Your SlideShare is downloading. ×
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Connectivism_Online
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Connectivism_Online

15,664

Published on

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

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

Published in: Education, Technology
6 Comments
37 Likes
Statistics
Notes
No Downloads
Views
Total Views
15,664
On Slideshare
0
From Embeds
0
Number of Embeds
32
Actions
Shares
0
Downloads
210
Comments
6
Likes
37
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Transcript

    • 1. Connectivism Learning conceptualized through the lens of today’s world George Siemens
    • 2. Context Context-free Tree
    • 3. 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.
    • 4. Big changes change big institutions
    • 5. What are knowledge trends?
      • Intuitive
      • Growth
      • Fluidity
      • Impact on authority
      • Impact on certainty
      • Technology
    • 6. Fluid knowledge
      • Product to process
      • Creation, dissemination, distribution, end-user relationship
    • 7.
      • Architecture of participation powered by network effects
    • 8. 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)
    • 9. Abundance creates problems for existing approaches
      • Inability to process – bounded rationality
      • Require new skills
      • Require new educational models
    • 10.
      • If you have three pet dogs, give them names. If you have 10,000 head of cattle, don't bother.
      • David Gelernter
    • 11. Where can we scale?
      • Human capacity – yes, but bounded
      • Technology capacity – augmentation - primitive
      • Procedural capacity - Network intelligence
    • 12. 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)
    • 13. 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
    • 14. What is a connection
      • Awareness with potential for relationship
    • 15. 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)
    • 16.
      • “ Roads no longer merely lead to places; they are places”
      • John Brinckerhoff Jackson
    • 17. The power of networks…of doubling
    • 18. 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
    • 19.  
    • 20. Connectivism
      • What is it?
    • 21. A certain type of knowledge…
      • Rapidly changing
      • Complex
      • Connected
      • Global
      • Social
      • Technologically mediated
    • 22.  
    • 23. 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”
    • 24. Future Combat Systems
    • 25. Connected specialization
    • 26. 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
    • 27. Blog space as canary
      • Blogs have dealt with information abundance for years. How do we cope?
        • Networks of trusted sources
        • Diversity
        • Openness
        • Aggregators
    • 28. What skills do our learners need today?
      • Pattern recognition
      • Network formation and evaluation
      • Critical/creative thinking
      • Acceptance of uncertainty/ambiguity
      • Contextualizing
    • 29.
      • “ To the neuroscientist, learning is a whole-person/whole-brain activity what confounds received organizations”
      • Theodore Marchese
    • 30. 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
    • 31. The role of technology
      • Technology expresses a view…it isn’t neutral
      • Augments, enhances, extends cognition
        • Memory “knowing about” is external
    • 32.
      • The structure of the device becomes the structure of the knowledge
      • James Bosco
      • Book, courses
      • Internet: network…connective pathways
    • 33.
      • “ All the knowledge is in the connections”
      • David Rumelhart
    • 34. 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
    • 35. 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.”
    • 36. What are the implications of this for our learning?
      • Answer in Moodle forums…
    • 37.
      • Everything is an experiment
      • Everyone is a creator
    • 38.
      • www.elearnspace.org
      • www.connectivism.ca
      • www.knowingknowledge.com
      • http://ltc.umanitoba.ca/wordpress
    • 39. Get a Free Elluminate vRoom
      • Completely free, fully functional, cross platform, hosted web conferencing for up to 3 participants
      Visit http://www.elluminate.com/vroom

    ×