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06 May 09

Ideas and Thoughts from an EdTech » The Lazy Professors

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web2.0 networks dean.shareski alec.couros

01 Feb 09

Networks Versus Groups in Higher education | Virtual Canuck

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groups.vs.networks networks articles terry.anderson tese

04 Nov 08

elearnspace. Connectivism: Learning as Network-Creation

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george.siemens connectivism networks tese

More on Groups versus Networks and Collectives | Virtual Canuck

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knowledge terry.anderson tese networks

Stephen distinguishes groups and networks on 4 dimensions:

1. groups emphasize sameness, networks emphasize diversity

2. groups emphasize order and control, networks emphasize autonomy

3. groups emphasize borders and membership, networks emphasize openness

4. groups emphasize additive, cumulative knowledge, networks emphasize emergent knowledge
Rather a teacher uses the sense of identity and commitment of the group, to challenge, motivate and facilitate knowledge construction
3 more annotations...
- The sense of common identity characteristic of groups creates the opportunity for construction of safe spaces. If one doesn’t feel safe one doesn’t learn - or at least not very effectually.
- the development of a group sense of shared understanding and support is a critical dimension of some forms of knowledge construction.
- In a group I feel more responsible for the other group members and open myself to challenging emotional and cognitive debate, support and nurturing - all of which may cost me an investment of time, energy and emotional commitment.

O'Reilly Network: The Network Really Is the Computer

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oreilly networks tese

16 Sep 08

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

"My journey into this world of learning objects started with an 'epiphany moment' watching my children play with LEGO blocks many years ago... I began what has been more than ten years of refining a dream of a world where all "content" exists at just the

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downes tese learning.objects networks

At Assiniboine I built a learning management system, something we called OLe, short for `Online Learning Environment', a computer program designed for the World Wide Web that would be like an online learning manual, but better. And I had the idea that units of learning, what we called `modules', could be designed in such a way as to be reused in one course or another. Unknown to me, another Canadian, Wayne Hodgins, had had the same idea, and instead of calling them `modules' he called them `learning objects'.
Learning objects are small bits of reusable digital content that can be used to support learning.
10 more annotations...
- From my perspective, this model is about as far from the model of the internet as one could get and still be in the realm of digital content. It resembles much more a school library or a CD collection than it does the world wide web.
- From my perspective, if online learning held the promise of reducing the cost of learning materials and opening access to all, this model effectively took it away.
- earning objects, insofar as they support learning, must necessarily come with specific learning objectives, in order to fit into the learning design. Indeed, the more explicit a learning objective is, the better a learning object is, because it can be used explicitly in this or that learning design. But as Wiley argues in his paper `The Reusability Paradox', the more specifically defined the learning objective of a learning object, the less reusable it becomes, until you get to the point where a learning object may be used by one, and only one, learning design.
- Learning Design is, in my opinion, very much a dead end. A dead end not because it results in e-learning that is linear, predictable and boring, though it is that. A dead end not because it reduces interaction to a state of semi-literate yes-no, true-false multiple choice questions, though it is that. It is a dead end because it is no advantage over the old system - it doesn't take advantage of the online environment at all; it just becomes an electronic way to standardize traditional class planning. It's not cheaper, it's not more flexible, and it's not more accessible
- It has been observed many times that a new technology evolves in two stages. In the first stage, it emulates previous practice.
- Jorn Barger's original definition of a `weblog' reads as follows:
  
  "A weblog is a webpage where a weblogger 'logs' all the other webpages she finds interesting. The format is normally to add the newest entry at the top of the page, so that repeat visitors can catch up by simply reading down the page..."
- Order emerges out of networks because networks are not static and organized but instead are dynamic and growing. A network consists of a set of entities - called, variously, units or neurons, but which can be in fact anything from crickets to blog posts to bloggers. In a network, these entities operate autonomously and are only tenuously connected - as the slogan goes, small pieces loosely joined. They receive input from other entities to which they are connected, organize that input, and then pass it on - or as the slogan goes, `aggregate, remix, repurpose, feed forward'.
- Instead of offering classes and courses, learning online ought to be structured along the model of environments, games or simulations.
- We don't present these learning objects, ordered, in a sequence, we present randomly, unordered. We don't present them in classrooms and schools, we present them to the environment, to where students find themselves, in their homes and in their workplaces. We don't present them at all, we contribute them to the conversation, we become part of the conversation. They are not just text and tests, they are ourselves, our blog posts, our publications and speeches, our thoughts in real-time conversation. Sigmund Freud leaning on the lamp post, just when we need him.
- And if our words are worth hearing, they will become part of the common lingua franca, our culture and our knowledge, carried on in a new form through successive generations. We don't manage learning and control learning; we can't. We are but stewards.

01 Apr 07

Cognitive Edge: The blogosphere as an artifact of distributed cognition

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cognition networks brain

31 Mar 07

Virtual Canuck » Blog Archive » Learning with Networks

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networks tese terry.anderson

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