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Connectivism 101: For the Curious November 12, 2007  University of Alaska Fairbanks George Siemens
What was happening:  late 90’s/early 00’s <ul><li>Network effect was experientially manifested </li></ul><ul><li>Control w...
What was happening in  late 90’s/early 00’s <ul><li>Information explosion accelerating </li></ul><ul><li>Edublog community...
Learning didn’t feel like the theories said
We need a view of learning that recognizes: <ul><li>Changing information base (capacity to know) </li></ul><ul><li>Role of...
Contributing factors <ul><li>Dissatisfied learners </li></ul><ul><li>Engagement </li></ul><ul><li>Changing world: how we r...
Learning/life had changed
The few became the network
Points of failure <ul><li>Unneeded control </li></ul><ul><li>LMS models (centralized/clunky) </li></ul><ul><ul><li>Good fo...
Heisenberg principle of information/learning: if you can describe it, it has changed
Origin <ul><li>Lots of stuff before I ever got here </li></ul><ul><li>2003 article – networks, ecologies </li></ul><ul><li...
Connectivism:  Theory of learning developed in the manner it states learning occurs <ul><li>Downes, Cross, Richardson, Ver...
What is connectivism? <ul><li>Knowledge distributed </li></ul><ul><li>Learning as networked process (i.e. forming connecti...
Three levels: <ul><li>Neural </li></ul><ul><li>Conceptual (Sweller, Novak) </li></ul><ul><li>External (people, information...
But is that learning?
<ul><li>“ More than anything else, being an educated person means being able to see connections that allow one to make sen...
The network became the locus of change
What is knowledge?
Where is it found?
<ul><li>“ All the knowledge is in the connections” </li></ul><ul><li>David Rumelhart </li></ul>
Learning in relationship to knowledge and mind <ul><li>Distributed –  </li></ul><ul><ul><li>Hutchins – Not “in skull” </li...
The network became a lever of influence
The aim: <ul><li>Deep understanding </li></ul><ul><li>Complex worldviews </li></ul><ul><li>Multi-context </li></ul><ul><li...
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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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