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Connectivism & Connective Knowledge
"Welcome to the Connectivism and Connective Knowledge online course!
Information on the development and delivery of the course will be shared on this site."
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes
Joseph Beckmann wrote: Philosophy is a much larger, much deeper and much more complex activity than "constructivism" could ever encompass. It involves a worldview that is so much more a challenge than neurology's current state that Paul Allen's billion dollar investment in pure research on brain activity suggests we hold off on any of these labels for, oh, a century or so. This comment is well taken, in my opinion. And a few words in this regard would be appropriate at this juncture. Philosophy - and in particular the philosophy of mind - has had a great deal to say about the issues currently under debate here.
An Introduction to Connective Knowledge ~ Stephen's Web ~ by Stephen Downes
"An Introduction to Connective Knowledge in Hug, Theo (ed.) (2007): Media, Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Proceedings of the International Conference held on June 25-26, 2007. November 27, 2007. Type: B - Publications in Refereed Conference Proceedings"
Socialisation as information objects – the totem pole
"After reading George’s articles, I can see how his learner-centred approach can produce far more effective learning outcomes for students. The students are pursuing what they perceive as important to them. An important aspect, particularly of adult learners is for the learning to have purpose/meaning/relevancy. If a learner can see why what they are learning is important, they are more likely to engage. In this type of design, the learners decide to learn what is most relevant to them, and can focus their efforts to this end."
Socialization as information objects « Connectivism
"Sometimes, on looking back at previous work, you find a fortuitous thread that suggests more coherence exists than is felt through daily developments of concepts. I had such an experience this past week as I prepared and delivered a presentation to Mozilla’s Open Education course. Formal learning, and as a result, the entire infrastructure that supports it (curriculum, instructional design, delivery, technology incorporated in its service), is heavily content-centric. Most courses require a textbook, access to journal articles, or a course “pack” of some sort. In our digital age, the physical resources have been replaced somewhat with online video, wikis, or ebooks. Even then, content is a fundamental starting point of formal learning."
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
In this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
edtechpost » PLE Diagrams
As preparation for a workshop I am giving this fall I thought it would be interesting to collect together all the diagrams of PLEs I could find, as a compare and contrast sort of exercise. If you have others, I'd love to know about them.
EdTechTalk #82: The Connectivism Course with Stephen Downes, Alec Couros, George Siemens, and Leigh Blackall
Talk #2 about the Connectivism Course
with Stephen Downes, Alec Couros, George Siemens and Leigh Blackall. 1400 people sign up for a very cool Connectivism Course... but how do you teach it? We brought in 4 EdTech Luminaries to discuss it.
OCC2007: a challenge to connectivism
Connectivism is, by contrast, 'connectionist'. Knowledge is, on this theory, literally the set of connections formed by actions and experience. It may consist in part of linguistic structures, but it is not essentially based in linguistic structures, and
What is the unique idea in Connectivism?
Connectivism is the application of network principles to define both knowledge and the process of learning. Knowledge is defined as a particular pattern of relationships and learning is defined as the creation of new connections and patterns as well as th
Half an Hour: What Connectivism Is
At its heart, connectivism 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. ... Knowledge is, on this theory, literally the set of co
learningEvolves » kerr
What I am saying is that something interesting is definitely happening but it's not radically new at the level of learning theory. I'll illustrate this by reference to some older learning theorists.
Connectivism & Connective Knowledge » Connectivism and its Critics: What Connectivism Is Not
There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment.
Connectivism Blog
Pedagogy is not the starting point of planning to teach with technology. Context is.
World Without Courses
“When content and conversations are distributed, we no longer need to have courses in their current iteration,” he says in a 15-minute PowerPoint presentation on his Web site. “We can instead create a global classroom with distributed learners from
Ten Futures - Stephen's Web, by Stephen Downes
May 16, 2008
Delivered to Joint Conference of Campus Saskatchewan and The Educational Technology Consortium, Saskatoon, SK.
The Value of Connectivism : September 2006 : THE Journal
Today’s students have come to expect learning on demand. They are not afraid of technology, and speed is the name of the game. They multitask, think less linearly than those of us over 30, enjoy fantasy as an element of their lives, are less tolerant of
A Seismic Shift in Epistemology (EDUCAUSE Review) | EDUCAUSE CONNECT
Web 2.0 is redefining what and how and with whom we learn. For example, in Wikipedia, “knowledge” is constructed by negotiating compromises among various points of view. This raises numerous questions: How do we in higher education help students under
Connectivism: Learning as Network-Creation
The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any
eLearn: Seven Habits of Highly Connected People
There's a lot of talk about user-generated content on the Web. That's great. But if publishing your own stuff comes at the expense of reading and commenting on other people's stuff, that's not so great.
The first thing any connected person should be is
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