Connectivism 101

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Connectivism presentation to University of Alaska Fairbanks

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Connectivism 101

  1. 1. Connectivism 101: For the Curious November 12, 2007 University of Alaska Fairbanks George Siemens
  2. 2. What was happening: late 90’s/early 00’s <ul><li>Network effect was experientially manifested </li></ul><ul><li>Control was shifting </li></ul><ul><li>User generated content </li></ul><ul><li>Lower barriers: We could create, collaborate, share with relative ease </li></ul>
  3. 3. What was happening in late 90’s/early 00’s <ul><li>Information explosion accelerating </li></ul><ul><li>Edublog community rapidly developing </li></ul><ul><li>Learning from each other: distributed, co-formation of understanding </li></ul><ul><li>Rise of everyone </li></ul>
  4. 4. Learning didn’t feel like the theories said
  5. 5. We need a view of learning that recognizes: <ul><li>Changing information base (capacity to know) </li></ul><ul><li>Role of technology </li></ul><ul><li>Place/time shifted collaboration </li></ul><ul><li>Shared sense making </li></ul><ul><li>Life long learning </li></ul><ul><li>Connected specialization </li></ul><ul><li>Diversity </li></ul><ul><li>Principality of connections </li></ul>
  6. 6. Contributing factors <ul><li>Dissatisfied learners </li></ul><ul><li>Engagement </li></ul><ul><li>Changing world: how we relate to information </li></ul><ul><li>Upheaval in information fields (blame the network) </li></ul><ul><ul><li>News, music, video, software, scholarship </li></ul></ul>
  7. 7. Learning/life had changed
  8. 8. The few became the network
  9. 9. Points of failure <ul><li>Unneeded control </li></ul><ul><li>LMS models (centralized/clunky) </li></ul><ul><ul><li>Good for administrators </li></ul></ul><ul><ul><li>Terrible for learners and faculty </li></ul></ul><ul><li>LOs starting to peel hype layer </li></ul><ul><li>Structured and planned=outdated </li></ul>
  10. 10. Heisenberg principle of information/learning: if you can describe it, it has changed
  11. 11. Origin <ul><li>Lots of stuff before I ever got here </li></ul><ul><li>2003 article – networks, ecologies </li></ul><ul><li>2004 article – self-published </li></ul><ul><li>2005 – IJTDL </li></ul><ul><li>2005 – Downes: Connective Knowledge </li></ul><ul><li>2006 – Wilson: “The diagram” </li></ul><ul><li>Simultaneous: networked learning </li></ul><ul><li>Edublog space exploded (see edublog awards) </li></ul>
  12. 12. Connectivism: Theory of learning developed in the manner it states learning occurs <ul><li>Downes, Cross, Richardson, Verhagen, Kerr, Anderson, Blackall, Sessums, Fisher, Hiebert, Wilson, Fiedler (plus a few hundred others) </li></ul><ul><li>How did they contribute? </li></ul><ul><li>Why did they contribute? </li></ul><ul><li>How’s that for authentic? </li></ul>
  13. 13. What is connectivism? <ul><li>Knowledge distributed </li></ul><ul><li>Learning as networked process (i.e. forming connections) </li></ul><ul><li>Principles form base of all design </li></ul>
  14. 14. Three levels: <ul><li>Neural </li></ul><ul><li>Conceptual (Sweller, Novak) </li></ul><ul><li>External (people, information sources) </li></ul>
  15. 15. But is that learning?
  16. 16. <ul><li>“ More than anything else, being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways” </li></ul><ul><li>William Cronon, 1998 </li></ul>
  17. 17. The network became the locus of change
  18. 18. What is knowledge?
  19. 19. Where is it found?
  20. 20. <ul><li>“ All the knowledge is in the connections” </li></ul><ul><li>David Rumelhart </li></ul>
  21. 21. Learning in relationship to knowledge and mind <ul><li>Distributed – </li></ul><ul><ul><li>Hutchins – Not “in skull” </li></ul></ul><ul><ul><li>Spivey et. al. – “not always inside brain” </li></ul></ul><ul><ul><li>Bereiter – “knowing outside the mind” </li></ul></ul><ul><li>Externalization – Wittgenstein, Vygotsky </li></ul><ul><li>Socialization – Papert, Piaget, Bruner, Bandura </li></ul>
  22. 22. The network became a lever of influence
  23. 23. The aim: <ul><li>Deep understanding </li></ul><ul><li>Complex worldviews </li></ul><ul><li>Multi-context </li></ul><ul><li>Assimilative/adaptive </li></ul><ul><li>Agility/stability (Oblinger) </li></ul>

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