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Connectivism: A Theory of Personal Learning

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  • + cortesro Eduardo Cortes 6 months ago
    Thanks

    I have been learning a lot and completing my concepts and knowledge around
    learning, teaching, Semantic Web, elarning.

    Your database articles is great a source of understanding.

    I feel exposed a very dated and good information, skills and Knowledge

    Sincerely

    Eduardo Cortes froms Sonora Mexico
  • + RuthHoward Ruth Howard 7 months ago
    ’Students chart their own course, pursue own learning.’
    Are you saying that knowledge results from both loose and strong connections between students and staff...the whole enchilada. As in life itself?

    Thanks so much Stephen for leading us to our authentic selves!
  • + RuthHoward Ruth Howard 7 months ago
    Students in charge of own learning. Thinking on all that means...thank you your course looks a feast. I’ll look up the Grsshopper.I’ve yet to really understand that application but I appreciate it leads to more authentic experiences and freedom. Halelujah! Thanks so much Stephen.
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Connectivism: A Theory of Personal Learning - Presentation Transcript

  1. Connectivism: A Theory of Personal Learning Stephen Downes December 3, 2008
  2. What Carleton Means To Me
  3. What is my personal learning environment?
  4. • A place to store (and share) my photos http://www.flickr.com
  5. • A place to store (and share) my videos http://video.google.com/videoplay?docid=-4126240905912531540
  6. • A place to write an essay with my colleague in Montreal http://docs.google.com
  7. • A way to stay up to date - right up to date http://www.google.com/reader
  8. • A way to save on phone calls http://www.skype.com
  9. • Knowing where I’m staying before I get there http://maps.google.com
  10. • An Easy Way To Draw Pictures http://www.gliffy.com
  11. What does personal learning mean for learners?
  12. • A world of free learning resources… http://educationvault.blogspot.com/2008/08/zaidlearn-ocw-oer-lists.html Don’t like the word ‘free’? Deal with it…
  13. Three Views of Learning Resources:
  14. 1. Learning Resources as a thing –Book, content object, etc
  15. 2. Learning Resources as events –Class, lecture, seminar, meeting
  16. • The first two models are information-theoretic and medium-based models –They stress content –They stress rules
  17. 3. Learning Resources as flow – Stresses experience – Stresses pattern recognition
  18. What does personal learning look like?
  19. • User generated Content –Personal, opinionated
  20. • Network of interactions
  21. • Immersive Learning
  22. • New Roles – For students - as creators of learning – For teachers - as coaches and mentors – For the rest of us - as teachers
  23. • Web of user-generated content (eg. Wikipedia)… http://www.wikipedia.org
  24. Learning as a network phenomenon…
  25. Issues: • Too much information, filtering info • Too many sources to scan, new sources • Localization, personalization, relevance
  26. Response: Network Semantics http://epthinking.blogspot.com/2008/08/on-event-processing-network-and.html
  27. • Social networks and communities (entails a genuinely portable (and owned) identity http://www.facebook.com
  28. • Networks of interactions (aggregate, remix, repurpose, feed forward) – syndication An ecology…
  29. • The personal learning centre Autonomy http://blog.core-ed.net/derek/2006/11/more_on_mles_and_ples.html
  30. • The Network is Diverse – multiple views, multiple technologies http://flickr.com/photos/11242012@N07/1363575474
  31. • The Network is connected and interactive (not ‘integrated’) – small pieces, loosely joined http://www.biography.org.uk/real.htm
  32. • The Network is open http://park.org/Japan/NTT/DM/html_f4/F4_10600_e.html
  33. What are the key technologies? http://www.bclir.org/Egypt.htm
  34. Web 2.0 - Core Technologies Tools for worldmaking…
  35. Social Networking http://staffdev.henrico.k12.va.us/parents/socnetwork.htm
  36. Tagging
  37. Asynchronous Javascript and XML (AJAX) Jesse James Garrett in February 2005. https://bpcatalog.dev.java.net/ajax/textfield-jsf/design.html
  38. Representational State Transfer (REST) - principles that outline how resources are defined and addressed - looser sense: domain-specific data over HTTP http://en.wikipedia.org/wiki/Representational_State_Transfer http://itpro.nikkeibp.co.jp/article/Watcher/20060315/232492/
  39. Application Program Interface (API) and Mash-Ups http://scenariothinking.org/wiki/images/b/b6/MashUpSysDiagramV6.0.jpg
  40. Javascript Object Notation (JSON)
  41. OpenID http://gabinetedeinformatica.net/wp15/2007/03/09/openid-nuestra-identidad-virtual/ http://www.funnymonkey.com/openid-in-education
  42. Connectivism & Connective Knowledge
  43. The Best Example… • 12 week course, readings, activities… • The course on connectivism is probably the best (early) example of what we mean – We began with the course itself – what we wanted to cover – We then added communications tools – And then the students took over…
  44. Overview… • George Siemens and I are ushering roughly 2200 students through a 12 week online course • Some of these paid tuition and are getting credit, but most of them are attended the ‘open’ course
  45. The Course • Offered through the University of Manitoba – 12 weeks long – credit in Certificate in Adult and Continuing Education and Certificate in Emerging Technologies for Learning – Explored the concepts of connectivism and connective knowledge
  46. Connectivism “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.” What Connectivism Is http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
  47. Course Components • The Wiki… http://ltc.umanitoba.ca/wiki/Connectivism
  48. Course Components (2) • Open Enrollment • The course was advertised in both of our blogs…
  49. Course Components • Readings….
  50. Course Components (3) • The Blog http://ltc.umanitoba.ca/connectivism/
  51. Course Components • Course Moodle Forum http://ltc.umanitoba.ca/moodle/course/view.php?id=20
  52. Course Components • Pageflakes Site http://www.pageflakes.com/ltc
  53. Course Components • Elluminate Discussions (Wednesdays)
  54. Course Components • Ustream http://www.ustream.tv/recorded/688902
  55. Course Components • Twitter… http://twitter.com/cck08
  56. Course Components • gRSShopper…
  57. The
Main
Idea The
web
of
the
future
isn’t
about
visiting sites,
it’s
about
connecting
resources.
  58. Architecture The
application
provides
mechanisms
to input,
process,
and
distribute
content.
  59. Login gRSShopper
instances
are
personal
sites intended
to
support
single
users
or
small groups
(though
visitors
can
sign
in).
  60. Subscriptions Visitors
have
a
one‐click
way
to subscribe
to
site
newsletters
(or
they can
sign
up
for
RSS).
  61. Custom
Pages Content
is
organized
into
pages
  62. Archive Pages
auto‐archive
  63. Custom
Pages Multiple
pages
can
be
created;
each page
can
be
a
newsletter
(or
not;
you decide)
  64. Page
Creation Pages
are
created
automatically
from
a database
of
content
types
  65. Feed Management Content
input
comes
from
RSS
feeds harvested
by
gRSShopper
  66. Harvester Harvester
captures
and
analyzes incoming
data
(by
topic,
links,
etc)
  67. Mapping Incoming
content
can
be
mapped
to
any of
a
variety
of
data
types
  68. Viewing Harvested Content Harvested
contents
may
easily
be scanned
in
a
viewer
  69. Post
Editor Work
with
aggregated
content
to
create new
content
  70. Open
Source gRSShopper
code
is
available
as
an
open source
download
  71. More http://www.downes.ca http://grsshopper.downes.ca
  72. Course Components • The Daily http://connect.downes.ca/
  73. Course Components • Managing Content
  74. Course Components • Feed Harvesting
  75. Course Components • OPML…
  76. Course Components • Intro…
  77. The Students • The Course Map… http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-impressions/
  78. The Students • The Other Course Map… http://tinyurl.com/cck08map
  79. The Students • Add to the Map - Video http://thecleversheep.blogspot.com/2008/09/cck08-is-truly-global.html
  80. The Students • Wordle… 1
  81. The Students • Wordle… 2
  82. The Students • Wordle… 3 http://www.flickr.com/photos/25838481@N04/
  83. The Students • Word of Mouth http://fleeep.net/blog/2008/08/03/educators- cck08-connectivism-connective-knowledge- course/
  84. The Students • Google Groups http://groups.google.com/group/connectivism
  85. The Students • Translations… http://ltc.umanitoba.ca/wiki/Conectivismo_-_Curso_online
  86. The Students • Dekita… http://dekita.org/orchard/CCK08_/
  87. The Students • Second Life… • Diigo… • de.l.icio.us • WordPress…
  88. Learning Approach • http://apsblog.com/site/learning-architecture/learning-approaches
  89. Co-Location Coaching Mentoring Interaction Play Creation Physical spaces will become work and creativity spaces, not presentation spaces. New technology includes: ambient internet, multimedia, robotics, capture tools, more… Eg. MIT Media Lab
  90. Collaboration Conferencing Meeting Conversation Co-creation Teaming Networks Online collaboration becoming more immersive, more multimedia. Eg. Second Life, Adobe Connect, Elluminate; capture tools more prevalent. Collaboration more mobile as well – don’t forget recording and capture.
  91. Interaction Games Simulations Training Learning Objects Game-based learning becoming widely accepted; games and simulations becoming more realistic; new tools and mod kits to help people program their
  92. Information Lectures Books Conferences Pages Video Information becomes free and ubiquitous; easily found via personalized semantic social networks; data becomes embedded into learning resources.
  93. The Principles 1. Diversity We want to encourage students to engage in diverse readings, diverse environments, diverse discussions
  94. The Principles 2. Autonomy We want students to chart their own course, to select their own software, to pursue their own learning
  95. The Principles 3. Interaction / Connectedness The knowledge in this course emerges as a result of the connections among the students and staff – and is not some ‘content’ shoveled from experts to recipients
  96. The Principles 4. Openness We don’t draw barriers between ‘in’ and ‘out’ – which means we can accommodate the full engaged, the partially engaged, and the rest – creating strong ties and weak ties
  97. Thanks! http://www.downes.ca

+ Stephen DownesStephen Downes, 9 months ago

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