Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
CCK2011 Week 1 NotesNotebook:        katefreedmans notebookCreated:         19/01/2011 12:20 PM                           ...
Stephen Downes, What connectivism is, and What Connectivism Is Not     Connectivism is the theses that knowledge is distri...
constructs of                        network                                      “knower”                             (so...
Cck11 week 1 notes
Upcoming SlideShare
Loading in …5

Cck11 week 1 notes


Published on

My notes from the #CCK11 MOOC Course,

Published in: Education

Cck11 week 1 notes

  1. 1. CCK2011 Week 1 NotesNotebook: katefreedmans notebookCreated: 19/01/2011 12:20 PM Updated: 25/01/2011 9:40 AMURL: Siemens, Connectivism: A Learning Theory for the Digital Age Learning needs and theories should be reflective of underlying social environments. Half-life of knowledge shrinking. 40 years ago life of knowledge measured in decades. Today it is measured in months or years. Trends that influence this: 1. People do not stay in one area of learning. 2. Formal learning no longer comprises majority of learning. Informal learning is a significant aspect. 3. Learning is continual. 4. Technology is changing how we think and do things. Many learning theory processes now supported or done by technology. 5. Know-how and Know-what is being supplemented by Know-where (understanding of where to find knowledgeneeded) Most learning theories have central tenent that learning occours inside a person. They do not address learning that occours outside of people (ie manipulated and stored by technology) or in organisations. They are concerned with what is being learned not with its value. Today, the need to synthesise and recognise patterns is a valuable skill. Including technology and connection making as learning activities. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Experience is the best teacher. Since cannot experience everything, other peoples experiences and hence other people become the surrogate for knowledge. "I store my knowledge in my friends". Chaos is the new reality for knowledge workers. Definition: Network- Connections between entities. Different entities can be connected to create an integrated whole. Alterations within the network have a ripple effect on the whole. Nodes compete for connections as links represent survival. A greater profile means more success at acquiring connections. Weak ties are links or bridges that allow short connections between information. Our small world networks are generally populated with people whose interests and knowledge are similar to ours. Connectivism is the integration of principles explored by chaos, network, complexity and self-organisation theories. Learning is not entirely under the control of the individual. It can reside outside of ourselves, (within and organisation or database) Definition: Learning- actionable knowledge. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. Vital ability is to draw distinctions between important and unimportant information. Also ability to recognize when new information alters the landscape based on decisions made yesterday. Principles of Connectivism Learning and knowledge rest in a diversity of opinions. Learning is a process of connecting specialised nodes or information sources. Learning may reside in non-human appliances. The capacity to know more is more critical than what is currently known. Nurturing and maintaining connections is needed to facilitate continual learning. The ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Social Network Analysis is an additional element in understanding learning models in a digital era. Within social networks, hubs are well connected people who are able to foster and maintain knowledge flow. The starting point of connectivism is the individual. Personal knowledge is comprised of a network --> which feeds into organisations and institutions --> which in turn feeds back into the network --> then continues to provide learning to the individual. This cycle allows learners to stay current in their field through he connections they have formed. John Seely Brown- Notion that the internet leverages the small efforts of many with the large efforts of few. Summary: The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  2. 2. Stephen Downes, What connectivism is, and What Connectivism Is Not Connectivism is the theses that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. Knowledge is not acquired as if it was a thing. It is not propositional. Phrase like construction meaning makes no sense. Knowledge is Literally the set of connections formed by actions and experience. Connectivism is not: Learning it is not structured, controlled or processed. Learners are not managed through some sort of motivating process, amount of learning not influenced by motivating behaviours Learners do not form memories through the storage of facts and learning is not the mechanisms of storing these facts the do not acquire or receive knowledge; it is not a process of transferGeorge Siemens, What is the Unique Idea in Connectivism? Background; Tools augment our ability to interact with each other and to act, Social Learning Theory, Network Theory, Concept of Mind. Unique Ideas: Connectivism is the application of network principles to define both knowledge and the process of learning. Definition: Knowledge- Particular pattern of relationships Definition: Learning- Creation of new connections and patterns as well as the ability to maneuver around existing networks/patterns. Focuses on inclusion of technology, our knowledge resides in the connections we form whether it be people or technology. Context- connectivism recognises the fluid nature of knowledge and connections based on context; it brings as much to a space of knowledge connection/exchange as do the parties involved in the exchange. Elements of critical importance cause of rapid flow and abundance of information: Understanding, Coherence, Sensemaking, Meaning. The climate of continual and ongoing change raises the importance of being continually current.George Siemens, video recap of Connectivism and Connective Knowledge 2008 -no notesRick Schwier interview of George Siemens on connectivism. -no notesGeorge Siemens presentation on Defining Connectivism and Comparing connectivism with other learningtheories The table below indicates how prominent learning theories differ from connectivism: Property Behaviourism Cognitivism Constructivism Connectivism How learning Black box— Structured, Social, meaning Distributed within a network, occurs observable computational created by each social, technologically behaviour main learner enhanced, recognizing and focus (personal) interpreting patterns Influencing Nature of Existing schema, Engagement, Diversity of network, factors reward, previous participation, strength of ties, context of punishment, experiences social, cultural occurrence stimuli Role of Memory is the Encoding, Prior knowledge Adaptive patterns, memory hardwiring of storage, retrieval remixed to representative of current repeated current context state, existing in networks experiences— where reward and punishment are most influential How transfer Stimulus, Duplicating Socialization Connecting to (adding) occurs response knowledge nodes and growing the
  3. 3. constructs of network “knower” (social/conceptual/biological) Types of Task-based Reasoning, clear Social, vague Complex learning, rapid learning best learning objectives, (“ill defined”) changing core, diverse explained problem solving knowledge sourcesStephen Downes presentation: A quick introduction to connectivism (ustream) (Spanish, German) Connectivism challenges perceptions of folk psychology. Knowledge is literally distributed across connections. Learning is capacity to construct and traverse these connections Knowledge is growth and development of these connections Knowledge is grown. Is a skill rather than a construct.] It doesnt make meaning. Is not an object or a thing that can be transferred, therefore not a theory on knowledge transfer. Is a theory of growth. Connectivism does 2 main things shows how networks are grown and develop describes successful networks.Elluminate Session One- How does this Course WorkSee the daily newsletter as scaffolding.How to make sense of the course - see below (not moodle)confusion is a good thinglearn to skim and dive- dont try and read anythingIgnore topics that dont make sense or interest you.Aggregation- remix, repurpose, feedforward.experts can recognise what is noise and what is not noiseknowledge is the having of a thought that you cant not know, that you cant unthink.Elluminate Session 2: Facilitators DiscussionReadings tied to what knowledge is and what learning isabundance, quality and complexity of knowledge- need to interact with the knowledge is connections based, rather than howdid before.connectivism - knowledge is fluid. focus on the connection not the output. dont have to change modes of knowledgeImage from someones blog- mindmap overview