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

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

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  • 1. Network Theories for Technology-enabled Learning and Social Change
    • Frances Bell, Salford Business School
    • Presented at Networked Learning Conference, 3-5 May 2010 Aalborg, Denmark
    • http://www.networkedlearningconference.org.uk/
  • 2. Agenda
    • Context
    • Connectivism
    • Actor Network Theory
    • Disconnects
    • CCK08 and Observations
    • Conclusions
  • 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. Context for learning
    • Formal / informal
    • Individual /social
    • Scheduled / responsive
    • Media / web services
  • 5. Principles of Connectivism
    • Learning and knowledge rests in diversity of opinions.
    • Learning is a process of connecting specialized nodes or information sources.
    • Learning may reside in non-human appliances.
    • Capacity to know more is more critical than what is currently known
    • Nurturing and maintaining connections is needed to facilitate continual learning.
    • Ability to see connections between fields, ideas, and concepts is a core skill.
    • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • Decision-making is itself a learning process.
  • 6. Connectivism - network theory of learning
  • 7. Trajectory of Connectivism
    • Siemens – knowledge management
    • Downes – Philosophy, neural networks
    • Differences e.g. groups/ networks
    • Theory or loose collection of ideas
  • 8. Actor Network Theory
    • symmetrical analysis – humans and non-humans
    • how a network grows/ decays rather than explain outcomes
    • process of growth/decay is one of translation (Fox, 2005).
  • 9.  
  • 10.  
  • 11. CCK08
    • 2300 students on MOOC, 23 for credit
    • Moodle, wiki, Daily, blog network, Second Life, Elluminate, Youtube, Flickr, etc., etc.
    • Self-organisation within familiar online structure
  • 12. Observations
    • Paradox of strictures on teaching/ learning vs delivery mode
    • Groups/ network discussion – for fun see http://tinyurl.com/sisikate
    • (SD) revealed ’normative’ assumptions of connectivism
    • Participants – connectivism as ’espoused theory’ but different theory in use
  • 13. Conclusions
    • Connectivism as personal theory - allows practitioners to legitimise what they are doing (Cormier)
    • Connectivism as a knowledge network, learn from itself, include ANT, SST and other descriptive theories of change BUT
    • Need rich case studies to provide empirical base, exploring
      • performativity of learners and teachers
      • trajectory of connectivism as a knowledge network
      • scope of theory - local, organisational, societal change
  • 14. Questions