Network Theories for Technology-enabled Learning and Social Change <ul><li>Frances Bell, Salford Business School </li></ul...
Agenda <ul><li>Context </li></ul><ul><li>Connectivism </li></ul><ul><li>Actor Network Theory </li></ul><ul><li>Disconnects...
Global Context 336.1% 23.5% 1,574,313,184 WORLD TOTAL 170.2% 59.9% 20,593,751 Oceania/ Australia 820.7% 28.6% 166,360,735 ...
Context for learning <ul><li>Formal / informal </li></ul><ul><li>Individual /social </li></ul><ul><li>Scheduled / responsi...
Principles of Connectivism <ul><li>Learning and knowledge rests in diversity of opinions. </li></ul><ul><li>Learning is a ...
Connectivism - network theory of learning
Trajectory of Connectivism <ul><li>Siemens – knowledge management </li></ul><ul><li>Downes – Philosophy, neural networks <...
Actor Network Theory <ul><li>symmetrical analysis  – humans and non-humans </li></ul><ul><li>how  a network  grows/ decays...
 
 
CCK08 <ul><li>2300 students on MOOC, 23 for credit </li></ul><ul><li>Moodle, wiki, Daily, blog network, Second Life, Ellum...
Observations <ul><li>Paradox of strictures on teaching/  learning vs delivery mode </li></ul><ul><li>Groups/ network discu...
Conclusions <ul><li>Connectivism as personal theory - allows practitioners to legitimise what they are doing (Cormier) </l...
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Network theories for technology-enabled learning and social change: Connectivism and Actor Network theory

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Presented at Networked Learning Conference, 3-5 May 2010 Aalborg, Denmark
http://www.networkedlearningconference.org.uk/

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Network theories for technology-enabled learning and social change: Connectivism and Actor Network theory

  1. 1. Network Theories for Technology-enabled Learning and Social Change <ul><li>Frances Bell, Salford Business School </li></ul><ul><li>Presented at Networked Learning Conference, 3-5 May 2010 Aalborg, Denmark </li></ul><ul><li>http://www.networkedlearningconference.org.uk/ </li></ul>
  2. 2. Agenda <ul><li>Context </li></ul><ul><li>Connectivism </li></ul><ul><li>Actor Network Theory </li></ul><ul><li>Disconnects </li></ul><ul><li>CCK08 and Observations </li></ul><ul><li>Conclusions </li></ul>
  3. 3. Global Context 336.1% 23.5% 1,574,313,184 WORLD TOTAL 170.2% 59.9% 20,593,751 Oceania/ Australia 820.7% 28.6% 166,360,735 Latin America/ Caribbean 128.3% 73.1% 246,822,936 North America 1296.2% 23.3% 45,861,346 Middle East 271.2% 48.5% 390,141,073 Europe 469.0% 17.2% 650,361,843 Asia 1100.0% 5.6% 54,171,500 Africa User Growth 2000-2008 Penetration % Population Internet Users 2008   World Region
  4. 4. Context for learning <ul><li>Formal / informal </li></ul><ul><li>Individual /social </li></ul><ul><li>Scheduled / responsive </li></ul><ul><li>Media / web services </li></ul>
  5. 5. Principles of Connectivism <ul><li>Learning and knowledge rests in diversity of opinions. </li></ul><ul><li>Learning is a process of connecting specialized nodes or information sources. </li></ul><ul><li>Learning may reside in non-human appliances. </li></ul><ul><li>Capacity to know more is more critical than what is currently known </li></ul><ul><li>Nurturing and maintaining connections is needed to facilitate continual learning. </li></ul><ul><li>Ability to see connections between fields, ideas, and concepts is a core skill. </li></ul><ul><li>Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. </li></ul><ul><li>Decision-making is itself a learning process. </li></ul>
  6. 6. Connectivism - network theory of learning
  7. 7. Trajectory of Connectivism <ul><li>Siemens – knowledge management </li></ul><ul><li>Downes – Philosophy, neural networks </li></ul><ul><li>Differences e.g. groups/ networks </li></ul><ul><li>Theory or loose collection of ideas </li></ul>
  8. 8. Actor Network Theory <ul><li>symmetrical analysis – humans and non-humans </li></ul><ul><li>how a network grows/ decays rather than explain outcomes </li></ul><ul><li>process of growth/decay is one of translation (Fox, 2005). </li></ul>
  9. 11. CCK08 <ul><li>2300 students on MOOC, 23 for credit </li></ul><ul><li>Moodle, wiki, Daily, blog network, Second Life, Elluminate, Youtube, Flickr, etc., etc. </li></ul><ul><li>Self-organisation within familiar online structure </li></ul>
  10. 12. Observations <ul><li>Paradox of strictures on teaching/ learning vs delivery mode </li></ul><ul><li>Groups/ network discussion – for fun see http://tinyurl.com/sisikate </li></ul><ul><li>(SD) revealed ’normative’ assumptions of connectivism </li></ul><ul><li>Participants – connectivism as ’espoused theory’ but different theory in use </li></ul>
  11. 13. Conclusions <ul><li>Connectivism as personal theory - allows practitioners to legitimise what they are doing (Cormier) </li></ul><ul><li>Connectivism as a knowledge network, learn from itself, include ANT, SST and other descriptive theories of change BUT </li></ul><ul><li>Need rich case studies to provide empirical base, exploring </li></ul><ul><ul><li>performativity of learners and teachers </li></ul></ul><ul><ul><li>trajectory of connectivism as a knowledge network </li></ul></ul><ul><ul><li>scope of theory - local, organisational, societal change </li></ul></ul>
  12. 14. Questions
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