Paul Beaufait's Library tagged connectivism → View Popular, Search in Google

Dec

2011

Success in a MOOC - YouTube

Written and Narrated by Dave Cormier / Video by Neal Gillis / Uploaded by davecormier on Dec 1, 2010.

Dave says,"You need to orient, declare, network, cluster, and focus," in order to succeed in a MOOC. "Connections are what the course is all about...."

www.youtube.com/watch

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connectivism Cornier Dave MOOCs success videos

in list: Educational Technology, Learner Autonomy, Information Literacy

What is a MOOC? - YouTube

Written and Narrated by Dave Cormier / Video by Neal Gillis / Uploaded on Dec. 8, 2010
Dave suggests creation of, or entry to, "networks that are easy to maintain."

www.youtube.com/watch

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connectivism Cornier Dave MOOCs networks videos

in list: Educational Technology

Aug

2011

Three generations of distance education pedagogy | Anderson | The International Review of Research in Open and Distance Learning

Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663

www.irrodl.org/...1663

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cognitive-behaviouris community of inquiry connectivism content context distance education education expectations learning learning design pedagogy social constructivist technology typologies

in list: Educational Technology

Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course model. The availability of technologies to support different models of learning strongly influences what kinds of model can be developed
30 years of research has yet to show differences in learning outcomes between learning designs with high or low levels of social presence, that is if one confines the definition of learning to the CB notions of acquisition of pre-specified facts and concepts.
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- Social-constructivist pedagogies, perhaps not coincidently, developed in conjunction with the development of two-way communication technologies. At this time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers. Michael Moore’s famous theory of transactional distance (1989) noted the capacity for flexible interaction to substitute for structure in distance education development and delivery models.
- It is notable that social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies. While such models had been waiting in the wings for distance education since Dewey or earlier, their widespread use and adoption was dependent on the widespread availability of workable supporting technologies.
- It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding.
- Teaching presence extends beyond facilitation of learning to choosing and constructing educational interventions and to providing direct instruction when required.
- teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
- Ironically, constructivist models of distance education began to share many of the affordances and liabilities of campus-based education, with potential for teacher domination, passive lecture delivery, and restrictions on geographic and temporal access.
- Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. Connectivism assumes that much mental processing and problem solving can and should be off-loaded to machines
- Connectivist cognitive presence begins with the assumption that learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks. Thus, the first task of connectivist education involves exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence.
- The artifacts of connectivist learning are usually open, accessible, and persistent. Thus, distance education interaction moves beyond individual consultations with faculty (CB pedagogy) and beyond the group interactions and constraints of the learning management systems associated with constructivist distance-education pedagogy. Cognitive presence is enriched by peripheral and emergent interactions on networks, in which alumni, practicing professionals, and other teachers are able to observe, comment upon, and contribute to connectivist learning.
- Connectivist pedagogy stresses the development of social presence and social capital through the creation and sustenance of networks of current and past learners and of those with knowledge relevant to the learning goals. Unlike group learning, in which social presence is often created by expectation and marking for participation in activities confined to institutional time frames, social presence on networks tends to be busy as topics rise and fall in interest.
- Connectivist learning is also enhanced by the stigmergic knowledge of others and the signs that they leave as they navigate through learning activities. The activities, choices, and artifacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow (Dron, 2006). In this way, the combination of traces of people’s actions and activities generate an emergent collective, which may be seen as a distinctive individual in itself, both greater and lesser than the sum of its parts: it is a socially constituted entity that is, despite this, soulless, a reflection of the group mind that influences but does not engage in dialogue (Dron & Anderson, 2009).
- As in constructivist learning, teaching presence is created by the building of learning paths and by design and support of interactions, such that learners make connections with existing and new knowledge resources. Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses.
- Teaching presence in connectivist learning environments also focuses on teaching by example.
- A final stress to teaching presence is the challenge presented by rapidly changing technologies. No one is current on all learning and communications applications, but teachers are often less competent and have less self-efficacy; thus, connectivist learning includes learners teaching teachers and each other, in conjunction with teachers aiding the connectivist learning of all.
- Learning in connectivist space is, paradoxically, plagued by a lack of connection.
- In connectivist space, structure is unevenly distributed and often emergent, with that emergence seldom leading to structure that is optimally efficient for achieving learning goals.
- Cognitive-behaviourist models are most notably theories of teaching and social–constructivist models are more notably theories of learning, but both still translate well into methods and processes for teaching. Connectivist models are more distinctly theories of knowledge, which makes them hard to translate into ways to learn and harder still to translate into ways to teach. Indeed, the notion of a teacher is almost foreign to the connectivist worldview, except perhaps as a role model and fellow node (perhaps one more heavily weighted or connected) in a network.
- As concerns about privacy mount and we come to adopt a more nuanced approach to connections and trust, our networks are bound to become more variegated and specialized. It is already becoming clear that connectivist approaches must become more intelligent in enabling people to connect to and discover sources of knowledge.
- Although the prime actors in all three generations remain the same—teacher, student, and content—the development of relationships among these three increases from the critical role of student–student interaction in constructivism to the student–content interrelationship celebrated in connectivist pedagogies, with their focus on persistent networks and user-generated content. The popular community-of-inquiry model, with its focus on building and sustaining cognitive, social, and teaching presence, can be a useful heuristic in selecting appropriate pedagogies.
- It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitivist, behaviourist, constructivist, and connectivist theories each play an important role.

Mar

2011

Online Conferences: Professional ... - Google Books

Anderson and Anderson (2010) characterize online continuing professional education (CPE) conferences as "structured, time[-]delineated" events involving "distributed population[s]" in synchronous or asynchronous use of "online communication and collaboration tools" (p. 15). They suggest that these characteristics may enhance "both the quantity and quality of interaction" in formal CPE sessions, thanks to possibilities for preliminary access to conference materials, world-wide participation, and asynchronous as well as real-time interpersonal engagements (p. 22), which in turn may promote constructivist and connectivist modes of learning within professional communities of practice (pp. 7-10).
Anderson, Lynn; & Anderson, Terry. (2010). <i>Online Conferences: Professional Development for a Networked Era</i>. Charlotte, NC: Information Age Publishing.

books.google.ca/books

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conferences connectivism constructivism education online professional

in list: Teacher Education, Educational Technology

Oct

2009

E-Learning Journeys: Connectivism Explained

introduces video on the Networked Student

123elearning.blogspot.com/...connectivism-explained.html

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connectivism videos

in list: Information Literacy

Nov

2008

Half an Hour: The Future of Online Learning: Ten Years On

"an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19
http://weblogs.elearning.ubc.ca/brian/archives/049355.php)

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

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learning future connectivism education technology Downes trends online

in list: Information Literacy

While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
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- In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
- it is not clear that an outcomes driven system is what students require; many valuable skills and aptitudes – art appreciation, for example – are not identifiable as an outcome. This becomes evident when we consider how learning is to be measured. In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
- The products of our conversations are as concrete as test scores and grades. (Ryan, 2007) But, as the result of a complex and interactive process, they are much more complex, allowing not only for the measurement of learning, but also for the recognition of learning. As it becomes easier to simply see what a student can accomplish, the idea of a coarse-grained proxy, such as grades, will fade to the background.
- Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.
  
  RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
- In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)
- place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
- As it becomes more and more possible to teach oneself online, and even to demonstrate one’s achievement through productive membership in a community of practice, there will be greater demand for a formalized system of recognition, a way for people to demonstrate their competence in an area without having to go through a formal program of study in the area.
- the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
- rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other.
- Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys. This frees instructors to perform tasks that have been traditionally more difficult and time consuming – to relate to students on a personal basis, to offer coaching and moral support, to learn about and analyze a student’s inclinations and understandings.

Sep

2008

New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning

Pre-presentation paper for Universidade do Minho, Encontro sobre Web 2.0; Braga, Portugal; October 10, 2008; entitled:

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

elearnspace.org/...systemic_impact.htm

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connectivism education siemens networked learning learner-centered

Jul

2008

Connectivism & Connective Knowledge » A few thoughts about design

ltc.umanitoba.ca/connectivism

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connectivism epistemology education design

the real value in taking a fluid design approach stems from the need to explore the nature of change we are seeing without first putting it into existing containers of what we know. Categorization is valuable after observing, discussing, and analyzing phenomena. Not in advance. If we approach an emerging field with too many existing assumptions, we run the risk of failing to see what, if anything, is unique.

Jun

2008

Connectivism & Connective Knowledge

home page for an open course beginning September 2008

ltc.umanitoba.ca/connectivism

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connectivism continuing education education instructional design online

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