Benjamin L. Stewart, PhD's List: Personal Learning Networks and Professional Development

• Interpretivism

• Intentionalism and Meaning

• negotiation of engagement, of a set of protocols for interaction.

   

  Specifically, there is no requirement on the part of the participant to agree to any particular representation or to any putative state of affairs in the world. The negotiation, in other words, is not with respect to the meaning of the worlds (in the usual sense, or reference or representation), but rtaher, how they will be used - and even here, each participant in a negotiation may agree to use a term in a different way.
• I have advanced a position in my own work proposing four major principles of association:

  • Downes's proposal for include four major principles of association.
• But - learning is not acquiring (in some as-yet undesignated way) some content. Learning is not ‘knowing that’. Learning, rather, is much more like ‘knowing how’. It is about developing an ability, a capacity, rather than placing oneself into a particular representative state of affairs with respect to the world.

  • Downes's view of what learning is: "learning how" as opposed to "learning that".
• What this means is that, in connectivism, learning is not about content. It is not about entering a certain representational state with respect to the world.

• Communication itself is a multi-faceted process that can (but need not) include a representational system.

   

  If you want your communication to suggest some sort of ‘aboutness’ then you would typically employ a representational system such as language or mathematics.

   

  If you are trying to convey a more direct perception of (the analogy of) your mental states, you may attempt something more emotive, such as music, theatre, art or dance (which may or may not contain representational content).

  • relates connectivism to communication and language (representational systems vs. non-representational systems

• The value of connectivism consists in understanding that our knowledge is the perception or the feeling or the thought or whatever, and not the linguistic representation of it.

   

  Example: learning how to participate in a community - the learning is the participation, and not some

  • Value of connectivism

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• associationism
• associationism

• Association

• Associationism

  • Principles of associationism

• We begin with the nature of a network itself. In any network, there will be three major elements:

   

  –        Entities, that is, the things that are connected that send and receive signals

   

  –        Connections, that is, the link or channel between entities (may be represented as physical or virtual)

   

  –        Signals, that is, the message sent between entities. Note that meaning is not inherent in signal and must be interpreted by the receiver

• Downes  Educational Theory

         

  A good  student learns by practice, practice and reflection.
  A good  teacher teaches by demonstration and modeling.
  The essence of  being a good teacher is to be the sort of person you want your  students to become.
  The most important learning outcome is a  good and happy life.

• About    CKN - Innovation by COIN

• At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.
• See, that's the difference between a cognitivist theory and a connectionist theory. The cognitivist thinks deeply by reasoning through a long sequence of steps. The non-cognitivist thinks deeply by 'seeing' more intricate and more subtle patterns. It is a matter of recognition rather than inference.
• "Words / language are necessary to sustain long predictive chains of thought," begs the question. It is leveled against an alternative that is, by definition, non-linear, and hence, does not produce chains of thought.

  • argument against words/language producing long predictive chains of thought.
• a basic theory of practice

  • basic theory of practice for connectivism

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• Being, time, and Dasein
• Being, time, and Dasein