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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 …

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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  • 1. The Connective Learning Environment Stephen Downes Tele-Task SymposiumPotsdam, October 8, 2012
  • 2. Rethinking the Learner
  • 3. How People Learn
  • 4. The First MOOC: CCK08
  • 5. How to Participate in CCK08Source: http://101friends.wordpress.com/2011/01/25/connectivism-new-ways-of-learning-through-connections-cck11/
  • 6. MOOC Design Logic
  • 7. The Structure of Knowledge
  • 8. http://grsshopper.downes.ca/
  • 9. Ed RadioLearning the lecture recording make for horribleradio
  • 10. The Structure of a MOOC
  • 11. Course Design Principle
  • 12. Feed Harvesting
  • 13. Viewing and Posting
  • 14. Mixing and Publishing
  • 15. Course Content Network
  • 16. Unstable Networks
  • 17. Unstable Networks
  • 18. Stable Networks
  • 19. The Semantic Principle
  • 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. 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. 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. 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. 2010: Stephen Downes, Rita KopCritical Literacies & PLENK 2010 PLENK 2010 involved a significant research effort http://connect.downes.ca/
  • 25. PLENK AnalyticsRita Kop Supporting ongoing MOOC participation http://www.irrodl.org/index.php/irrodl/article/view/882
  • 26. Critical LiteraciesUnderstanding how we use artifacts tocommunicate in online and other learningnetworks http://www.downes.ca/presentation/232
  • 27. 2011: Year of the MOOC
  • 28. Connectivism & Connective Knowledge CCK11: How to Learn in a MOOC http://www.youtube.com/watch?v=eW3gMGqcZQc
  • 29. How to be Successful in a MOOC Dave Cormier http://www.youtube.com/watch?v=r8avYQ5ZqM0
  • 30. Learning Analytics LAK11: How to measure success in a MOOC http://scope.bccampus.ca/course/view.php?id=365
  • 31. MobiMOOC Inge de WaardSupporting Mobile Learning Technology http://mobimooc.wikispaces.com/
  • 32. The madness and mayhem ofDS106 Jim GroomDS = Digital StorytellingDS106 redefined activities and participationhttp://ds106.us/
  • 33. eduMOOCLarge, well publicized, but not very interactivehttp://sites.google.com/site/edumooc/
  • 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. AI-Class: Redefining MassiveMore than 100,000 people signed up for pre-registrationhttp://www.ai-class.com/
  • 36. Change 2011 Downes, Cormier and Siemens try againImage: http://steve-wheeler.blogspot.com/2011/04/running-mooc.htmlhttp://change.mooc.ca
  • 37. Stephen Downeshttp://www.downes.ca