchronicity, not
    creation. We do not create emergent phenomena. Rather
    emergence phenomena are more like commonalities in patterns of
    perception. It requires an interpretation to be recognized; this
    happens when a pattern becomes salient to a perceiver.
  • the development of patterns in the
    network
  • emergence
  • Fourth,
    memory is the persistence of patterns of connectivity, and in
    particular, those patterns of connectivity that result from, and
    result in, salient signals or perceptions.
  • the persistence of patterns of connectivity
  • memory
  • what does it mean, then, to say that a sentence has
    semantical import? To say, similarly, that we 'know' something?
  • The knowledge needs to be, in some way, in our mind (or
    in our society); it needs to be a 'belief'. And (so goes the
    argument) it needs to be in some way justified, through a process of
    verification, or at the very least, says Popper, through the absence
    of falsification.
  • to 'know' that 'snow is white' is to be organized in a
    certain way
    (one that is evidenced by uttering 'snow' when
    asked). To be organized in such a way as to have neural and mental
    structures corresponding to the words 'snow', 'is' and 'white', where
    those structures are such that the concept 'snow' is closely
    associated with (in certain contexts) the concept 'white' (obviously
    this is a gloss, since there is no real correspondence). Knowing that
    'snow is white' is therefore being organized in some certain
    way, but not in a specific particular way (we couldn't examine
    one's neural organization and be able to say whether the person knows
    that snow is white).
  • Whether
    something counts as 'knowledge' rather than, say, 'belief' or
    'speculation', depends less on the state of the world, and more on
    the strength or degree of connectedness between the entities. To
    'know' something is to not be able to not know. It's like finding
    Waldo, or looking at an abstract image. There may be a time when we
    don't know where Waldo is, or what the image represents, but once we
    have an interpretation, it is not possible to look without seeing
    Waldo, without seeing the image.
  • Dreyfus and Dreyfus talk about 'levels' of knowledge, up to and
    including an almost intuitive ‘expert’
    knowledge
    . As a particular organization, a particular set of
    connections, between neural structures is strengthened, as this
    structure becomes embedded in more and more of our other concepts and
    other knowledge, it changes its nature, changing from something that
    needs to be triggered by cue or association (or mental effort) into
    something that is natural as other things we 'know' deeply, like how
    to breathe, and how to walk, structures entrenched through years,
    decades, or successful practice. Contrast this to a cognitivist model
    of knowledge, where once justification is presented, something is
    'known', and cannot later in life be 'more known'.
  • For
    example, in order to illustrate the observation that ‘knowledge
    is distributed’ I have frequently appealed to the story of the
    747. In a nutshell, I ask, “who knows how to make a 747 fly
    from London to Toronto?” The short answer is that nobody
    knows how to do this – no one person could design a 747,
    manufacture the parts (including tires and aircraft engines), take it
    off, fly it properly, tend to the passengers, navigate, and land it
    successfully. The knowledge is distributed across a network of
    people, and the phenomenon of ‘flying a 747’ can exist at
    all only because of the connections between the constituent members
    of that network.
  • if knowledge is a network phenomenon, then, is it
    necessary for all the elements of a bit of knowledge to be stored in
    one’s own mind? Karen Stephenson writes,
    “I store my knowledge in my friends.” This assertion
    constitutes an explicit recognition that what we ‘know’
    is embedded in our network of connections to each other, to
    resources, to the world.
  • This
    approach to learning has been captured under the heading of
    connectivism’.
    In his paper of the same name, George Siemens articulates the major
    theses:
  • Learning
    and knowledge rests in diversity of opinions.
  • Learning
    is a process of connecting specialized nodes or information sources.
  • Learning
    may reside in non-human appliances.
  • Capacity
    to know more is more critical than what is currently known
  • Nurturing
    and maintaining connections is needed to facilitate continual
    learning.
  • Ability
    to see connections between fields, ideas, and concepts is a core
    skill.
  • Currency
    (accurate, up-to-date knowledge) is the intent of all connectivist
    learning activities.
  • Decision-making
    is in itself a learning process. Choosing what to learn and the
    meaning of incoming information is seen through the lens of a
    shifting reality. While there is a right answer now, it may be wrong
    tomorrow due to alterations in the information climate affecting the
    decision.
  • The following list is typical of what might be
    called ‘network’ practices online
  • Practice:
    Content Authoring and Delivery
  • Practice:
    Content Authoring and Delivery
  • Practice:
    Organize, Syndicate Sequence, Deliver
  • –       
    Aggregation
    of content metadata – RSS and Atom, OPML, FOAF, even DC and LOM


    –       
    Aggregators –
    NewsGator, Bloglines – Edu_RSS


    –       
    Aggregation
    services – Technorati, Blogdex, PubSub


    –       
    More coming –
    the Semantic Social Network

  • Practice:
    Identity and Authorization
  • –       
    Also various
    locking and encryption systems


    –       
    But nobody
    wants these

  • Practice:
    Chatting, Phoning, Conferencing
  • The
    Move to 2.0
  • The
    Move to 2.0
  • As the web
    surged toward 2.0 the educational community solidified its hold on
    the more traditional approach. The learning management system became
    central (and centralized, with Blackboard purchasing
    WebCT).
  • as traditional instructional software became entrenched, it became
    difficult not to notice the movement in the other direction. First
    was the exodus from commercial software in favour of open source
    systems such as Moodle, Sakai
    and LAMS. Others
    eschewed educational software altogether as a wave of educators began
    to look at the use of blogging
    and the wiki
    in their classes. A new, distributed, model of learning was emerging,
    which came to be characterized as e-learning
    2.0
    .
  • What happens when
    online learning software ceases to be a type of content-consumption
    tool, where learning is "delivered," and becomes more like
    a content-authoring tool, where learning is created?”
  • The idea
    behind the personal learning environment is that the management of
    learning migrates from the institution to the learner.
  • PLEs “would give the learner greater control over their
    learning experience (managing their resources, the work they have
    produced, the activities they participate in) and would constitute
    their own personal learning environment, which they could use to
    interact with institutional systems to access content, assessment,
    libraries and the like.”
  • The idea
    behind the personal learning environment is that the management of
    learning migrates from the institution to the learner.
  • The PLE allows the learner not only to consume learning
    resources, but to produce them as well. Learning therefore evolves
    from being a transfer of content and knowledge to the production of
    content and knowledge.
  • The 2.0
    Architecture
  • As O’Hear
    writes
    , “The traditional approach to e-learning…
    tends to be structured around courses, timetables, and testing. That
    is an approach that is too often driven by the needs of the
    institution rather than the individual learner. In contrast,
    e-learning 2.0 takes a 'small pieces, loosely joined' approach that
    combines the use of discrete but complementary tools and web services
    - such as blogs, wikis, and other social software - to support the
    creation of ad-hoc learning communities.”
  • ts fundamental architecture, which may be called ‘learning
    networks
  • elusive
  • The 2.0
    Architecture
  • The objective of a theory of learning networks is to
    describe the manner in which resources and services are organized in
    order to offer learning opportunities in a network environment.
    Learning networks is not therefore a pedagogical principle, but
    rather, a description of an environment intended to support a
    particular pedagogy.
  • We
    don't present these learning objects, ordered, in a sequence, we
    present randomly, unordered. We don't present them in classrooms and
    schools, we present them to the environment, to where students find
    themselves, in their homes and in their workplaces. We don't present
    them at all, we contribute them to the conversation, and we become
    part of the conversation. They are not just text and tests; they are
    ourselves, our blog posts, our publications and speeches, our
    thoughts in real-time conversation.
  • “If, as I suggested above, we
    describe learning objects using the metaphor of language, text,
    sentences and books, then the metaphor to describe the learning
    network as I've just described it is the ecosystem, a collection of
    different entities related in a single environment that interact with
    each other in a complex network of affordances and dependencies, an
    environment where the individual entities are not joined or sequenced
    or packaged in any way, but rather, live, if you will, free, their
    nature defined as much by their interactions with each other as by
    any inherent property in themselves.
  • This
    ‘ecosystem’ approach, realized in software, is based on a
    ‘distributed’ model of resources, as suggested by the PLE
    diagram. The difference between the traditional and decentralized
    approach may be observed in the following diagram:

  • This is a tentative set of
    principles, based on observation and pattern recognition
  • 1.
    Effective networks are decentralized.
  • Or as David
    Weinberger
    describes the network: small pieces, loosely joined.
  • It is worth noting at this juncture that these principles
    are intended to describe not only networks but also network learning,
    to show how network learning differs from traditional learning. The
    idea is that each principle confers an advantage over non-network
    systems, and that the set, therefore, may be used as a means of
    evaluating new technology. This is a tentative set of
    principles, based on observation and pattern recognition. It is not a
    definitive list, and indeed, it is likely that there cannot be a
    definitive list.
  • 2.
    Effective networks are distributed. Network entities reside in
    different physical locations. This reduces the risk of network
    failure.
  • 1.
    Effective networks are decentralized.
  • 3.
    Effective networks disintermediated. That is, they eliminate
    ‘mediation’, the barrier between source and receiver.
    Examples of disintermediation include the bypassing of editors,
    replacing peer review prior to publication with recommender
    systems
    subsequent to publication
  • 2.
    Effective networks are distributed.
  • 4. In
    effective networks, content and services are disaggregated.
    Units of content should be as small as possible and content should
    not be ‘bundled’. Instead, the organization and structure
    of content and services is created by the receiver.
  • This was the idea behind learning objects; the
    learning object was sometimes defined as the ‘smallest
    possible unit of instruction
    ’.
  • 3.
    Effective networks disintermediated.
  • 5. In an
    effective network, content and services are dis-integrated.
    That is to say, entities in a network are not ‘components’
    of one another.
  • Knowledge
    is a network phenomenon. To 'know' something is to be organized in a
    certain way, to exhibit patterns of connectivity. To 'learn' is to
    acquire certain patterns
  • 4. In
    effective networks, content and services are disaggregated.
  • 6. An
    effective network is democratic. Entities in a network are
    autonomous; they have the freedom to negotiate connections with other
    entities, and they have the freedom to send and receive information.
  • 5. In an
    effective network, content and services are dis-integrated.
  • 7. An
    effective network is dynamic. A network is a fluid, changing
    entity, because without change, growth and adaptation are not
    possible.
  • 6. An
    effective network is democratic.
  • 8. An
    effective network is desegregated. For example, in network
    learning, learning is not thought of as a Separate Domain. Hence,
    there is no need for learning-specific tools and processes.
  • 7. An
    effective network is dynamic.
  • 8. An
    effective network is desegregated.
  • Given the destructive nature of cascade phenomena,
    it would make more sense to leave entities in the network unconnected
    (much like Newton escaped
    the plague
    by isolating himself). Terminating all the connections
    would prevent cascade phenomena. However, it would also prevent any
    possibility of human knowledge, any possibility of a knowing society.
  • Perception itself consists of selective
    filtering and interpretation
    (pattern detection!). The mind
    supplies sensations that are not there. Even a cautiously aware and
    reflective perceiver can be misled.
  • Quantitative
    knowledge, the cathedral of the twentieth century,
  • What
    we count is as important as how we count, and on this, quantitative
    reasoning is silent
  • We can measure economic growth, but is an
    increase in the circulation of money a measure of progress?
  • We can measure grades, but are grades the
    measure of learning?
  • We can
    easily mislead ourselves with statistics, as Huff
    shows, and in more esoteric realms, such as probability, our
    intuitions can be exactly wrong.
  • It is important to
    recognize that a structure of connections is, at its heart,
    artificial,
    an
    interpretation
    of any reality there may be, and
    moreover, that our observations of emergent phenomena themselves as
    fragile and questionable as observations and measurements - these
    days, maybe more so, because we do not have a sound science of
    network semantics.
  • the human mind
  • is constructed in such a way
    that no single impulse is able to overwhelm the network. A perception
    must be filtered
    through layers of intermediate (and (anthropomorphically) sceptical)
    neurons before forming a part of a concept.
  • The
    mechanism for attaining the reliability of connective knowledge is
    fundamentally the same as that of attaining reliability in other
    areas; the promotion of diversity
  • This leads
    to the statement of the semantic condition:
  • First,
    diversity. Did the process involve the widest possible
    spectrum of points of view? Did people who interpret the matter one
    way, and from one set of background assumptions, interact with people
    who approach the matter from a different perspective?
  • Second,
    and related, autonomy. Were the individual knowers
    contributing to the interaction of their own accord, according to
    their own knowledge, values and decisions, or were they acting at the
    behest of some external agency seeking to magnify a certain point of
    view through quantity rather than reason and reflection?
  • Learning,
    in other words, occurs in communities, where the practice of learning
    is the participation in the community. A learning activity is, in
    essence, a conversation undertaken between the learner and
    other members of the community. This conversation, in the web 2.0
    era, consists not only of words but of images, video, multimedia and
    more. This conversation forms a rich tapestry of resources, dynamic
    and interconnected, created not only by experts but by all members of
    the community, including learners.
  • Third,
    interactivity, or connectedness. Is the knowledge being
    produced the product of an interaction between the members, or is it
    a (mere) aggregation of the members' perspectives? A different
    type of knowledge is produced one way as opposed to the other.
  • Fourth,
    and again related, openness. Is there a mechanism that allows
    a given perspective to be entered into the system, to be heard and
    interacted with by others?
  • Postscript:
    The Non-Causal Theory of Knowledge


    In recent
    years we have heard a great deal about evidence based educational
    policy. It is an appealing demand: the idea that educational policy
    and pedagogy ought to be informed by theory that is empirically
    supported. Such demands are typical of causal theories; following the
    methodology outlined theorists like Carl
    Hempel
    , they require an assessment of initial conditions, an
    intervention, and a measurement of observed difference, as predicted
    by a (causal) generalization.


    In the
    earlier theory, there is a direct causal connection between states of
    affairs in the communicating entities; it is, therefore, a causal
    theory. But in the latter theory, there is no direct causal
    connection; it is what would be called (in the parlance of the new
    theory) an emergentist theory (that is, it is based on emergence, not
    causality). Calls for "evidence that show this claim is true"
    and "studies to substantiate this claim" are, like most
    Positivist
    and Positivist-inspired theories, reductive
    in nature; that is why, for example, we expect to find something like
    a reductive entity, 'the message', 'the information', 'the learning',
    and the like. They are also aggregationist; the presumption, for
    example, is that knowledge is cumulative, that it can be assembled
    through a series of transactions, or in more advanced theories,
    'constructed' following a series of cues and prompts.


  • A
    Network Pedagogy
  • But what
    happens, first of all, if the entities we are ‘measuring’
    don’t exist?


    Even if
    there are mental states, it may still be that our descriptions of
    them nonetheless commit some sort of category error. Saying that
    there are ‘thoughts’ and ‘beliefs’ that
    somehow reduce to physical instantiations of, well, something
    (a word, a brain state…) is a mistake. These concepts are
    relics of an age when we thought the mental came in neat little
    atomistic packages, just like the physical. They are an unfounded
    application of concepts like 'objects' and 'causation' to phenomena
    that defy such explanation; they are, in other words, relics of 'folk
    psychology'. Saying 'someone has a belief' is like saying that 'the
    Sun is rising' - it is literally untrue, and depends on a mistaken
    world view.

  • Downes
    Educational Theory
  • A good
    student learns by practice, practice and reflection.
    A good
    teacher teaches by demonstration and modeling.
    The essence of
    being a good teacher is to be the sort of person you want your
    students to become.
    The most important learning outcome is a
    good and happy life.
  • But even
    more significantly, what happens if we cannot ‘measure’
    the phenomena in question at all?


    On the
    network theory knowledge and learning are emergent phenomena, and it
    is necessary to highlight a critical point: emergent phenomena are
    not causal phenomena. That is (say) the picture of Richard Nixon does
    not 'cause' you to think of the disgraced former president. They
    require a perceiver, someone to recognize the pattern being
    displayed in the medium. And this recognition depends on a relevant
    (but not strictly defined) similarity between one's own mental state
    and the pattern being perceived. That's why perception (and
    language, etc), unlike strict causation, is context-sensitive.


    And there
    is no means for a student to 'cause' (strictly speaking) recognition
    on the part of, say, an examiner, that he or she 'knows that Paris is
    the capital of France'. What is essential (and, I might add,
    ineliminable) is that the complex of this person's behaviours be
    recognized as displaying that knowledge. As Wittgenstein says, we
    recognize that a person believes the ice is safe by the manner in
    which he walks on the ice. And because this demonstration is
    non-causal, it depends on the mental state of the examiner, and
    worse, because (quite literally) we see what we want to see, the
    prior disposition of the examiner.


    If this is
    the case, the very ideas of ‘evidence’ and ‘proof’
    are turned on their heads. "Modeling
    the brain
    is not like a lot of science where you can go from one
    step to the next in a chain of reasoning, because you need to take
    into account so many levels of analysis... O'Reilly likens the
    process to weather modeling."

    This is a very important
    point, because it shows that traditional research methodology, and
    for that matter, traditional methods of testing and evaluation, as
    employed widely in the field of e-learning, will not be
    successful (are high school grades a predictor of college success?
    Are LSAT scores? Are college grades a predictor of life success?).
    This becomes even more relevant with the recent emphasis on
    'evidence-based' methodology, such as the Campbell
    Collaboration
    . This methodology, like much of the same type,
    recommends double-blind tests measuring the impacted of individual
    variables in controlled environments. The PISA
    samples
    are an example of this process in action.

    The
    problem with this methodology is that if the brain (and hence
    learning) operates as described by O'Reilly (and there is ample
    evidence that it does) then concepts such as 'learning' are best
    understood as functions applied to a distributed representation, and
    hence, will operate in environments of numerous mutually dependent
    variables (the value of one variable impacts the value of a second,
    which impacts the value of a third, which in turn impacts the value
    of the first, and so on).

  • The
    Personal Learning Environment (PLE)
  • A learning activity is, in
    essence, a conversation
  • This conversation forms a rich tapestry of resources, dynamic
    and interconnected, created not only by experts but by all members of
    the community, including learners.
  • the course content (if any) ought to be subservient to
    the discussion, that the community is the primary unit of learning,
    and that the instruction and the learning resources are secondary,
    arising out of, and only because of, the community.
  • What needs
    to be understood
    is that learning environments are
    multi-disciplinary. That is, environments are not constructed in
    order to teach geometry or to teach philosophy. A learning
    environ