We live in an increasingly connected world, with a significant majority of households connected to the Internet (61% in 2007), and mobile Internet use growing rapidly. Sales of the iPhone alone generated over 1 million mobile Internet users by February 2009. We no longer expect our students to go to a computer room to gain Internet access – they have it with them in the classroom,as Mike Wesch’s video graphically illustrates.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. the sharing of cognitive tasks between people and technology coping with rapid change in the ‘information ecology’ consideration of the impact of theories of networks, complexity and chaos
Connectivism as a theory in use by around 2200 people who engaged in a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, led by Downes and Siemens between September and December 2008. Data was obtained from participant observation and searches of publicly available archives and search engines. We found that although participation was variable, significant numbers of participants were able to engage in the course developing and refining their understanding and interpretation of connectivism, whilst applying its principles. A significant network of blogs, forums, social networks and personal contacts was created within which individuals created and extended their personal learning networks online. We can present examples of this which delegates could consider applying in their own practice.
“ The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century. ”
However, connectivism is poorly linked to some related theories and would benefit from extending itself as a knowledge network.
Connectivism – Modelling 21st Century Learning Frances Bell, Learning Technology Fellow, Faculty of Business,Law and the Built Environment, University of Salford http://www.edu.salford.ac.uk/blogs/blbe http://francesbell.com/ Presentation given at 5 th Education in a Chnaging Environment Connference, University of Salford 16 Sept 2009
What is coming up <ul><li>Context of Internet and emerging Technologies </li></ul><ul><li>Impact on Teachers and Learners </li></ul><ul><li>What is Connectivism? </li></ul><ul><li>Connectivist Teachers </li></ul><ul><li>Connectivist Learners </li></ul><ul><li>Some ways to get engaged </li></ul><ul><li>Critique of connectivism </li></ul>
Context Internet and emerging technologies Internet and emerging technologies
Impact on teachers and learners <ul><li>How can we make sense of our and students’ use of the Internet and emerging technologies in learning? </li></ul><ul><ul><li>We can model effective technology-enabled learning </li></ul></ul><ul><ul><li>We can learn from our students by engaging in true dialogue about our uses of these technologies </li></ul></ul>
Connectivist Teachers <ul><li>CCK08 (CCK09 just starting) </li></ul><ul><ul><li>Connectivism and Connective Knowledge – a Massive Open Online Course (MOOC) ran for 12 weeks from September 2008 http://www.google.co.uk/#hl=en&q=Connectivism+CCK08&meta=&fp=4f5d09baf13b1669 </li></ul></ul><ul><ul><li>2200 people enrolled </li></ul></ul><ul><li>What happened? </li></ul><ul><ul><li>Learning about theory of connectivism </li></ul></ul><ul><ul><li>Experiencing networked learning within diverse group/network </li></ul></ul><ul><ul><li>OR </li></ul></ul><ul><ul><li>Creating/ extending their own personal learning network </li></ul></ul>
The Networked student http://www.youtube.com/watch?v=XwM4ieFOotA
Some ways to get engaged <ul><li>Check out Stephen Downes OL Daily http://www.downes.ca/news/OLDaily.htm , subscribe at http://www.downes.ca/cgi-bin/login.cgi?action=Register </li></ul><ul><li>Follow some interesting people from your discipline on Twitter or their blogs e.g. Learning Professionals http://www.c4lpt.co.uk/connexions/100featured.html </li></ul><ul><li>Enrol at CCK09 http://ltc.umanitoba.ca/connectivism/?p=189 </li></ul>
Critique of connectivism <ul><li>Links to other theories and research? </li></ul><ul><li>How does it operate as knowledge network? </li></ul><ul><li>BUT </li></ul><ul><li>It engages people </li></ul>
Credits <ul><li>physical model of packet data exchanging on internet http://www.flickr.com/photos/cso236/121015165/ </li></ul><ul><li>http://www.elearnspace.org/Articles/connectivism.htm </li></ul>