Objectivism Knowledge exists in the world Can be possessed Fits role of teacher as transmitter
Constructivism Knowledge is constructed from experience Emphasis on building understanding & problem solving Fits learner-centred approaches Social constructivism emphasises collaborative knowledge building Constructing shared meaning
Connectivism Knowledge exists in the network Fits with learning as making connections Networks of people and things Ties to social networking
Pedagogical shift :Objectivism to Constructivism Followed epistemological shift Sage on the stage to guide on the side Challenges to professional identity Challenges to community acceptance What about Connectivism?
Supplement not supplant Earlier modes are necessary but not sufficient New approaches add to core or foundation (Anderson & Dron, 2011) http://www.irrodl.org/index.php/irrodl/article/view/890
Information abundance & learning Education less about accumulating knowledge More about transforming and applying knowledge Processing information from network
Foundation knowledge Locating, evaluating & applying knowledge Assumes knowledge as base Needs attention to foundations Supportsnew skills
Additional challenges Knowledge as property Collaboration in networks Assessment of learning
Knowledge as property Makes misappropriation possible Copyright breach & plagiarism Networked information is easier to access Questions around boundary issues Solution through education?
Collaboration Working in networks requires skills Beyond “divide & conquer” Build skills for dialogue
Assessment Is it valid to assess an individual separated from the network? Authentic assessment
Strategies for educators Use the network Connect Share Photo: Jose Antonio GallosoCC (by)(nc)(sa)
Manage information flow Photo: ckchanwebCC (by) (nc)
Don’t hunt and gather information. Photos: CrowhandCC (by) (nc)
Don’t hunt and gather information.Farm it. Photos: vredeseilandenCC (by) (nc)
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