Max Ugaz's List: Conectivismo

• a literature review is a controlling, heritage-preserving system. The system works well in the space of normal science – where the research areas are defined and we’re attempting to eke out small improvements.
• a review is a backward-facing, historical-contextualizing activity
• As pace of change increases, the heritage-preserving aspect of literature reviews becomes a liability.
• we don’t get very far as the pull of the past and existing mindsets is instantiated in any attempt at a new vision.
• Perhaps what we need is periods of writing without literature reviews
• Who cares if someone has had it before? Who cares if it doesn’t line up with existing research?
• Sometimes, we need to get passionate about a new idea or dream of a new creation.
• In times of change, we need a blank canvas to guide our thinking, not a largely-filled in “normal science” view of the world.

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• A few concepts have longevity such as “how effective is technology enhanced learning when contrasted with traditional classrooms?”. Questions like this are boring. And unanswerable given the tremendous number of variables involved in teaching online and in classrooms.
• Educators can initiate, curate, and guide
• Learners should be in control of their own learning.
• • This is the core of Siemens proposal. We need to accept chaos not only as our current environment but also as our most powerful incentive to learn.
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• Learners need to experience confusion and chaos in the learning process. Clarifying this chaos is the heart of learning.
• random connections
• Too many people digitally gorge without digestion time.
• Learning is network formation. Knowledge is distributed.
• Learners have to create artifacts to share with others
• Making sense of complexity

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• Behaviorism, cognitivism, and constructivism are the three   broad learning theories most often utilized in the creation of instructional   environments. These theories, however, were developed in a time when learning   was not impacted through technology

  • Que manera de comenzar!

• Karen Stephenson states:

   

   

  “Experience has long been considered the best teacher of knowledge. Since we  cannot experience everything, other people’s experiences, and hence other  people, become the surrogate for knowledge. ‘I store my knowledge in my friends’  is an axiom for collecting knowledge through collecting people  (undated).”

  • "Yo guardo mi conocimiento dentro de mis amigos"!!
    Fantastica observaición que revela de manera sencilla como es que el nuevo contexto de abundancia de información y volaitlidad de conocimiento obliga a un nuevo modelo de aprendizaje que sea viable, basado en nuevas premisas, a veces contradictorias con el paradigma que predomino en la era industrial: ya no puedo acumular información y conocimiento solamente en mi cerebro, debo considerar a mis amigos, a mi red, como una extensión de mi cerebro.
    
    La información es procesada para convertirse en conocimiento y este a su vez se convierte en información que a su vez tiene que ser procesada. En el camino hay que descartar parte de lo conseguido y asimilar parte de lo nuevo que se va produciendo. Todo esto a una velocidad que un solo cerebro a la vez no podria gestionar a tiempo. Los cambios tecnológicos estan conectando personas y al hacerlo estan conectado cerebros. El estado del arte hace viable el nuevo modelo y los nuevos aprendices han tomado este rumbo hace un buen rato. Estamos los profesores claros en esto?
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• Connectivism is the integration of principles explored by chaos, network,   and complexity and self-organization theories

• Principles of connectivism:

   
   
  • 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 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.
• • Currency = Vigencia, actualidad del contenido!!!!
• Currency
• In a knowledge economy, the flow of information is the   equivalent of the oil pipe in an industrial economy
• The health of the learning ecology of the organization depends   on effective nurturing of information flow.
• Karen Stephenson’s   “quantum theory of trust” which “explains not just how   to recognize the collective cognitive capability of an organization, but   how to cultivate and increase it”.
• The starting point of connectivism is the individual. Personal knowledge   is comprised of a network, which feeds into organizations and institutions,   which in turn feed back into the network, and then continue to provide   learning to individual. This cycle of knowledge development (personal   to network to organization) allows learners to remain current in their   field through the connections they have formed.
• Landauer and Dumais (1997) explore the phenomenon that “people   have much more knowledge than appears to be present in the information   to which they have been exposed”.
• John Seely Brown presents an interesting notion that the internet leverages   the small efforts of many with the large efforts of few.
• Brown provides the example of a Maricopa   County Community College system project that links senior citizens with   elementary school students in a mentor program

  • Esta es una idea genial!
• the small efforts of the   many- the seniors – complement the large efforts of the few –   the teachers
• This amplification of learning, knowledge   and understanding through the extension of a personal network is the epitome   of connectivism.

  • La amplificacion del aprendizaje, el conocimiento y la comprension a traves de la extension de una red personal es el gran resumen del conectivismo!!!!
• This   paper largely focuses on its impact on learning, but the following aspects   are also impacted:
• Management and leadership
• Media, news, information
• Personal knowledge management in relation to organizational knowledge   managemen
• Design of learning environments
• Our ability   to learn what we need for tomorrow is more important than what we know   today

  • Fantastico!
• The pipe is more important than the content within the pipe.

  • OJO!!!!
• A real challenge for any learning theory is to actuate known knowledge   at the point of application.
• When knowledge, however, is needed, but not   known, the ability to plug into sources to meet the requirements becomes   a vital skill.

  • Esto es disruptivo: cuando el conocimiento se requiere pero no se conoce, la habilidad de conectarse a fuentes para satisfacer el requerimiento se convierte en una habilidad vital!!!!!!!
• As knowledge continues to grow and evolve, access to what   is needed is more important than what the learner currently possesses

  • Conforme el conocimiento crece y evoluciona, tener acceso a lo que se necesita es mas importante que lo que el aprendiz actualmente sabe (o tiene)!
• As knowledge continues to grow and evolve, access to what   is needed is more important than what the learner currently possesses.
• where learning is no longer an internal, individualistic   activity

  • el aprendizaje ya no es mas una actividad interna e individualista!
• Connectivism presents a model of learning that acknowledges the tectonic   shifts in society
• How people work and function is altered when new tools are utilized.
• The field of education has been slow to recognize both the impact of new   learning tools and the environmental changes in what it means to learn.

  • Los educadores han sido lentos en reconocer el impacto de las nuevas herramientas y los cambios del entorno en lo que significa aprender.
• Connectivism provides insight into learning skills and tasks needed for   learners to flourish in a digital era.

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