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A Teaching and Learning Conversation held at the University of Salford 12 October 2011. ...

A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley

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  • Nine out of Ten 25-34 Year Old U.K. Internet Users Visited a Social Networking Site in May 2009 Internet Users Age 55 and Older More Likely to Visit Social Networking Sites than Business & Finance, Technology and Travel An average of 1 million new UK users sign up to the Facebook site each month with 50% of UK users logging in every day. 84% of web users in the UK are watching online video, 64% of whom are watching video advertising content http://www.webvideostore.co.uk/web-video-news/webvideo/web-video-growth-stats-facts.php “ For the first time ever in a single day we had 500 million people use Facebook” – Mark Zuckerberg Sept 2011 http://www.briansolis.com/2011/09/the-new-facebook-a-timeline-for-personal-discovery/
  • 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. ”

Connectivismtlc Connectivismtlc Presentation Transcript

  • Connectivism: theory or phenomenon Modelling 21st Century Learning Frances Bell, Salford Business School francesbell on Twitter http://www.francesbell.wordpress.com Slideshow is at http://www.slideshare.net/francesbell
  • What is coming up
    • Changing socio-technical context
    • Impact on practice – for teachers and learners
    • What is Connectivism?
    • Connectivist Teachers
    • Connectivist Learners
    • Innovation, dialogue and modelling
    • Some ways to get engaged
  • Changing socio-technical context
    • ‘ Internet of things’ – emerging technologies ‘talking’ to each other
    • Implications for student practice as scholars and researchers
    • http://youtu.be/sfEbMV295Kk#t=0m41s
    View slide
  • Changing socio-technical context – impact on practice
    • How can we make sense of our and students’ use of the Internet and emerging technologies in learning?
    View slide
  • Our hopes and fears in a brave new world? http://farm5.static.flickr.com/4066/4284879663_62e5738635_m.jpg
  • Returning to our question
    • How can we make sense of our and students’ use of the Internet and emerging technologies in learning?
      • (and to leverage our new skills)
      • We can model effective technology-enabled learning
      • We can learn from our students by engaging in true dialogue about our uses of these technologies
  • What is Connectivism? http://www.elearnspace.org/Articles/connectivism.htm George Siemens Stephen Downes
  • Connectivist Teachers
    • Fourth iteration of CCK course running CCK11
      • 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
      • 2200 people enrolled
    • What happened?
      • Learning about theory of connectivism
      • Experiencing networked learning within diverse group/network
      • OR
      • Creating/ extending their own personal learning network
  • My take on this
    • Connectivism had impact
      • Not as theory
      • But through the phenomenon of networked enthusiastic practitioners trying to explore and make use of concepts in their day to day practice
      • http://www.irrodl.org/index.php/irrodl/article/view/902/1664
      • http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Creanor.html
  • The Networked student http://www.youtube.com/watch?v=XwM4ieFOotA
  • Innovation, dialogue and modelling Teacher Learning Innovating Modelling Student Reflecting Learning Innovating Dialogue and learning A constructive conversation Example – documenting a project in Web 2.0 http://www.flickr.com/photos/francesbell/sets/72157616064980620/show/
  • Some ways to get engaged
    • 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
    • Follow some interesting people from your discipline on Twitter or their blogs
    • Build your own valued network
  • Any points for discussion? http://farm5.static.flickr.com/4128/5067294524_134fce8ff2_t.jpg
  • (for reference) 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
  • Credits
    • http://www.elearnspace.org/Articles/connectivism.htm (Siemens)
    • Stephen Downes wealth of resources at http://downes.ca/