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Could We Have a Teacherless Classroom -- Campus Technology
"Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning."
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Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning.
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The issue is how to extend the scholarly conversation with new media, not just through books, but through the thousands of options for sharing ideas now available
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YouTube - Sisi Kate Patchwork and Stephen Downes talk about Groups and Networks
via http://twitter.com/francesbell/status/5977681827
Connectivism Research Project
by Jenny Mackness et al.
Five questions for George Siemens (eLearn Magazine)
interview with George Siemens
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LNG: Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?
GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.
George Siemens: Analysing the obvious Video by Shoutlet - MySpace Video
cf. slides at http://www.slideshare.net/gsiemens/learning-technologies2008-mooloolaba-presentation-724949
What is Connectivism? A Comparison
Comparison of learning theories (Behaviourism, Cognitivism, Constructivism, Connectivism) by George Siemens
Connectivism: Learning theory of the future or verstige of the past?
Abstract: 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 th
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