The Tenegen pedagogical model based on the experiences of NETIS project . Methodology basics: "Connectivism considers learning as a process in which the role of informal information exchange, organised into networks and supported with electronic tools, becomes more and more significant. Students can significantly improve the efficiency of their learning if they take part in a network, or virtual community dealing with the given subject."
put the connectivism learning theory into practice
Begining The focus of the training model … They will learn why it is so important for the NET Generation “to be connected”.
Connectivizm course Practical technics in connectivizm approach courses:
Collaborative content writing
H ow the elements of connectivism method appeared in the pilot training ?
Main method elements Network cooperation (cooperative and collaborative work) example: Tenegen Bookmarks Learnin Object Repository Tenegen survey
Main method elements Blogs - Learning diary (internal) & teachers’s blogs (external) example: More than 80 blogs More than 1 1 00 post
Main method elements Content aggregation example:
Main method elements Reflection – comment - feedback example: AGORA – more than 1500 entries in 30 topics.
Main method elements Tasks We used activity and practical oriented tasks to help using the softwares of the modules and WEB 2.0 applications. E-portfolios, free learning objects & personal courses in Moodle
Obstacles of connectivism and questions of the curriculum
C ritical remark about the connectivism based courses :
The course can be successful for those who has strong level of IT knowledge and knows web tehcnologies well.
The connectivism methods are not applicable for formal, institutional public education .
Our experiences (Tenegen survey)
T eachers don’t have up to date knowledge in the field of IT knowledge, ICT tools and web applications.
They don’t use the community cooperation, ineractive activities based on connectivism model.
Almost none of them knows about the community channels, web 2.0 tools which are important for active news and knowledge exchange (RSS, twitter, e-portfolio etc.)
T he participants assessed the digital forms of traditional learning as the most useful components :
weekly learning instructions
b ooks, theoretical summaries
They assessed the connectivism and network learning components less useful :
self assesment tests
Overall in the Tenegen Traning Model The t raditional knowledge share methodes widen with the connectivism learning theory aspect. E -learning1.0 and E -elarning 2.0 formulas complete each other. E-learning 1.0 This form of education, eLearning 1.0, is actually the technologically supported variant of traditional knowledge distribution, the virtual extension of textbooks and classroom teaching. It is the digital version of traditional learning. Even in this environment, learning remained a passive process, managed from above or outside. E-learning 2.0 This is an information exchange and information generatation based on cooperation, the students activities and associative learning into networks and supported with electronic tools. In this way students participate as a content providers in the knowledge process.
H ow did the two methods work together in practice ? Web 2.0 tools and their application in educational practice eLearning 1.0 - presentation materials, text, tutorial videos eLearning 2.0 - blog entries about web 2.0 tools, comments, reflections, Overview each other's materials, ideas, inspirations Defining Net Generation eLearning 1.0 - study about the Net Generation, articles eLearning 2.0 - Net Generation survey in collaborative work, establish common position, blog entries and reflections about Net Generation, disscussion forum To know the portals way, and using ICT tools were the preconditions to fulfil the course requirements. How can we teach it? eLearning 1.0 - materials, manuals, help, videos eLearning 2.0 - exchange of experiences between the participants, learning diaries, reflections to them, comments, blog, forums