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Presentation to the Online Connectivism Conference delivered on February 2, 2007

Presentation to the Online Connectivism Conference delivered on February 2, 2007

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Connectivism_Online Connectivism_Online Presentation Transcript

  • Connectivism Learning conceptualized through the lens of today’s world George Siemens
  • Context Context-free Tree
  • My argument
    • Exponentially developing knowledge and complexification of society requires non-linear models of learning (process) and knowing (state). We cannot sustain ourselves as learning/knowing beings in the current climate with our current approaches.
    • Networked (social, technological) approaches scale in line with changes, but require a redesign of how we teach, learn (and see learning), and come to know.
  • Big changes change big institutions
  • What are knowledge trends?
    • Intuitive
    • Growth
    • Fluidity
    • Impact on authority
    • Impact on certainty
    • Technology
  • Fluid knowledge
    • Product to process
    • Creation, dissemination, distribution, end-user relationship
    • Architecture of participation powered by network effects
  • Knowledge
    • Knowledge has changed (in quantity, if not core nature)
    • Our reaction on institutional level has not
    • We still see it primarily as a product
    • Learning, knowing, cognition – distributed (Hutchins)
  • Abundance creates problems for existing approaches
    • Inability to process – bounded rationality
    • Require new skills
    • Require new educational models
    • If you have three pet dogs, give them names. If you have 10,000 head of cattle, don't bother.
    • David Gelernter
  • Where can we scale?
    • Human capacity – yes, but bounded
    • Technology capacity – augmentation - primitive
    • Procedural capacity - Network intelligence
  • Hasn’t it always been this way?
    • Think of it two-fold:
      • Body – our understanding increases in what is there (understanding ourselves)
      • Technology – we create what isn’t (extending ourselves)
  • Learning in relationship to knowledge and mind
    • Distributed –
      • Hutchins – Not “in skull”
      • Spivey et. al. – “not always inside brain”
      • Bereiter – “knowing outside the mind”
    • Externalization – Wittgenstein, Vygotsky
    • Socialization – Papert, Piaget, Bruner, Bandura
    • Ethical/moral obligations…structures – Freire, Illich, Papert, Dewey
  • What is a connection
    • Awareness with potential for relationship
  • Connections of a certain type are valuable:
    • Relevance
    • Of value for information sharing
    • Dense connections reduce adaptability (Beinhocker)
    • “ making connections that generate insight” (Cross, Laseter)
    • “ Roads no longer merely lead to places; they are places”
    • John Brinckerhoff Jackson
  • The power of networks…of doubling
  • Upgrading our relationship to information/knowledge
    • From knowing about - to knowing where/who - to sensemaking/understanding
    • Cognition – “grunt level work” handled by technology
      • Tag maps/clouds
      • Social bookmarking trends
      • We move to meaning making more rapidly
  •  
  • Connectivism
    • What is it?
  • A certain type of knowledge…
    • Rapidly changing
    • Complex
    • Connected
    • Global
    • Social
    • Technologically mediated
  •  
  • But what does this look like practically?
    • Learning is network formation
    • “Network Administrator”
    • Atelier Learning (JSB)
    • Open tools – first generation – we are only now seeing “what is possible”
  • Future Combat Systems
  • Connected specialization
  • Undiscovered public knowledge
    • When connections are weak…not more research, but better connections
    • Undiscovered public knowledge (Don Swanson) – systems of information that are similar but distinct or not normally connected
  • Blog space as canary
    • Blogs have dealt with information abundance for years. How do we cope?
      • Networks of trusted sources
      • Diversity
      • Openness
      • Aggregators
  • What skills do our learners need today?
    • Pattern recognition
    • Network formation and evaluation
    • Critical/creative thinking
    • Acceptance of uncertainty/ambiguity
    • Contextualizing
    • “ To the neuroscientist, learning is a whole-person/whole-brain activity what confounds received organizations”
    • Theodore Marchese
  • Balance
    • Formal and informal
    • Think holistically:
      • Network (the history of ideas is a network of connections) – structures of openness
      • Ecologies – spaces of diversity
    • Context drives approach
  • The role of technology
    • Technology expresses a view…it isn’t neutral
    • Augments, enhances, extends cognition
      • Memory “knowing about” is external
    • The structure of the device becomes the structure of the knowledge
    • James Bosco
    • Book, courses
    • Internet: network…connective pathways
    • “ All the knowledge is in the connections”
    • David Rumelhart
  • Concerns
    • Adaptivity – adjust ourselves as our environment and technology adjusts
      • What is the balance between reacting to and influencing the space?
    • Critical views…not utopia
  • Where is the connection formed?
    • During repeated use?
    • During reflection/rest?
    • “The rest principle states that connections within a pathway of neurons become stronger only if the neurons rest after firing and that the connections will get weaker if the neurons are fired repeatedly without rest.”
  • What are the implications of this for our learning?
    • Answer in Moodle forums…
    • Everything is an experiment
    • Everyone is a creator
    • www.elearnspace.org
    • www.connectivism.ca
    • www.knowingknowledge.com
    • http://ltc.umanitoba.ca/wordpress
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