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17 Nov 09

Half an Hour: Free Learning and Control Learning: On the So-Called Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

And what’s important about Polanyi’s work is that he says, the bulk of our knowledge, even our conceptual knowledge, is ineffable. That means it cannot be represented in words, which means that a statement (which is a theory) is not a good expression of that knowledge, and that a law is not a good expression of that knowledge.

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constructivism inquiry Downes personal learning

17 Apr 09

Providing Learning in Social Networks ~ Stephen's Web ~ by Stephen Downes

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14 Jan 09

Supporting Open Access - SlideShare

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downes oer open

22 Dec 08

SILENT BLOG: Downes Future of Learning - A summary

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31 Oct 08

Half an Hour: Things You Really Need to Learn

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24 Oct 08

Models for Sustainable Open Educational Resources | Publications | NRC-IIT

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06 Oct 08

Half an Hour: That Group Feeling

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downes networks groups reason passion

In places where passion and emotion should not prevail – when building bridges, say, or launching space shuttles – groups should not prevail. In places where passion should prevail and is even an asset – in team sports, in family bonding - groups should prevail.
we are asking fundamentally what the role of our educational system should be. Should it be to foster an emotional attachment to a group,
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- There is no shortage of people wanting schooling to fulfill not only a learning but also a socialization function
- This, then, is where the teaching becomes less a matter of cognitive function and more a matter of indoctrination.
- But in matters affecting economics and finance, environment, government and nations, we can no longer afford group-based tribalism.

Groups Vs Networks: The Class Struggle Continues ~ Stephen's Web ~ by Stephen Downes

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downes groups networks

And it seems to me that networks offers that middle way. Networks offers that path that isn't the individual and isn't the group, doesn't force you to choose between the individual and the group. I am saying this because as soon as I came up with this "groups versus networks" people are looking at that and saying, "Well what's the middle way with that?" And I thought, "Wait a sec, this is the middle way.
Groups are about nature, they're about quality, they're about mass. They're about number.

A network, by contrast, is an association â I use that word very precisely â an association of entities or members where this association is facilitated or created by a set of connections between those entities.
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- Interestingly, democracy is a group phenomenon. Democracy is a bunch of people who are relevantly the same,
- a network is like an ecosystem where there is no requirement that all the entities be the same, where the nature of the entity isn't specifically relevant, where the number of entities isn't specifically relevant.
- so he brings the concept of universal law that applies equally and the same to everybody in Athens. And it's funny how that has survived as an essential and elemental concept in learning today.
- I want testing to be done by at random by comments from your peers and other people and strangers based on no criteria whatsoever and applied unequally and unfairly.
  
  And people say, "Well, why would you want that?"
  
  And I said, "Well, that's the way the world works."
  
  But the point of that remark is to try to pull apart this idea of universality, everything being the same and learning. Do we need, as is suggested, do we need the iron hand of justice in our classrooms?
- And the United States, like groups, constitutes a melting pot. In Canada, we were all taught, is a salad bowl
- was it indoctrination or were they right? And after many years, I've come to the conclusion they were right. And so there is this idea of the network, there is this idea of distinctness and diversity in an environment where people are encouraged not to be the same, but to be different.
- what defines these things is the set of connections between the individuals and not the content of what's going out.
- Groups require coordination. They require a leadership or a leader which is why we get all of this stuff on leadership. It's the funniest thing, all these things on leadership, because I read these and it's like everybody needs to be a leader, but my experience of groups is usually one leader and a bunch of followers
- I look at groups as somebody else's leadership, somebody else I'm responsible to. I have to follow his or her vision, as being "responsible" assumes that I'm under somebody. People picture groups, but they don't picture them in terms of their actual role in the group. They picture them in terms of the role they would like to play in the group. It's a philosophy of aspiration rather than a philosophy of reality.
- the person who came up with the concept of the vision statement should be thrown out the window.
- Learning design, where the learning is organized, sliced, diced, flaked and formed and you follow in a row or you're not a learner.
- Networks, by contrast, require autonomy. That is to say each individual in a network operates independently. That does not mean they operate alone. What that does mean is â because remember, it's a network, you're connected, you talk to people, they talk to you â it means you define your vision. It means you define what's going to be important to you, your values and interests.
- Interaction in a network isn't about leaders and followers. It's about, as I say here, a mutual exchange of value.
- Oh, but we're in this institutional environment. We have to do what we're told."
  
  And my response is, "Who said so?" I mean, why? I mean the worst thing they could do is fire you and then you'd be free,
- But if you read and listen to all this pedagogical theory, it's like, "gee, if we don't take them by the hand and lead them through this, they'll be hopelessly lost and they'll never learn anything at all."
- That's our theory of learning. If somebody wants to come in and listen, we stop them.
- It's the long tail and all of these individuals of just two or three links, but the thing is, you know, this message is being given to us mostly by people who are in what I call the big spike, the A-listers. And they're sitting there saying, "Look at this power law. We're out here. We're making a mint."
  
  But the thing is, that power law of distribution is more characteristic of groups than it is of networks. A network, properly constructed, will not see that configuration where two percent of all the people own 80 percent of all the wealth. Rather, it becomes more distributed â the more evenly you distribute your links, the more evenly you distribute your wealth.
- the knowledge of groups is limited by the capacity of the leader
- Those of you who are into learning theory think more about transaction theory, of communication theory. It goes from here to here to here to here. And consequently, that limits the type of knowledge that can be created and communicated.
- But in a network, the knowledge is emergent.

22 Sep 08

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

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Downes

21 Apr 08

Constructionism ~ Stephen's Web ~ by Stephen Downes

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constructivism constructionism Downes

18 Apr 08

Personal Learning ~ Stephen's Web ~ by Stephen Downes

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personal learning downes connectivism

Welcome to Stephen's Web ~ Stephen's Web ~ by Stephen Downes

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Connectivism Education Downes learning

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