This link has been bookmarked by 654 people . It was first bookmarked on 02 Jul 2010, by someone privately.
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Beatriz RojoA site by George Siemens. Together with Stepehen Downes, George Siemens is the person who best knows about Connectivism.
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sigridwaser-wagBlog von George Siemens, dem Begründer des "Konnektivismus", der Lerntheorie zum Lernen im Web 2.0
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Jennifer De GoursatConnectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks
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These trends influence the power structures in classroom or online settings.
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Do I actually think I’m making a difference?
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Open online courses and resources seem to impact those who outside of the traditional education system and in countries that don’t have universities in the “global top 100”. For example, UNISA has over 374,000 students. Harvard has less than 5% of UNISA’s total. Who makes a greater impact in the world? Harvard and other elite universities conduct research that might well alter the course of human history. UNISA and other similar universities alter the lives of single individuals.
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claude lord"Much of the world that we live in today can be explained through networks, including education, learning, research, and knowledge development. I have not read Deleuze, though it is on my agenda for my trip to Croatia this weekend, but I don’t see rhizomes as possessing a similar capacity (to networks) to generate insight into learning, innovation, and complexity. Terry Anderson describes a sense of alienation with the rhizomatic learning and states that: “If we really want to CHANGE systems, we have to insure that we don’t grow as rhizomes, reproducing clones of ourselves or establishing gardens in which only certain types of weeds can flourish.”"
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u’re well aware
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Ojeda Vegasitio de goerge siemens
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Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections.
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The traditional approach to courses – pre-packaged before learners arrive – is upended in a MOOC. The hyper-fragmentation of content and interaction presents problems for educators and learners: How do we make sense of what’s happening? How do we develop a coherent view of the many, many topics that comprise a MOOC? How do we re-create a centre that shares the bounding elements of a course, but is based on the networked centre-less structure of the internet?
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In contrast to decision-making models in crisis situations, Weick, Sutcliffe, and Obstfeld (2005: 415) promote a narrative model of sensemaking. They argue that sensemaking is “not about truth and getting it right. Instead it is about continued redrafting of an emerging story so that it becomes comprehensible.”
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Sensemaking, then, is essentially the creation of an architecture of concept relatedness, such as placing “items into frameworks” (Weick 1995:6) and continually seeking “to understand connections” (Klein et al. 2006: 71). Sensemaking occurs in many facets of personal and organizational life, including crisis situations, routine information seeking, research, and learning. Individuals engage in nebulous problem solving without a clear path daily: a parent raising a child, an employee starting a new job, a doctor without a clear diagnosis for a patient, a master’s research student, and so on.
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The data-trails that are created in our daily interactions online and with others form the basis of analytics in learning.
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It is usually beneficial to be connected to those who have a good view of what is going on. Information and knowledge is often shared [intentionally or unintentionally] with trusted others, close by.
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our position in a network, and the overlap with other networks, influences the type of information and people that we can access
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While connectivism begins with the individual, it stresses the growth of connections and connectedness in learning and knowledge.
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Self-directed learning explains the attributes of learners who learn at their own pace and interest.
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Instead of sensemaking in isolation, we rely on social, technological, and informational networks to direct our activities.
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To address the information and social complexity of open courses, learners need to be network-directed, not self-directed learners.
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Social networks serve to filter and amplify important concepts and increase the diversity of views on controversial topics
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netwok-centric learning and knowledge building is foundational in many careers today
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discovery of the corona virus (SARS) was achieved through a global distributed research network
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network-directed learning is not a “crowd sourcing” concept.
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connected specialization – namely we are intelligent on our own and we amplify that intelligence when we connect to other
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Connectedness – in this light – consists of increasing, not diminishing, the value of the individual.
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Rhonda LowderbackThis blog houses a wealth of information on connectivism and shared knowlege. While I did not read every post, there is a large variety of articles, posted by various authors, written in the past several years. I think this would be a great place to conduct research on current information since there are articles only a few months old.
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Stephen Downes is a prolific writer. If you follow his work at OLDaily or on Half an Hour,
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Sensemaking is an activity that individuals engage in daily in response to uncertainty, complex topics, or in changing settings.
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In contrast to decision-making models in crisis situations, Weick, Sutcliffe, and Obstfeld (2005: 415) promote a narrative model of sensemaking. They argue that sensemaking is “not about truth and getting it right. Instead it is about continued redrafting of an emerging story so that it becomes comprehensible.”
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Sensemaking and the process of learning are related, but each has distinct constructs (Schwandt 2005).
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“[S]ensemaking is a motivated, continuous effort to understand connections . . . in order to anticipate their trajectories and act effectively” (Klein et al. 2006: 71).
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01 Jul 12
Deon van der MerweJournal of Business Research -OA 1
blog education e-learning connectivism onlinelearning innovation teaching&learning technology theory thinking learning learningspaces
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Oliver Quinlan@taffwatts For me, the most interesting current thinking is connectivism, http://t.co/1qwiNu3O and http://t.co/F70DnrjE. @oliverquinlan
– Miles Berry (mberry) http://twitter.com/mberry/status/193358468382605312 -
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Conversations are fragmented. The teacher’s coherence or subject views aren’t “duplicated” by students.
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When learners enter complex information settings, the first experience is one of disorientation. “Where do I go?” “Where can I find what I need?” “Who else is here?” As a learner orients herself, she begins to form connections with a few others, resulting in sub-networks often based on some similarity (same country, similar interests, previous connection).
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learners begin exploring and negotiating the domain of knowledge. In the process, they produce artifacts, such as the images posted above. Artifacts can include a blog post, an image, a video, a podcast, a live performance – basically anything that allows an individual to express how they’ve come to understand something.
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Sensemaking artifacts are valuable in that learners use them to self-organize around important ideas, negotiate the scope of a topic, correct each other, and curate key ideas.
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At its core, digital technologies change how people relate to each other and how information is created and shared
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ne such power change centres on the learner: she has more power today than ever before, requiring both educators and institutions to rethink what they do for her and what she can do for herself. Sensemaking artifacts reflect this power shift: learners can self-organize and guide each other, rather than simply walking established knowledge paths created by educators and designers. Each artifacts serves to “re-centre” the conversation around the sensemaking actions of learners.
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I often grapple with the question: “if we designed education today, what would it look like?”. Would it look like our existing classrooms? Textbooks? Libraries? Or would it look more like the internet? What roles would teachers play? Or learners? What would “teaching” look like if we had a system that jettisoned the legacy baggage of our current education system?
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Matthew BurleyThis has implications for Learning spaces - Connectivism looks at connections made and maintained by learners - the pipe becomes more important than what they know.
connectivism education learning web2.0 blog elearning e-learning wiki
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Patti SeidelThis one has great graphics and a couple videos we may be able to use
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Page Comments
Venham Conhecer a Nova Temporada da http://www.jogando.net/mu/ na versão Season6, com muitas Novidades, Eventos, Itens e Muito mais, para os jogadores do http://www.jogando.net/mu/
Super - 10.000x
Pvp 15.000x
Very Easy - 5.000x
Hard 100 x
Extreme 10x
War 1000x
Novo Sever: Phoenix Ep.3 3.000x (32k stats) Acumulativo
Algumas Novidades:
-> Castle Siege, agora o GM da guild vencedora ganha SET exclusivo.
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-> Novo Duel Arena, o top 1 do ranking ganha 100 GOLDs.
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-> Fique logado e ganhe golds, Free ganha 1 GOLD por minuto e VIP 2 GOLDs.
-> Novas invasões de DOURADOS.
-> Novo mapa Karutan com novos MOBs, drops exclusivos e muita XP.
-> Ganhe Chaos Castle e receba itens ancients.
-> Todo dia sorteio de GOLDs entre os players logado.
-> Dezenas de invasões todos os dias.
-> O TOP ranking da semanal e do mês ganha muitos GOLDs seja TOP você também.
-> Leo the Helper, ganhe todo dia um novo item clicando no NPC.
-> O player TOP 1 Semanal de Illusion temple ganha “Fenrir Gold”.
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-> MegaUltraSuperHiper Evento de Castle Siege
-> Novo char Range Fighter
-> Novos PVPs
-> Novos Mapas
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-> Nova skin no forum com novas opções.
-> Novas Asas, Ring e Pendats 5 Socket
-> Novos Kits Fusion V2, Shield Pv3, Kit Mysthical e ItensSupremo Diamond (raro) Apenas 100 será vendidos
-> Novos Sets especial com o melhor preço
By xXxEmOxXx
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