Connectivism_Online

Slide 1: Conne c tivis m Learning conceptualized through the lens of today’s world George Siemens Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 2: Context Context-free Tree Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 3: My argume nt • 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. Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 4: Big c hang e s c hang e big ins titutio ns Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 5: What are knowledge tre nds ? Intuitive • Growth • Fluidity • Impact on authority • Impact on certainty • Technology • Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 6: Fluid knowledge Product to process Creation, dissemination, distribution, end-user relationship Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 7: Architecture of participation powered by network effects Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 8: Knowle dge • 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) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 9: Abundanc e c re ate s problems for e xis ting approac he s • Inability to process – bounded rationality • Require new skills • Require new educational models Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 10: If you have three pet dogs, give them names. If you have 10,000 head of cattle, don't bother. David Gelernter Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 11: Whe re c an we s c ale ? • Human capacity – yes, but bounded • Technology capacity – augmentation - primitive • Procedural capacity - Network intelligence Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 12: Has n’t it always be e n 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 Technologies Centre www.umanitoba.ca/learning_technologies

Slide 13: Le arning in re latio ns hip to kno wle dg e 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 Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 14: What is a c onne c tion Awareness with potential for relationship Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 15: Co nne c tio ns o f a c e rtain type are valuable : • Relevance • Of value for information sharing • Dense connections reduce adaptability (Beinhocker) • “making connections that generate insight” (Cross, Laseter) Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 16: “Roads no longer merely lead to places; they are places” John Brinckerhoff Jackson Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 17: The po we r o f ne two rks …o f do ubling Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 18: Upg rading o ur re latio ns hip to info rmatio n/kno wle dg e • 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 Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 19: Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 20: Conne c tivis m What is it?

Slide 21: A c e rtain type o f kno wle dg e … Rapidly changing • Complex • Connected • Global • Social • Technologically mediated • Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 22: Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 23: But what do e s this lo o k like prac tic ally? Learning is network formation • “Network Administrator” • Atelier Learning (JSB) • Open tools – first generation – we are • only now seeing “what is possible” Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 24: Future Combat Sys tems Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 25: Conne c ted s pe c ialization Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 26: Undis c o ve re d public kno wle dg e • 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 Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 27: Blog s pac e as c anary • Blogs have dealt with information abundance for years. How do we cope? – Networks of trusted sources Diversity – – Openness Aggregators – Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 28: What s kills do o ur le arne rs ne e d to day? Pattern recognition • Network formation and evaluation • Critical/creative thinking • Acceptance of uncertainty/ambiguity • Contextualizing • Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 29: “To the neuroscientist, learning is a whole- person/whole-brain activity what confounds received organizations” Theodore Marchese Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 30: Balanc e • 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 Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 31: The role of tec hnology • Technology expresses a view…it isn’t neutral • Augments, enhances, extends cognition – Memory “knowing about” is external Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 32: The structure of the device becomes the structure of the knowledge James Bosco • Book, courses • Internet: network…connective pathways Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 33: “All the knowledge is in the connections” David Rumelhart Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 34: Conc e rns • Adaptivity – adjust ourselves as our environment and technology adjusts – What is the balance between reacting to and influencing the space? • Critical views…not utopia Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 35: Whe re is the c o nne c tio n fo rme d? • 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.” Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 36: What are the implic atio ns o f this fo r o ur le arning ? • Answer in Moodle forums… Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 37: Everything is an experiment Everyone is a creator Learning Technologies Centre www.umanitoba.ca/learning_technologies

Slide 38: • www.elearnspace.org • www.connectivism.ca • www.knowingknowledge.com • http://ltc.umanitoba.ca/wordpress Learning Technologies Centre www.umanitoba.ca/learning_technologies

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