The Connectivist Learning Environment

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Overview of the model of learning informing the design of the first MOOCs, including a look at some aspects of the gRSShopper software we have been using to support the MOOCs.. October 8, 2012 at Tele-Task Symposium, Potsdam, Germany. For audio please see http://www.downes.ca/presentation/301

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The Connectivist Learning Environment

  1. 1. The Connective Learning Environment Stephen Downes Tele-Task SymposiumPotsdam, October 8, 2012
  2. 2. Rethinking the Learner
  3. 3. How People Learn
  4. 4. The First MOOC: CCK08
  5. 5. How to Participate in CCK08Source: http://101friends.wordpress.com/2011/01/25/connectivism-new-ways-of-learning-through-connections-cck11/
  6. 6. MOOC Design Logic
  7. 7. The Structure of Knowledge
  8. 8. http://grsshopper.downes.ca/
  9. 9. Ed RadioLearning the lecture recording make for horribleradio
  10. 10. The Structure of a MOOC
  11. 11. Course Design Principle
  12. 12. Feed Harvesting
  13. 13. Viewing and Posting
  14. 14. Mixing and Publishing
  15. 15. Course Content Network
  16. 16. Unstable Networks
  17. 17. Unstable Networks
  18. 18. Stable Networks
  19. 19. The Semantic Principle
  20. 20. 4-factor Model of Autonomy ExperienceFactors affecting Scope and range ofepistemic states autonomous behaviour EngagementEmpowermentCapacity to act on Effects of autonomousepistemic states behaviourA Model of Autonomy EffectStephen Downeshttp://www.downes.ca/post/54222
  21. 21. Connectivism and Effect (1)1. While at the same time emphasizing the personal, maximize effect range and impact Connectivist courses support massive participation and growing impactful engagement in community
  22. 22. Connectivism and Effect (2)1. Recognize and support the potential for improvements both social and personal The impact of connectivist courses is measured by one’s engagement and improvement in the wider knowledge community
  23. 23. Learning OutcomesWe recognize this By perfomance in this There are not specific bits of knowledge or competencies, but rather, personal capacities (more on this later)
  24. 24. 2010: Stephen Downes, Rita KopCritical Literacies & PLENK 2010 PLENK 2010 involved a significant research effort http://connect.downes.ca/
  25. 25. PLENK AnalyticsRita Kop Supporting ongoing MOOC participation http://www.irrodl.org/index.php/irrodl/article/view/882
  26. 26. Critical LiteraciesUnderstanding how we use artifacts tocommunicate in online and other learningnetworks http://www.downes.ca/presentation/232
  27. 27. 2011: Year of the MOOC
  28. 28. Connectivism & Connective Knowledge CCK11: How to Learn in a MOOC http://www.youtube.com/watch?v=eW3gMGqcZQc
  29. 29. How to be Successful in a MOOC Dave Cormier http://www.youtube.com/watch?v=r8avYQ5ZqM0
  30. 30. Learning Analytics LAK11: How to measure success in a MOOC http://scope.bccampus.ca/course/view.php?id=365
  31. 31. MobiMOOC Inge de WaardSupporting Mobile Learning Technology http://mobimooc.wikispaces.com/
  32. 32. The madness and mayhem ofDS106 Jim GroomDS = Digital StorytellingDS106 redefined activities and participationhttp://ds106.us/
  33. 33. eduMOOCLarge, well publicized, but not very interactivehttp://sites.google.com/site/edumooc/
  34. 34. eduMOOC underground Jeff LebowJeff Lebow, Google+ hangout, and Livestream:Taking something ordinary, and making itsomething special – YOU make the MOOChttp://www.livestream.com/jefflebow/
  35. 35. AI-Class: Redefining MassiveMore than 100,000 people signed up for pre-registrationhttp://www.ai-class.com/
  36. 36. Change 2011 Downes, Cormier and Siemens try againImage: http://steve-wheeler.blogspot.com/2011/04/running-mooc.htmlhttp://change.mooc.ca
  37. 37. Stephen Downeshttp://www.downes.ca

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