Yukon syl's List: ConnectedLearning

• learners in your network

• Two of the defining characteristics of connectivism are that the learning occurs through construction, annotation and maintenance of learning artifacts. A key characteristic of these artifacts is they must be persistent and be open, such that they contribute to knowledge, beyond the temporal or geographical boundaries of the learning group or course.  The second critical element is that students be given opportunity, incentive and support to form networks that may (or may not) persist beyond the course, or with others not in the courses.
• g opportunities are often marginalized

  • the limitations of LMS!!!
• editing Wikipedia articles, creation of pod casts or YouTube type videos, building presentations and content into tools such as VocieThread, curating content or recreating course contents (in groups or individually content on set like tools such as Piinterest or Learnist

  • ideas for connectivist/constructivist learning activities!!

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• new knowledge
• • Who defines "what students need to know"? How many definitions are there in a given course area?
• difficult to compress all that learners need to know within the limited time span of a post-secondary course or program
• applying
• skills such as critical thinking, independent learning, knowing how to use relevant information technology, software, and data within a field of discipline, and entrepreneurialism
• manage their own learning throughout life
• leverage this learner control to increase motivation and relevance for learners
• outside experts who participate in-person or virtually
• Social media have encouraged the development of communities of practice, where students share experiences, discuss theories and challenges, and learn from each other.
• providing students with important contacts and networks outside the institution
• roles, authority, and how learning is achieved and measured
• accessible via mobile smartphones, tablets, e-readers and other mobile devices
• questions of quality, timely and appropriate usage, multiple points of view, and packaging of a wide range of resources within the framework of course-specific learning objectives and assessment practices

  • Questions that need honest, open discussion
• issues of course ownership and of measurable learning outcomes
• guiding students to find, analyze, evaluate, and apply information that is relevant to a particular subject domain

  • not just guide though - some kind of interpretive schema or framework is still necessary - especially at intro levels
• Anywhere, anytime, any size learning
• requires a new look at course design, content packaging, and a consideration of limitations of data packages

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