connectivism

29 Nov 09

ntegrates principles from chaos, network, complexity and self-organization theories.
not necessarily reside or occur within an individual, but can reside in organizations, databases, social networks, etc. that are outside the boundaries of an individual’s mind or experience.

27 Oct 09

The tyranny of nodes: Towards a critique of social network theories

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socialnetworking connectivism theory tyranny nodes social_networks networkanalysis mejias

22 Oct 09

The Buntine Oration: Learning Networks ~ Stephen's Web ~ by Stephen Downes

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Downes learning connectivism

Online learning has evolved in very much the same way. The learning management system was designed explicitly to emulate traditional practice.
the ecosystem, a collection of different entities related in a single environment that interact with each other in a complex network of affordances and dependencies, an environment where the individual entities are not joined or sequenced or packaged in any way, but rather, live, if you will, free, their nature defined as much by their interactions with each other as by any inherent property in themselves.

Actor-network theory - Wikipedia, the free encyclopedia

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connectivism ANT

Another criticism is that it suggests that all actors are equal within the network. It does not account for pre-existing structures, such as power, but instead sees these structures as emerging from the actions of actors within the network. Power emerges with the ability of an actor to align other actors to its interests. For this reason, ANT is sometimes seen as an attempt to re-introduce Whig history into science and technology studies; like the myth of the heroic inventor, ANT can be seen as an attempt to explain successful innovators by saying they were successful. In a similar vein ANT has been criticised as overly managerial in focus.

21 Oct 09

Paulo Freire and informal education

Want to think in the contest of connectivism discussion.

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connectivism Freire learning education

edagogy of the Oppressed
a curricula
form this is hardly surprising.
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- people working
  with each other
- he process is important and can be seen as enhancing
  community
  and building social capital and to
  leading us to act in ways that make for justice and human flourishing.
- consciousness that is understood to have the power
  to transform reality
- situating educational
  activity in the lived experience of
  participants has opened up a series of possibilities for the way informal
  educators can approach practice.
- born again
- 'teachable moments'

dialogue, conversation and education

Want to think in the context of connectivism discussion.

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dialogue conversation connectivism

Ivan Illich: deschooling, conviality and the possibilities for informal education and lifelong learning

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conviality learning illich ivanillich connectivism

his advocacy of deinstitutionalization (deschooling)
and more convivial forms of education was hardly likely to make much ground.
the economics of scarcity, (i.e. that the predominant
dynamic in both 'developed' and 'under-developed' economies lies in the desire
to profit through the provision of goods and services in sectors where there is
a 'scarcity, rather than the wish to share subsistence
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- a critique of institutions and professionals -
  and the way in which they contribute to dehumanization.
- [I]nstitutions create
  the needs and control their satisfaction, and, by so doing, turn the human being
  and her or his creativity into objects' (Finger and Asún 2001: 10). Ivan
  Illich's anti-institutional argument can be said to have four aspects (op.
  cit.):
- learning, as a commodity (education), 'whose production they monopolize, whose
  distribution they restrict, and whose price they raise beyond the purse of
  ordinary people and nowadays, all governments'
- the tendency in modern industrial societies to orient toward
  a 'having mode'
- where people focus upon, and organize around the possession of
  material objects.
- Knowledge become a possession to be exploited rather than an aspect of being in
  the world.
- the process of institutionalization becomes counterproductive
- He questioned the 'messianic principle' that schools as institutions can
  educate.
- our deliberately choosing a life of
  action over a life of consumption, on our engendering a lifestyle which will
  enable us to be spontaneous, independent, yet related to each other, rather than
  maintaining a lifestyle which only allows to make and unmake, produce and
  consume - a style of life which is merely a way station on the road to the
  depletion and pollution of the environment. The future depends more upon our
  choice of institutions which support a life of action than on our developing new
  ideologies and technologies. (Illich 1973a: 57)
- Conviviality involves 'autonomous and
  creative intercourse among persons, and the intercourse of persons with their
  environment' (ibid.: 24).
- learning webs.
- for changes to all
  institutions so that they may be more convivial for learning.
- 'De-institutionalization constitutes the challenge for
  learning our way out' of the current malaise.

Situating Connectivism - LTCWiki

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connectivism

Marshall McLuhan - Wikipedia, the free encyclopedia

comunication technologies as media and our ways of organizing our world.

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McLuhan media technologies technology connectivism

The main concept of McLuhan's argument (later elaborated upon in The Medium is the Massage) is that new technologies (like alphabets, printing presses, and even speech itself) exert a gravitational effect on cognition, which in turn affects social organization: print technology changes our perceptual habits ("visual homogenizing of experience"), which in turn affects social interactions ("fosters a mentality that gradually resists all but a... specialist outlook"). According to McLuhan,
the advent of print technology contributed to and made possible most of the salient trends in the Modern period in the Western world: individualism, democracy, Protestantism, capitalism and nationalism. For McLuhan, these trends all reverberate with print technology's principle of "segmentation of actions and functions and principle of visual quantification."^[31]
the advent of print technology contributed to and made possible most of the salient trends in the Modern period in the Western world: individualism, democracy, Protestantism, capitalism and nationalism.
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- a collective identity, with a "tribal base.
- exploring effects, not making value judgments:
- individualism would also be modified.
- McLuhan's insight was that a medium
  affects the society in which it plays a role not by the content delivered over the medium, but by the characteristics of the medium itself.
- McLuhan pointed to the light bulb as a clear demonstration of this concept. A light bulb does not have content in the way that a newspaper has articles or a television has programs, yet it is a medium that has a social effect;
- He noted that all media have characteristics that engage the viewer in different ways; for instance, a passage in a book could be reread at will, but a movie had to be screened again in its entirety to study any individual part of it.
- a concise tetrad of media effects
- The tetrad is a means of examining the effects on society of any technology (i.e., any medium) by dividing its effects into four categories and displaying them simultaneously. McLuhan designed the tetrad as a pedagogical tool, phrasing his laws as questions with which to consider any medium:
  
  What does the medium enhance?
  What does the medium make obsolete?
  What does the medium retrieve that had been obsolesced earlier?
  What does the medium flip into when pushed to extremes?

Digital Ethnography » Blog Archive » Toward a New Future of “Whatever”

disconnected people with new technologies

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connectivism Wesch future possibility

Anti-Teaching: Confronting the Crisis of Significance

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teacing connectivism pedagogy

20 Oct 09

http://it.coe.uga.edu/itforum/paper92/paper92.html

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Connectivism Downes theory elearning

It provides an explicit description of the ‘inner
workings’ of the mind that behaviourism ignores. It is founded
on the view that the behaviourist assertion that there are no mental
events is in a certain sense implausible, if only by introspection.
What is happening is that
information theorists, such as Dretske, along with educational
theorists, such as Moore, are transferring the properties of a
physical medium, in this case, the communication of content via
electronic or other signals, to the realm of the mental.
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- These technologies, in other words, would empower
  students in a way previous technologies didn’t.
- The traditional approach to e-learning…
  tends to be structured around courses, timetables, and testing. That
  is an approach that is too often driven by the needs of the
  institution rather than the individual learner. In contrast,
  e-learning 2.0 takes a 'small pieces, loosely joined' approach that
  combines the use of discrete but complementary tools and web services
  - such as blogs, wikis, and other social software - to support the
  creation of ad-hoc learning communities.”
- resources and services are organized in
  order to offer learning opportunities in a network environment.
- a description of an environment intended to support a
  particular pedagogy.
- the ecosystem, a collection of
  different entities related in a single environment that interact with
  each other in a complex network of affordances and dependencies, an
  environment where the individual entities are not joined or sequenced
  or packaged in any way, but rather, live, if you will, free, their
  nature defined as much by their interactions with each other as by
  any inherent property in themselves.
- What is needed is to attain a middle point, where full
  connectivity is achieved, but where impulses in the network ebb and
  flow, where impulses generated by phenomena are checked against not
  one but a multitude of competing and even contradictory impulses.
- diversity
- autonomy
- connectedness
- openness
- frames or
  points of view from with one may approach the creation of
  learning environments
- Learning,
  in other words, 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. This conversation, in the web 2.0
  era, consists not only of words but of images, video, multimedia and
  more. This conversation forms a rich tapestry of resources, dynamic
  and interconnected, created not only by experts but by all members of
  the community, including learners.

19 Oct 09

The existing educational model with its expert-centered pedagogical planning and publishing cycle is too static and prescribed to accommodate the kind of fluid, transitory conception of knowledge that is necessary to understand the simplest of Web-based concepts.
In less-traditional curricular domains then, knowledge creators are not accurately epitomized as traditional, formal, verified experts; rather, knowledge in these areas is created by a broad collection of knowers sharing in the construction and ongoing evolution of a given field. Knowledge becomes a negotiation (Farrell 2001).
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- particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
- The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
- Wikis and similar tools offer a participatory medium that can allow for communal negotiation of knowledge.
- a more discursive rhizomatic approach to knowledge discovery
- to negotiate what qualifies as knowledge
- Social learning is particularly valuable in fields where the parameters of knowledge are constantly shifting and a canon has not yet been solidified.
- Educational technology is one such field.
- is difficult to replicate in all environments,
- not just a window, but an entry point into an existing learning community.
- Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement.

Innovate: Places to Go: Connectivism & Connective Knowledge

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connectivism web2.0 education

online course offerings should move away from large, centralized applications and instead make use of a network of connected applications.
a massive open online course
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- a pedagogy based on the idea that knowledge is distributed across a network of connections and that learning consists of the ability to construct and traverse those networks.
- I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society" (Downes 2007, ¶7).
- While in a typical course, it is expected that students will have the same experiences, read the same articles, and meet in the same place at the same time, the emphasis in this course is on diversity.
- It is through the interaction of different sets of perspectives that a community can arrive at new knowledge.
- focuses on autonomy and diversity in networks.
- James Surowiecki, author of The Wisdom of Crowds
- Encouraging participants to make their own choices about what they read helps them develop unique perspectives that they can bring to the conversation.
- No longer is course delivery the sole provenance of the institution. With a bit of a spark, with social networks and online media, with free applications and the contributions of everyone involved, a community can create and host its own course.

CCK08 - a set on Flickr

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visualization flickr cck08 connectivism

Is humility the opposite of honours? « Suifaijohnmak’s Weblog

Dr. Feynman expresses his feeling about receiving "awards" and "honours."

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Feynman discovery honours connectivism

13 Oct 09

Connectivism: Learning theory of the future or vestige of the past?

Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of 'connectivism' as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today's learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.

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connectivism learning

the ability to seek out current information
the ability to filter secondary and extraneous information.
8 more annotations...
- The capacity to know is more critical than what is actually known
- One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner.
- Kerr (2007a) suggests that the ideas that are the basis of connectivism have already been developed by Clark, and that recent widespread recognition for the work of connectivism is due to the high visibility of networks in the current age (e.g., the Internet) compared with in the past. Whereas language is so ubiquitous that it is not always noticed, network-based learning theories can now unequivocally point to existing networks, such as the World Wide Web.
- These networks are internal, as neural networks, and external, as networks in which we adapt to the world around us (Siemens 2006b, p. 10)
- In Miller’s (1993) extended analysis of theoretical frameworks in developmental psychology, she describes contextual theories as arising out of “the intertwining of an object or person and its surroundings, the interconnectedness of contexts, and the intermingling of biology and culture” (p. 410).
- Though the expression of thoughts is limited by grammatical principles in language, it may be that thoughts themselves are not necessarily bound by language, and therefore at least in some cases, may not be constrained by grammatical principles.
- The networks to which Downes and Siemens are referring are the relationship between ‘internal’ and ‘external’ physical environments. As Siemens suggests, the learning is the network.
- Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.

12 Oct 09

Seven Habits of Highly Connected People ~ Stephen's Web ~ by Stephen Downes

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collaboration connectivity education socialnetworking communication downes habits connectivism

you can add value rather than pursue a particular goal or objective.
The Web is a fast-changing medium, and you need to adapt to fit the needs of the moment, rather than to be driving it forward along a specific agenda.
3 more annotations...
- The papers you write, the memos you read and toss-all have to do with connecting with people.
- The way to function in a connected world is to share without thinking about what you will get in return.
- people should make the effort to learn for themselves before seeking instruction from others.

Asako Yoshida's Library tagged connectivism → View Popular

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Ivan Illich: deschooling, conviality and the possibilities for informal education and lifelong learning

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Digital Ethnography » Blog Archive » Toward a New Future of “Whatever”

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http://it.coe.uga.edu/itforum/paper92/paper92.html

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Connectivism: Learning theory of the future or vestige of the past?

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