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elearnspace. Connectivism: A Learning Theory for the Digital Age
de George Siemens\n12 noviembre de 2006
Ver: http://www.downes.ca/cgi-bin/page.cgi?post=36531 -
Pedagogy in Action
Importante portal sobre métodos cooperativos investigación actividades bibliografía,...
Veáse: http://www.innovateonline.info/index.php?view=article&id=643&action=article -
Connectivism Blog
veáse: http://www.masternewmedia.org/news/2008/08/09/educational_models_and_learning_in/
Muy importante para ver las críticas y polémicas de esta nueva teoría. -
x28’s new Blog » Blog Archive » My take on Connectivism
IMO, a definition or description would be more appropriate for simpler things that do not suffer when they are isolated and formalized. I think, a complex, emerging concept like connectivism is better understood by its relationships. So, rather than “What is…”, I would prefer something like “How is it related”, or connected, to other ideas, or even, to the world.
Connectivism would, IMO, suffer from restricting definitions such as being a learning theory, which has to obey traditional criteria of an empirically provable but very narrow scope of application. Even though the theory is addressing extensive changes and emancipation, this will not increase the perceived scope of what the theory explains but, instead, the prevailing resistance against such changes will further diminish and restrict the conceded scope.
The whole new view, however, that is enabled by connectivism, extends to much more than learning and schools. Downes’ and Siemens’ discussions shed new light on fundamental concepts, such as rules versus patterns, complicated vs. complex, equivalence vs. similarity, and coping with ambiguity and uncertainty. And these consideration render many entrenched practices of the entire knowledge industry questionable. -
Gonella & Pantò - Didactic architectures and organization models - SCORM 2.0 - LETSI
This paper provides a Didactic (Instructive) architecture for multiple learning paradigms in multiple training and educational contexts without regard to a preferred technology or pedagogy. Their figure 4 (below), The relationship between didactic architecture and organizations, provides a framework or top level set of use cases that would allow us to discuss a framework of standards within a learning and organization context. The framework makes no judgments, but instead highlights the diversity of the learning environments and learning methods.
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New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning
New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning:
Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning. -
The Collaboration Cycle (PNG Imagen, 800x567 pixels)
También en: http://mscofino.edublogs.org/2008/08/28/going-full-circle/
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New Schemas for Mapping Pedagogies and Technologies
New Schemas for Mapping Pedagogies and Technologies.
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56 -
Knowledge building - Wikipedia, the free encyclopedia
Teoría de la producción del conocimiento de Bereiter y Scardamalia.\n \nConstruyendo la teoría del conocimiento ha sido creada y desarrollada por Carl Bereiter y Marlene Scardamalia con el fin de describir qué es una comunidad de estudiantes es necesario llevar a cabo con el fin de crear conocimiento. La teoría abordar la necesidad de educar a las personas de edad la sociedad del conocimiento, en el que el conocimiento y la innovación son omnipresentes.\n\nScardamalia y Bereiter distinguir entre la construcción de conocimiento y el aprendizaje. Consideran que es un aprendizaje interno, (casi) unobservable proceso que resulta en cambios de creencias, actitudes o aptitudes. Por el contrario, la construcción de conocimiento es visto como crear o modificar el conocimiento del público. KB es el conocimiento que vive «en el mundo" y está disponible para ser trabajado por y utilizados por otras personas.\n\nLa construcción de conocimiento se refiere al proceso de creación de nuevos artefactos cognitivos como resultado de objetivos comunes, discusiones de grupo, y la síntesis de las ideas. Estas persecuciones debe avanzar en la comprensión actual de las personas dentro de un grupo, a un nivel más allá de su nivel inicial de conocimientos, y debe orientarse hacia la promoción de la comprensión de lo que se conoce sobre ese tema o idea. La teoría "abarca el aprendizaje fundacional, subhabilidades, y socio-cognitivos dinámica perseguidos en otros enfoques, junto con el beneficio adicional de circulación a lo largo de la trayectoria para madurar la educación".
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