elearnspace. Connectivism: A Learning Theory for the Digital Age - The Diigo Meta page

• 24 Jan 18
  

  oliveiradf123

  Conectivismo

• 09 Oct 16
  

  Kathleen Mendez

  siemens education connectivism learning theory elearning pedagogy georgesiemens

• 20 Jul 16
  

  connectivism learning elearning theory siemens pedagogy

  • connectivism's relation to   the process of learning, development of technology, societal trends, and   pedagogy and curriculum.

  • Verhagen’s (2006) criticisms are broadly   centered on three areas:

     

    1. Is connectivism a learning theory or   a pedagogy?

     

    2. The principles advocated by connectivism   are present in other learning theories as well.

     

    3. Can learning reside in non-human appliances?

     
  • individual's personal   epistemology
  • why we need a different theory of learning,
  • how we teach, how we design curriculum,   the spaces and structures of learning, and the manner in which we foster   and direct critical and creative thought in our redesign of education
  • zeitgeist
  • many educational   structures exist with the primary intent of preparing individuals for   the workforce
  • become more utilitarian
  • make meaning
  • achieve and produce in an economic system.
  • The space of shifting ideals presents challenges for   society as a whole: (a) the erosion of existing structures of knowing   and need for knowing, and (b) the yet to emerge characteristics of the   new space are unknown, or speculative at best (p. 23).
  • Educators today face challenges relating to: (a) defining   what learning is, (b) defining the process of learning in a digital age,   (c) aligning curriculum and teaching with learning and higher level development   needs of society (the quest to become better people), and (d) reframing   the discussion to lay the foundation for transformative education - one   where technology is the enabler of new means of learning, thinking, and   being.
  • Too many educators fail to understand   how technology is changing society.

  • 1. Internally as neural networks (where   knowledge is distributed across our brain, not held in its entirety in   one location)

     

    2. Externally as networks we actively form   (each node represents an element of specialization and the aggregate represent   our ability to be aware of, learn, and adapt to the world around).
  • social beings
  • Textual representations of knowledge provide   a false sense of certainty and ascribe static attributes typically not   inherent in knowledge from oral traditions. When knowledge is communicated   through dialogue, the progressive growth of understanding is tied to the   process, not the artefact. Learning, when primarily text-based, ascribes   knowledge as primary in physical objects.
  • content-central view of learning loses effectiveness in environments that   are rapidly changing and adapting.
  • Text in itself is a codification of   knowledge at a point in time—a snapshot. In contrast, conversation is   fluid and continual.
  • Language, as the corner stone of conversation   and dialogue, is in itself transformative.
  • Epistemology is concerned with the “the   nature of knowledge and how we come to know things”
  • Technology is mobile, embedded, transparent,   and ubiquitous. Continual access to technology requires different vetting   processes for knowledge.
  • Consider
  • The persistent advancement of technology   adds complexity to how knowledge is organized, created, and managed.
  • In Educating the Net Generation,   Diana and James Oblinger (2004) offered a detailed overview of today’s   learners: digitally literate, constantly connected, socially-driven,   engaged, visually-driven, and a host of additional pronounced characteristics.   Simply stated, today’s learners are different.
  • Weinberger (2005) presented complexification   as a defining aspect of knowledge today. We are now able, through an   abundance of social tools, to produce and create content previously   requiring a substantial investment. Broadcasting ideas—in text, audio,   and video—is a fairly simple process. As a result, any issue can be   explored and dissected form numerous angles. Even simple viewpoints   can be complexified through the multiple viewpoints of the masses.

  • According to Downes (2005), connective   knowledge networks possess four traits:

                           

    Diversity	Is the widest possible spectrum of points of view revealed?
    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?
    Interactivity	Is the knowledge being produced   the product of an interaction between the members, or is it a   (mere) aggregation of the members’ perspectives?
    Openness	Is there a mechanism that allows   a given perspective to be entered into the system, to be heard   and interacted with by others?

  24 more annotations...

• 15 Mar 16
  

  Abdullah SAYKILI

  Connectivism: A Learning Theory for the Digital Age

  connectivism ETC777 ETC777week01

• 21 Feb 16
  

  ljbutler29

  • Instead of knowledge residing only in   the mind of an individual, knowledge resides in a distributed manner across   a network. Instead of approaching learning as schematic formation structures,   learning is the act of recognizing patterns shaped by complex networks.   The networked act of learning exists on two levels:

     

    1. Internally as neural networks (where   knowledge is distributed across our brain, not held in its entirety in   one location)

     

    2. Externally as networks we actively form   (each node represents an element of specialization and the aggregate represent   our ability to be aware of, learn, and adapt to the world around).
• 08 Nov 14
  

  Jeff Pinto
  • In today's environment, many educational   structures exist with the primary intent of preparing individuals for   the workforce.
  • Much like previous societies aligned education with the   higher ideals of their era, work and employment - as cornerstones of life   - drive much of today's education. The religious-based views of education   have largely given way to education based on science. As a whole, our   structures of learning have become more utilitarian (Postman, 1995, p.   27).
  • for many, the bulk of learning occurs as a desire to make sense, understand,   develop personally, or (for the utopian) become contributors to making   a better world. Our views of learning must account for our strong urge   to make meaning.
  • Many of the nobler   elements of learning, often found in the belief or faith domain, have   yielded to the increased quest for efficiency and utilitarianism.
  • Education occurs within   the prominent philosophical and societal notions of what it means "to   be." In eras of religious focus, the development of morals provided   the foundation of learning. In eras defined by exploration and knowledge   growth, the prominent function of education was to pry open doors of hidden   knowledge. The development of the industrial era shifted the educational   focus to preparing individuals to function in work environments. Career   preparation, not moral or intellectual development, became the primary   focus of learning. The space of shifting ideals presents challenges for   society as a whole: (a) the erosion of existing structures of knowing   and need for knowing, and (b) the yet to emerge characteristics of the   new space are unknown, or speculative at best (p. 23).
  • The internet functions according to a different sequence of   rules, guidelines, codes of conduct, and points of value than does the   physical world. A necessary reorganization is underway, resulting in new   metaphors of learning and existence as a whole.
  • ducators today face challenges relating to: (a) defining   what learning is, (b) defining the process of learning in a digital age,   (c) aligning curriculum and teaching with learning and higher level development   needs of society (the quest to become better people), and (d) reframing   the discussion to lay the foundation for transformative education - one   where technology is the enabler of new means of learning, thinking, and   being.
  • Too many educators fail to understand   how technology is changing society. While hype words of web 2.0, blogs,   wikis, and podcasts are easy to ignore, the change agents driving these   tools are not. We communicate differently than we did even ten years ago.   We use different tools for learning; we experience knowledge in different   formats and at a different pace. We are exposed to an overwhelming amount   of information�requiring continually greater levels of specialization   in our organizations. It is here�where knowledge growth exceeds our ability   to cope�that new theories of knowledge and learning are needed. And it   is in this space that a whole development model of learning must   be created (i.e. learning beyond vocational skills, leading to the development   of persons as active contributors to quality of life in society).
  • We are social beings. Through   language, symbols, video, images, and other means, we seek to express   our thoughts. Essentially, our need to derive and express meaning, gain   and share knowledge, requires externalization. We externalize ourselves   in order to know and be known.
  • Wittgenstein (as cited in Bloor, 1983)   explored the private and public nature of meaning, arriving at the view   that the �systematic pattern of usage� (p. 19) was the primary expression   of meaning. The patterns of usage are public, not private, and internal,   as mental image or act theorists detailed.
  • Wittgenstein presented right and wrong as �public standards,   and their authority comes from their being collectively held
  • even introspective discourse   is a public institution which depends on conventions and hence on training.   We have no immediate self-knowledge and no resources for constructing   any significant account of a realm of purely private objects and experiences.   (p. 64)
  • �The meaning of   a word represents such a close amalgam of thought and language that it   is hard to tell whether it is a phenomenon of speech or a phenomenon of   thought� (p. 212). Vygotsky then extrapolated the thought/word connection   by asserting that thoughts do not come into existence unless expressed   in words (p. 218).
  • Vygotsky (1986) stated his interest   in language as a means to ensure complete understanding of a concept:   Psychology, which aims at a study of complex holistic   systems, must replace the method of analysis into elements with the method   of analysis into units.�

  • The interplay of language, symbols,   ideas, cognition, meaning, and learning are not clearly defined. Pietroski   (2004) stated the challenge:

     

     

     

    If   theories of meaning are theories of understanding, and these turn out   [to] be theories of mental faculty that associates linguistic signals   with meanings in constrained ways, then we should figure out (in light   of the constraints) what this faculty associates signals with.

     

     

    Extended, the concerns go beyond simply   determining constraints. The challenge involves acquiring a common language   of meaning relating to learning and knowledge, and exploring how supporting   processes (cognition and emotions) are influenced by communication models   (linguistics) and the conduits that deliver information and knowledge (technology),   in relation to views of learning (truth, objectivity, subjectivity, epistemology).
  • The externalization of thought is   an important concept to consider in light of traditional theories of learning   largely emphasizing knowledge construction and cognition as primarily internal   events (in the mind of individuals).
  • Through symbols, we desire clarification. �The world of our experience must   be enormously simplified and generalized before it is possible to make a   symbolic inventory of all our experiences� (Sapir, as cited in Vygotsky,   1986).
  • �societies have always been shaped more by the   nature of the media by which men communicate than by the content of the   communication� (
  • The rapid growth of social-based technology tools   creates an unprecedented opportunity for anyone with a computer and internet   access to play the role of journalist, artist, producer, and publisher.   If media truly does shape humanity, the changed nature of dialogue and information   exposure created by the internet will have greater implications to our future   than the nature of the content currently being explored. Much like tools   shape potential tasks, the internet shapes opportunities for dialogue�outside   of space and time�that were not available only a generation ago.
  • Cognition is a function of the environment   in which it occurs; that is it develops from social milieu (Vygotsky, 1986,   p. 108).
  • The environment strongly influences the   nature of cognition. This element is particularly valuable in considering   the design of physical and virtual spaces of learning.
  • Epistemology is concerned with the �the   nature of knowledge and how we come to know things� (Driscoll, 2000, p.   12).
  • emerging theories (connectivism)
  • To rely on a theory that ignores the networked nature of society, life,   and learning is to largely miss the point of how fundamentally our world   has changed.
  • it may be unclear   whether constructivism is actually a theory or a philosophy
  • both Vygotsky and Wittgenstein mistook the   environment for the space in which thought gains life, when in reality,   the external environment is an additional space for knowledge, thought,   expression, and reflection.
  • When objects and other external entities   are viewed as extension of humanity, the notion of learning as a network   formation process becomes more palatable.
  • Integrated, holistic views of theories and the particular functions   they serve is often lacking
  • A holistic view and model of cognition and learning   is required�one which addresses emotions, thoughts, language, symbols,   circumstances, morality, and environment.
  • "It   does not seem possible to account for the cognitive accomplishments   of our species by reference to what is inside our heads alone. One must   consider the cognitive roles of the social and material world�
  • Hierarchies of knowledge have been   created to demarcate elements commonly described as knowledge or information.   Liebowitz (1999) cited the work of Tobin in structuring a four-tier   hierarchy: data (+ relevance + purpose) = information (+ application) = knowledge   (+ intuition + experience) = wisdom (p. 1-5). Wisdom   is the upper echelon of most conceptions of thought and knowledge, but,   as Burke (2000) noted, wisdom must be �learned more or less painfully   by each individual� (p. 12). Other knowledge conceptions (Siemens, 2005)   suggest the highest level in the hierarchy is meaning�the comprehension   of nuances and implications of knowledge. Moving wisdom to the domain   of the internal introduces similar challenges addressed by Wittgenstein   (as cited in Bloor, 1983) and Vygotsky (1986), namely, how can something   that is exclusively internal have life or meaning?
  • Learning�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.
  • While blogs, wikis, podcasts, and   social bookmarking are receiving much attention, the real point of interest   lies not in the tools themselves, but in what the growth of the tools   represents and what the tools enable. Primary affordances include: (a)   two-way flow, and (b) activities reflective of networked activities   of individuals

  • According to Downes (2005), connective   knowledge networks possess four traits:

                           

    Diversity	Is the widest possible spectrum of points of view revealed?
    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?
    Interactivity	Is the knowledge being produced   the product of an interaction between the members, or is it a   (mere) aggregation of the members� perspectives?
    Openness	Is there a mechanism that allows   a given perspective to be entered into the system, to be heard   and interacted with by others?
  • As discussed earlier, rapid knowledge growth requires   off-loading the internal act of cognition, sense and meaning making,   and filtering to a network consisting of human and technology nodes.
  • . As knowledge complexifies, patterns�not individual elements�become   of greatest importance in gaining understanding.
  • • How does learning occur?
     
    • What factors influence learning?
     
    • What is the role of memory?
     
    • How does transfer occur?
     
    • What types of learning are best   explained by this theory? (� 2)
  • Our obligation as educators requires   a solid focus on emerging trends, while not succumbing to distracting   fads.
  • Our desire to connect�to externalize�is a vital component   of the learning process.

  37 more annotations...

• 07 Mar 14
  

  Morgan Robinson

  Collaborative Learning

  • t is always an honor to have one's   work reviewed - even (or perhaps, especially) when it is critical in nature.   Ideas, concepts, and theories are sharpened, or dulled, in the space of   dialogue and scrutiny
  • Connectivism: A Learning Theory for   a Digital Age." My appreciation exists on two levels: (a) Verhagen's   time in reflecting on and reacting to the article, and (b) the provision   of an opportunity to further dialogue about connectivism's relation to   the process of learning, development of technology, societal trends, and   pedagogy and curriculum.
  • "The pipe is more important than the content within the pipe. Our   ability to learn what we need for tomorrow is more important than what   we know today. A real challenge for any learning theory is to actuate   known knowledge at the point of application
  • that learning is a network phenomenon, influenced   (aided) by socialization and technology. Two years is a lifetime in the   educational technology space
  • Blogs, wikis, and RSSÿfdnow prominent terms at most educational   conferencesÿfdwere still the sandbox of learning technology geeks. Podcasting   was not yet prominent. YouTube didn't exist. Google had not released its   suite of web-based tools. Google Earth was not yet on the desktops of   children and executives alikeÿfdeach thrilled to view their house, school,   or business in satellite images. Learning Management Systems still held   the starting point of most elearning initiatives. Moodle was not yet prominent,   and the term PLEs (personal learning environments) did not exist. In two   years, our small space of educational technology evolvedÿfdperhaps exploded   is a more accurate term.
  • Much   has happened since the article was first written, which in no way devalues   connectivism as a concept - rather it validates it. The theory of connectivism   is no less immune to change than the underlying trends it proposes to   address.
  • The error made in the review is precisely   the reason why we need to explore connectivism as a learning theory: static,   context-less, content-centric approaches to knowing and understanding   are fraught with likelihood of misunderstanding. To write a review of   the American political system of 2004, and treat it as if it were today's   reality, fails to acknowledge the process to which all content is subject.   This is the danger of product iconization as offered, or explored   by prominent theories of learning, thus failing to acknowledge - explicitly   - that ongoing changes obsolesce current knowledge

  • Context shapes the   nature of knowledge and learning, requiring that we consider contextual   factors when engaging in debate, dialogue, or critique. To assess a concept,   in absence of the context of occurrence (why a conversation happened in   the first place, as well as how it has since evolved), is to largely ignore   the process aspect of learning and focus instead only on the product   aspect.

     
  • The spirit, or zeitgeist, of   an era influences the structures of society: churches and religious groups,   school, and government. In contrast with the educational ideals of previous   cultures, our current Western world is largely dominated by a spirit of   productivity, utilitarianism, and return on investment (or other metrics   to justify learning and training).
  • many educational   structures exist with the primary intent of preparing individuals for   the workforce. Much like previous societies aligned education with the   higher ideals of their era, work and employment - as cornerstones of life   - drive much of today's education
  • We may engage in formal learning activities to increase our career prospects,   but for many, the bulk of learning occurs as a desire to make sense, understand,   develop personally, or (for the utopian) become contributors to making   a better world. Our views of learning must account for our strong urge   to make meaning.
  • Educators are seeking to create a high-calling of learning that   exceeds vocational needs. The absence of a clear pedagogy, or vision of   how learning ought to be done, further complicates the potential for success
  • "There was a time when educators became famous   for providing reasons for learning; now they become famous for inventing   a method" (p. 26). Our educational model today is largely defined   by the desire to achieve and produce in an economic system.
  • Many of the nobler   elements of learning, often found in the belief or faith domain, have   yielded to the increased quest for efficiency and
  • The development of the industrial era shifted the educational   focus to preparing individuals to function in work environments. Career   preparation, not moral or intellectual development, became the primary   focus of learning. The space of shifting ideals presents challenges for   society as a whole: (a) the erosion of existing structures of knowing   and need for knowing, and (b) the yet to emerge characteristics of the   new space are unknown, or speculative at best (p. 23).
  • The current internet era is at a point   of substantial change. The long-established fault lines of philosophical   debate are being reshaped as our means of interpreting life, learning,   and reality are moving into a new dimension - the virtual world.
  • The internet functions according to a different sequence of   rules, guidelines, codes of conduct, and points of value than does the   physical world. A necessary reorganization is underway, resulting in new   metaphors of learning and existence as a whole.
  • The established notions   of knowledge and learning appear inadequate in a world and space subject   to substantially different pressures than earlier societies. The dichotomy   of qualitative versus quantitative, religion versus science, and such   have been formed through the debates of philosophers, scientists, and   religious people. Educators today face challenges relating to: (a) defining   what learning is, (b) defining the process of learning in a digital age,   (c) aligning curriculum and teaching with learning and higher level development   needs of society (the quest to become better people), and (d) reframing   the discussion to lay the foundation for transformative education - one   where technology is the enabler of new means of learning, thinking, and   being.

  16 more annotations...

• 22 Jan 14
  

  Catherine Cronin

  | elearnspace

  connectivism

• 29 Jan 13
  

  Lori Fredeneberg
  • that learning is a network phenomenon, influenced   (aided) by socialization and technology.
• 08 Dec 12
  

  Ruth Ronan
• 13 May 12
  

  Rudy Garns

  Connectivism:
  
  Learning Theory or Pastime for the Self-Amused?

  e-learning ttl education siemens pedagogy connectivism

• 21 Feb 12
  

  Natalie Damico

  Siemans' article + links. Can't access Verhagen link.

• 28 Nov 11
  

  Jordi Adell

  connectivismo crítica

• 11 Aug 11
  

  Ioana Joerg

  connectivism elearning education georgesiemens

  • .  Learning Management Systems still held  the starting point of most elearning initiatives. Moodle was not yet prominent,  and the term PLEs (personal learning environments) did not exist.
  • "The pipe is more important than the content within the pipe. Our ability to  learn what we need for tomorrow is more important than what we know today. A  real challenge for any learning theory is to actuate known knowledge at the  point of application"
  • Two years ago, web 2.0 was just at the beginning of the hype cycle. Blogs,  wikis, and RSS�now prominent terms at most educational conferences�were still  the sandbox of learning technology geeks. Podcasting was not yet prominent.  YouTube didn't exist. Google had not released its suite of web-based tools.  Google Earth was not yet on the desktops of children and executives alike�each  thrilled to view their house, school, or business in satellite images.
  • Diverse perspectives, current knowledge, opportunities for dialogue, and use of  technology are important ways of 'coming to know' in today�s world.
  • we need to explore connectivism as a learning theory: static, context-less,  content-centric approaches to knowing and understanding
  • Context shapes the nature of knowledge and learning, requiring that we consider  contextual factors when engaging in debate, dialogue, or critique.

  4 more annotations...

• 05 Aug 11
  

  Check out table

  connectivism

  • Table 2. Forms of Knowledge
• 19 Apr 11
  

  joao Paulo Proenca

  connectivism learning elearning georgesiemens tese

• 19 Feb 11
  

  Lyn McDonald
  • technology is the enabler of new means of learning, thinking, and   being.
• 04 Feb 11
  

  Ruth Creek
  • questions whether   a hammer is actually a hammer in absence of nails. Context shapes the   nature of knowledge and learning, requiring that we consider contextual   factors when engaging in debate, dialogue, or critique. To assess a concept,   in absence of the context of occurrence (why a conversation happened in   the first place, as well as how it has since evolved), is to largely ignore   the process aspect of learning and focus instead only on the product   aspect.
  • connectivism as a learning theory: static,   context-less, content-centric approaches to knowing and understanding   are fraught with likelihood of misunderstanding.
  • connectivism as a learning theory: static,   context-less, content-centric approaches to knowing and understanding   are fraught with likelihood of misunderstanding.
  • 'To 'know' something is to be organized in a certain   way, to exhibit patterns of connectivity. To 'learn' is to acquire certain   patterns

  • The spirit, or zeitgeist, of   an era influences the structures of society: churches and religious groups,   school, and government. In contrast with the educational ideals of previous   cultures, our current Western world is largely dominated by a spirit of   productivity, utilitarianism, and return on investment (or other metrics   to justify learning and training).

     

    In today's environment, many educational   structures exist with the primary intent of preparing individuals for   the workforce. Much like previous societies aligned education with the   higher ideals of their era, work and employment - as cornerstones of life   - drive much of today's education. The religious-based views of education   have largely given way to education based on science. As a whole, our   structures of learning have become more utilitarian (Postman, 1995, p.   27).

  3 more annotations...

• 23 Dec 10
  

  Madhuri Kumar

  Enterprise2.0 connectivism

• 21 Nov 10
  

  Sheri Oberman

  connectivism learning theory georgesiemens

• 10 Nov 10
  

  Guillermina Viruet

  connectivism

• 09 Oct 10
  

  Sue Folley

  connectivism philosophy learningtheory

• 05 Oct 10
  

  SD33 TechHT

  A discussion of the pedagogical theory of Connectivism.

  pedagogy

• 21 May 10
  

  Sarah Schrire

  Siemens Connectivism

• 13 Mar 10
  

  Andrea Vincze

  Szerző: George Siemens

  HTK01 konnektivizmus connectivism George Siemens

• 04 Feb 10
  

  András Gazdag

  konnektivizmus tanulás learning connectivism theory elearning siemens

• 09 Jan 10
  

  Nancy Evans
  • Dreyfus
  • Heidegger
  • To 'know' something is to be organized in a certain   way, to exhibit patterns of connectivity. To 'learn' is to acquire certain   patterns" (Downes, 2005, Section O, �   2).
  • Bowen
  • Postman
  • Too many educators fail to understand   how technology is changing society. While hype words of web 2.0, blogs,   wikis, and podcasts are easy to ignore, the change agents driving these   tools are not.
  • verwhelming amount   of information�requiring continually greater levels of specialization   in our organizations. It is here�where knowledge growth exceeds our ability   to cope�that new theories of knowledge and learning are needed
  • knowledge resides in a distributed manner across   a network.

  6 more annotations...

• 19 Nov 09
  

  Honor Moorman

  connectivism

• 13 Nov 09
  

  Catherine Lombardozzi

  connectivism

• 28 Oct 09
  

  anita z boudreau

  eLearning imported

• 18 Oct 09
  

  Steve Kelly

  learning theory elearning connectivism education philosophy pedagogy research conectivismo pls delicious_import_1

• 29 Sep 09
  

  Gillian Watson

  connectivism cck09 learning

• 10 Apr 09
  

  George Appel

  learning_theory pedagogy connectivism boss****

• 20 Jan 09
  

  Nelba Quintana

  connectivism georgesiemens evo2009mlit

  • The pipe is more important than the content within the pipe
• 19 Jan 09
  

  Vance Stevens

  connectivism elearnspace siemens

• 13 Aug 08
  

  Fernando S

  de George Siemens\n12 noviembre de 2006
  Ver: http://www.downes.ca/cgi-bin/page.cgi?post=36531

  connectivism learning theory elearnspace elearning education conectivismo criticas criticism

• 20 Apr 08
  

  Steve Mackenzie

  connectivism externalisation

• 17 Mar 08
  

  Peter Beaumont

  connectivism learning

• 23 Feb 08
  

  Kristin Day

  Articles

• 

  Norma Scagnoli

  http://www.itdl.org/Journal/Jan_05/article01.htm

  TheoriesofLearning_Education_etc Education learning

• 29 Sep 07
  

  Juan Jose de Haro

  
  (tags: conectivismo)

  conectivismo

• 17 Sep 07
  

  Mandy (Schiefner) Rohs

  Connectivism learning

• 06 Sep 07
  

  Fabiano Caruso

  connectivism del.icio.us learning theory

• 12 Jul 07
  

  bcby c

  learning eLearning Theory pedagogy research

• 23 Dec 06
  

  Michel Bauwens

  A response to his critics, by George Siemens.

  P2P-Learning P2P

• 16 Dec 06
  

  ken .

  George Siemens replies to a critique of his article on connectivism (beyond behaviourism, cognitivism, constructivism - see nov-2005), "The pipe is more important than the content within the pipe", network as social technology, meaning beyond fitness

  community education knowledge learning network social technology values via:rikmaes

• 20 Nov 06
  

  Hamish Macleod

  connectivism learning.spaces learning

• 17 Nov 06
  

  Richard Davis

  e-learning edinburgh

• 16 Nov 06
  

  Hans Mestrum

  learning philosophy Connectivism theory

• 

  Ton Zijlstra

  George Siemens response to Plon Verhagens critique on connectivism (via Marja Verstelle)

  Connectivism georgesiemens plonverhagen

• 

  Karla Lopez

  Novo artigo do Siemens

  george_siemens conectivismo aprendizagem

• 15 Nov 06
  

  glen gatin

  elearning education networked web3.0 philosophy academic

• 

  Marja Verstelle

  Antwoord van Siemens op het commentaar van Plon Verhagen

  Connectivism

• 

  Mike Hetherington

  connectivism learning theory

  • According to Kurtz and Snowden (2003),   people �use patterns to order the world and make sense of things in complex   situations�. Sense making is an activity closely linked to learning,   but is largely internal and focused on acquiring greater levels of understandings.   Learning can be a function of acquiring a new skill, belief, or attitude,   while sense making is a type of learning that orders and recognizes patterns   formed by existing information or knowledge. The intent of sense making   is to increase the cognitive comfort of an individual by reducing confusion   and chaos. This act of meaning and sense-making is the domain in which   most learning occurs in an information-abundant world.

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