Connectivism: social networked learning

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Presentación elaborada y compartida por George Siemens en su conferencia en Buenos Aires, invitado por Fundación Telefónica de Argentina, el 12 de septiembre de 2012.

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  • http://vimeo.com/34182381
  • http://www.youtube.com/watch?feature=player_embedded&v=bWxHC_8yBrc
  • Barry Wellman: Pp. 10-25 in Digital Cities II: Computational and Sociological Approaches, edited by Makoto Tanabe, Peter van den Besselaar and Toru Ishida. Berlin: Springer, 2002.
  • http://www.si.umich.edu/~rfrost/courses/SI110/readings/In_Out_and_Beyond/Granovetter.pdf
  • Builds on the foundation of how we engage with others and how we interact with the world to suggest that knowledge (in its many forms and representations) is networked in nature and a particular state of knowing is a particular manner of connectedness.
  • http://www3.interscience.wiley.com/journal/119879431/abstract?CRETRY=1&SRETRY=0http://www.law.harvard.edu/students/orgs/crcl/current.html
  • http://www.youtube.com/watch?v=nJmGrNdJ5Gw
  • Antonovsky, A. (1993) ‘The structure and properties of the sense of coherence scale.’ Social Science & Medicine 36, (6) 725-733
  • Miller, J. H., and Page, S. E (2007). Complex adaptive systems: An introduction to computational models of social life. Princeton: Princeton University Press
  • Kamalski, J., Sanders, T., and Lentz, L. (2008) ‘Coherence marking, prior knowledge, and comprehension of informative and persuasive texts: sorting things out.’ Discourse Processes 45, 323-345
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction 10(2 & 3): 105-225.
  • http://www.fas.harvard.edu/%7Esecfas/Harvard_FAS_Vote_Establishing_New_Program_in_General_Education.pdf - Harvard new curriculumhttp://www.digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF - Confronting the challenges of participatory culture
  • http://kt.flexiblelearning.net.au/tkt2007/?page_id=33
  • Connectivism: social networked learning

    1. 1. Connectivism:Social networked learning George Siemens, PhD September 12, 2012 Buenos Aires
    2. 2. “…the fundamental task of education is to enculturate youth into this knowledge- creating civilization and to help them find a place in it…traditional educational practices – with its emphasis on knowledge transmission – as well as newer constructivist methods both appear to be limited in scope if not entirely missing the point” Scardamalia and Bereiter (2006, Cambridge Handbook of Learning Sciences)
    3. 3. The growing influence of networks as a model for understanding the world…
    4. 4. Political blogosphere, 2004 Blue Brain 3D File ManagerHierarchy Edge Bundles http://www.visualcomplexity.com/vc/
    5. 5. Recognition of complexity andnetworks as underpinning attributes of social, science, education
    6. 6. http://drunks-and-lampposts.com/2012/06/13/graphing-the-history-of-philosophy/
    7. 7. http://drunks-and-lampposts.com/2012/06/13/graphing-the-history-of-philosophy/
    8. 8. http://www.plosone.org/article/info:doi/10.1371/journal.pone.0004803
    9. 9. Making the world’s knowledge relatable
    10. 10. http://linkeddata.org/
    11. 11. Wellman (2002)
    12. 12. http://research.uow.edu.au/learningnetworks/seeing/snapp/index.html
    13. 13. Weak tiesEmpirical evidence that the stronger the tieconnecting two individuals, the more similar theyare, in various ways Mark Granovetter (1973)
    14. 14. Connectivism:1. Knowledge is networked and distributed2. The experience of learning is one of forming new neural, conceptual and external networks3. Occurs in complex, chaotic, shifting spaces4. Increasingly aided by technology
    15. 15. Participatory Pedagogies (Collis & Moonen, 2008) (Askins, 2008) (Harvard Law School, 2008)
    16. 16. http://edition.cnn.com/2012/06/20/opinion/opinion-alec-ross-tech-politics/index.html
    17. 17. Externalization of thought and concepts
    18. 18. …so that it can be analyzed,interpreted, tested, evaluated
    19. 19. Knowledge relatedness and conceptual errorsare often not made explicit (tests don’t alwayssurface these errors)
    20. 20. http://www.learner.org/resources/series28.html
    21. 21. Blurring the physical and virtual worlds
    22. 22. All the world is data. And so are we. And all of our actions. http://www.hoganphoto.com/batsto_grist_mill.htm
    23. 23. Breakups (via status changes)
    24. 24. “In today’s networked world, learners areplacing greater value on knowing where tofind information than on knowing theinformation themselves.” 2010 New Zealand, Australia Horizon Report
    25. 25. But, making the transition to a“connection” as the unit of analysis in learning is not easy
    26. 26. The existing model of education restricts change
    27. 27. Co-evolution of individual and related network Lazer, 2000
    28. 28. Networked informationdoesn’t have a centre
    29. 29. Fragmentation is a new reality. Our learning models experience Fragmentary need to embrace (reflect) it.• Conversations, content, context not (only) shaped by the school/educator• Learners are in control
    30. 30. So we (socially) create temporary centres:
    31. 31. So we (technologically) create temporary centres:
    32. 32. Temporary Centres
    33. 33. Technological sensemaking systemsVisualizationBig DataAnalyticsRecommender systemsAutomated discoveryPredictive models
    34. 34. Coherence is an orientation about the meaningand value of information elements based onhow they are connected, structured, and related Antonovsky 1993
    35. 35. “orientation about the meaning and value ofinformation elements based on how they areconnected, structured, and related” (Antonovsky 1993)
    36. 36. Agents in a system possess only partialinformation (Miller and Page 2007)…to make sense and act meaningfully requiresconnections to be formed between agents
    37. 37. In language and discourse, coherence relationsare “meaning relations that connect discoursesegments” (Kamalski et al. 2008)
    38. 38. Knowledge development, learning, is (shouldbe) concerned with learners understandingrelationships, not simply memorizing facts.i.e. naming nodes is “low level” knowledgeactivity, understanding node connectivity, andimplications of changes in network structure,consists of deeper, coherent, learning
    39. 39. Existing coherence forming systemsBooksNewspapersTV news programsMagazines(anything that is structured and that the enduser can’t speak into and alter)
    40. 40. Knowledge in pieces diSessa, 1993
    41. 41. As we become connected globally,new knowledge configurations will arise
    42. 42. Massive Open Online Courses
    43. 43. What does this mean to you as an educator?Importance of learners creating artifacts that reflect howthey view a concept/disciplineAssisting learners in thinking in networks (relationshipbetween concepts)Teaching and learning in networks…Opening the classroom: the global learnerExporting, not only importing, education
    44. 44. Content is fragmented (not confined to a course)Knowledge is generativeCoherence is learner-formed, instructor guidedDistributed, multi-spaced interactionsFoster autonomous, self-regulated learners
    45. 45. Complex tasks requiregreater engagement andfocus than what weak attention ties permit
    46. 46. Digital literacyInformation literacy21st century skillsHarvard curriculum Play, performance, networking, distributed cognition (Jenkins)
    47. 47. Depth...Slow Learning Geetha NarayananDeep smartsDeep understanding
    48. 48. Reflection Disciplines ofReview UnderstandingConnectionsSocializationExplicationSlow, deep, immersiveMulti-faceted
    49. 49. http://open.mooc.ca/ Starts September 10, 2012
    50. 50. http://edfuture.net/ October 8-November 16, 2012
    51. 51. http://lakconference.org
    52. 52. gsiemens @ gmail Twitter Skype FB Whereverwww.elearnspace.orgwww.connectivism.cawww.learninganalytics.net

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