connectivism - Carmen Tschofen on Diigo

01 Oct 09

I think it suits perfectly to say that the person-to-person network tied by common reading is a learning network. However, without other corroboration, I would not like to call it a learning community because for that I would like to see actual interpersonal ties.
I think it becomes quite confusing if we mix people and resources as nodes,
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- strong, weak and new ties in a network structure are important.
  
  Sometimes a community perspective tends to focus too much on the core of a community and therefore develop a more inwards perspective on community learning
- I'm pretty sure the ideas we're generating about learning networks and learning communities can and will pick up from and translate back to offline learning.

29 Sep 09

Kop

If it is the case that reasoning is a function of pattern matching, as opposed to the rule-governed principles of physical symbol systems that define linguistic structures, then the characterization of connectivism is dramatically different from that of constructivism.

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Connectivism

Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information.
Connectivism is mainly concerned with cognitive development, and as such does not concentrate on explaining how connections to networks may be interpreted in relation to physical maturation or the changes that occur over time via a person’s exposure to, and interaction, with the social world.
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- Clark (1997) extended Papert’s position with the theory of embodied active cognition, in which he argued that the scaffolding provided by language and ‘objects to think with’ is a mutual interaction between mind, brain, and the environment, and may draw upon multiple theoretical frameworks (e.g., connectionist, cognitivist) to explain cognition.
- Siemens (2006b) responded that a new learning theory, in fact, is required, due to the exponential growth and complexity of information available on the Internet, new possibilities for people to communicate on global networks, and for the ability to aggregate different information streams
- If it is the case that reasoning is a function of pattern matching, as opposed to the rule-governed principles of physical symbol systems that define linguistic structures, then the characterization of connectivism is dramatically different from that of constructivism.
- Bruner (1999) describes a situated view of mind, where it is both represented by and understood in terms of human cultural contexts. This mode is shared by a community, and is also passed on from generation to generation to maintain the culture’s way of life and identity. “Although meanings are in the mind, they find their origin and significance in the community in which they were created. . . It is culture that provides the tools for organizing and understanding our worlds in communicable ways” (Bruner 1999, p. 149).
- millennial learners’ needs are not sufficiently being met by traditional training models of instruction, information growth has necessitated new means by which to navigate and filter the information that is available, and advancing technologies are increasingly enabling learners to connect to one another and to knowledge networks of their own making (Siemens, 2008b, p. 7).
- Networks are not just comprised of digitally enabled communications media, nor are they exclusively based in neurological brain-based mechanisms.
- 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.
- the levels of confidence and learner autonomy, in addition to discipline, are of crucial importance to the level of engagement by the learner in a personalized learning environment, as lack of these in the majority of participants hampered their learning online.
- This will undoubtedly cause friction in institutions and class rooms, particularly as (adult) educators themselves do not always feel comfortable with the new developments because they have not been shown adequately, or explored for themselves, how the new and emerging technologies could enhance their working practice. Furthermore, school systems have not developed a connectivist model within which to deliver curricula, partly because educational staff and institutions have not caught on to the possibilities that digital technology have to offer, and partly because not all people are autonomous learners. Additionally, school systems tend to value education that is grounded in traditions of the past, steeped in values that have developed over centuries. If, however, learners’ worlds inside and outside education become too disparate, new learners who are familiar with the opportunities for learning on the Internet will be able to find their experts elsewhere.

15 Sep 09

The End of Alone - The Boston Globe

But those old contacts can also turn into a crutch that prevents students from truly engaging with the new world around them or learning to be alone in their own mind. One of the freshmen McEwen interviewed confessed that every day she spent her lunchtime sitting on the steps outside a campus building, calling or texting her sister. That was less painful for her than sitting alone.

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