Your SlideShare is downloading. ×
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Connectivist 1&2 mia, angela, trishul
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Connectivist 1&2 mia, angela, trishul

125

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
125
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • [1] Principles:
    Diversity of opinions as the basis of knowledge and learning
    Learning as a process of connecting nodes
    Learning as critical, as opposed to ‘knowing’
    Connections are to be nurtured to facilitate continual learning
    Decision-making is part of the learning process
  • [1] Principles:
    Diversity of opinions as the basis of knowledge and learning
    Learning as a process of connecting nodes
    Learning as critical, as opposed to ‘knowing’
    Connections are to be nurtured to facilitate continual learning
    Decision-making is part of the learning process
  • [1] Principles:
    Diversity of opinions as the basis of knowledge and learning
    Learning as a process of connecting nodes
    Learning as critical, as opposed to ‘knowing’
    Connections are to be nurtured to facilitate continual learning
    Decision-making is part of the learning process
  • [1] Principles:
    Diversity of opinions as the basis of knowledge and learning
    Learning as a process of connecting nodes
    Learning as critical, as opposed to ‘knowing’
    Connections are to be nurtured to facilitate continual learning
    Decision-making is part of the learning process
  • [2]
    Role of social and cultural context – the process of learning more important than its product
    The relationship between work experience, learning, and knowledge – knowledge not just existent in the teacher’s head, but also existent in connections established between students, teachers, and technologies
    Learning through contact – not about knowledge transfer but about distributing learning across a network
    Technology as mediating learning in this digital age
    And, finally, it is about adding ‘know-where’ to know-how and know-what
  • [3] Features: Network
    A network with nodes and connections:
    Defined by Dowes: ‘that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks’
  • [4]
    The networks are defined by the interactions between nodes. These interactions produce the system as a whole. The links or connections formed between the nodes, or actors, are actually actions.
  • [5] Features: Enhancing learning
    Aggregation – students access a wide variety of sources for their activities
    Relation – students reflect on the activity
    Creation – students use digital tools to record their reflections
    Sharing – students share their reflections with others in the network
    See Rita Kop, ‘The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course’ in IRRODL, vol. 12, no. 3 (2011)
  • Its important to always consider the meaning of being critical. As often it could be understood to only be the limitations when in fact it’s a combination of both strengths and limitations.
  • According to Siemens Conectivism has been understood to give its users a sense of freedom and Autonomy. The feeling of being connected to many networks and groups at one time. There's also the benefit of diversity and openness to knowledge. Any thing everything is accessible to share. Its also very current particularly when used regularly by its users. When used with electronic devices we have this ability to update, amend and edit anywhere.
  • Limitation however its that its relatively new therefore there isn't a huge amount of research undertaken in the area. This can therefore make quite challenging to be widely accepted as it can be seen as a little confusing and unclear. When considering models it could be seen that connectivism generally refers to social media which again some may find impersonal.
  • In this world it also seems that convenience and efficiency plays a crucial role in our lifestyles. Why wait to get to the office or classroom to share and exchange knowledge when you can do it on the go. Ultimately conectivism is this idea of knowledge exchange/interactions between nodes and thus is referred to as a system.
    It would be unfair to ascertain which or which not Connectivsm. But we do understand is that its an explanation to the way we learn as well as an important aspect of the learning process.
  • I guess such theory could be adapted for a generation that's grown up with the use of technology but another generation may struggle with this and therefore require some time training which can be costly and time consuming. Another understanding could also be the dismissal or lack of mention of human knowledge again similar to the point mentioned about being a little impersonal.
  • Transcript

    • 1. CONNECTIVISM 1. Origins & Development
    • 2. Origins  First introduced in 2005 in two publications:  Siemens’ Connectivism: Learning as Network Creation  Downes’ An Introduction to Connective Knowledge http://www.downes.ca/cgi-bin/page.cgi?post=
    • 3. Development  In 2007 Kerr & Forster took part in a debate on Connectivism at the Online Connectivism Conference at the University of Manitoba
    • 4. Development  Kerr (2007) identified the new theory should:  replace older theories that had become inferior  build on old ones without completely disregarding them
    • 5. 2. Features: Principles      Diversity of opinions Learning as a process Learning as critical Continual learning Decision-making
    • 6. 2. Features:      Social and cultural context Work experience – learning – knowledge Contact Technology as mediator Adding ‘know-where’ to know-how and knowwhat
    • 7. 2. Features: Network A network with nodes and connections: ‘that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks’ (Downes)
    • 8. preetisingh65.blogspot.com
    • 9. 2. Features: Enhancing learning     Aggregation Relation Creation Sharing See Rita Kop, ‘The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course’ in IRRODL, vol. 12, no. 3 (2011)
    • 10. Criticisms of Connectivism “The practice of analyzing, classifying, interpreting, or evaluating literary or other artistic works”
    • 11. Strengths        Autonomy Connectedness Diversity Openness Sharing Current Electronic devices
    • 12. Limitations       Not a theory Limited research available Not widely accepted Impersonal Electronic or virtual -Training can be required Dismissal of human knowledge
    • 13. Discussion
    • 14. Discussion continued
    • 15. References   The Free Dictionary (2013) Criticisms. Available at: http://www.thefreedictionary.com/criticism (Accessed: 30 Oct 2013). Tschofen, C. & Mackness, J. (2012) ‘Connectivism and Dimensions of Individual Experience’ International Review of Research in Open & Distance Learning. Vol. 13 Issue 1, p124143. 20p.

    ×