This is a presentation for the PhD thesis entitled:
Can Connectivism Explain How Students learn?
By Alaa AlDahdouh, under the supervision of Prof. Antonio Osorio and Prof. Susana Caires
Kay Oddone is a PhD candidate at the Queensland University of Technology who researches the pedagogical potential of personal learning networks (PLNs). A PLN is an individual's online network of connections to people, information, and resources that is strategically developed to provide access to informal learning. Developing students' PLNs can embed principles of excellent teaching by creating learning experiences that are active, participatory, open, self-directed, and exploratory. Some ways students can engage with their PLNs include consuming information critically from various sources, creating a digital portfolio through blogging, and initiating and maintaining social media connections to build their capacity as connected professionals.
ALASI22 Workshop: Towards learning analytics and belongingLisa-Angelique Lim
Presentation slides from the workshop at ALASI22, the Australian Learning Analytics Summer Institute, held on 9 Dec 2022 at the University of Technology Sydney. The workshop was conducted by Professor Simon Buckingham Shum and Dr. Lisa-Angelique Lim, from the Connected Intelligence Center (CIC) at UTS.
Building student networks towards a connectivist analysis of classroom learn...gmanb5
1. The document discusses a study on implementing a connectivist and self-directed learning environment in a middle school science classroom.
2. Key aspects of the learning environment included using Moodle, Google Docs, and Edmodo to support students working independently and collaboratively on design projects.
3. Findings indicated that students performed as well or better on state exams, demonstrated deeper work, and managed their own learning spontaneously through robust learning networks compared to previous years with a more traditional classroom structure.
Story board for study sync complete presentationvbjrvb36
This document provides a storyboard for a multimedia presentation on Study Sync, an educational technology innovation. It describes Study Sync as a learning management system that promotes literacy skills. The need for Study Sync arose from the challenge of engaging students. Research found many students lacked reading skills and motivation. Study Sync was developed by Bookhead Ed Learning based on research showing the skills needed for college and careers. It encountered issues with remediation, curriculum for diverse learners, and motivation. The intended audience is innovative teachers and motivated students. Study Sync was commercialized as an online platform and distributed through a phased implementation process in schools over several years.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
This document summarizes a presentation on critical thinking given to the University of Louisville's Division of Student Affairs. The presentation introduced the university's Ideas to Action initiative, defined critical thinking, explored how it relates to student affairs work, and suggested ways to promote critical thinking among students.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
Kay Oddone is a PhD candidate at the Queensland University of Technology who researches the pedagogical potential of personal learning networks (PLNs). A PLN is an individual's online network of connections to people, information, and resources that is strategically developed to provide access to informal learning. Developing students' PLNs can embed principles of excellent teaching by creating learning experiences that are active, participatory, open, self-directed, and exploratory. Some ways students can engage with their PLNs include consuming information critically from various sources, creating a digital portfolio through blogging, and initiating and maintaining social media connections to build their capacity as connected professionals.
ALASI22 Workshop: Towards learning analytics and belongingLisa-Angelique Lim
Presentation slides from the workshop at ALASI22, the Australian Learning Analytics Summer Institute, held on 9 Dec 2022 at the University of Technology Sydney. The workshop was conducted by Professor Simon Buckingham Shum and Dr. Lisa-Angelique Lim, from the Connected Intelligence Center (CIC) at UTS.
Building student networks towards a connectivist analysis of classroom learn...gmanb5
1. The document discusses a study on implementing a connectivist and self-directed learning environment in a middle school science classroom.
2. Key aspects of the learning environment included using Moodle, Google Docs, and Edmodo to support students working independently and collaboratively on design projects.
3. Findings indicated that students performed as well or better on state exams, demonstrated deeper work, and managed their own learning spontaneously through robust learning networks compared to previous years with a more traditional classroom structure.
Story board for study sync complete presentationvbjrvb36
This document provides a storyboard for a multimedia presentation on Study Sync, an educational technology innovation. It describes Study Sync as a learning management system that promotes literacy skills. The need for Study Sync arose from the challenge of engaging students. Research found many students lacked reading skills and motivation. Study Sync was developed by Bookhead Ed Learning based on research showing the skills needed for college and careers. It encountered issues with remediation, curriculum for diverse learners, and motivation. The intended audience is innovative teachers and motivated students. Study Sync was commercialized as an online platform and distributed through a phased implementation process in schools over several years.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
This document summarizes a presentation on critical thinking given to the University of Louisville's Division of Student Affairs. The presentation introduced the university's Ideas to Action initiative, defined critical thinking, explored how it relates to student affairs work, and suggested ways to promote critical thinking among students.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
The document discusses three generations of online learning pedagogy:
1) Instructivist pedagogy focuses on transmitting knowledge through one-way instruction and is scalable but limits interaction.
2) Social constructivist pedagogy emphasizes collaboration and community through small group work but is not scalable.
3) Connectivist pedagogy is learner-driven and focuses on building networks, but requires high digital literacy and an open approach.
Overall, the document argues that effective online learning should incorporate elements of all three pedagogies to meet varied student needs.
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...Julie Coiro
The document provides an overview of Julie Coiro's research on online reading comprehension, collaboration, and digital inquiry. It discusses three key areas: 1) Expanding online reading with critical literacy practices, 2) Capturing dimensions of collaboration and deliberation with multiple-source inquiry tasks, and 3) Defining the construct of collaborative online inquiry and deliberation. The document outlines several studies and projects that Coiro has conducted to better understand and measure online reading comprehension, critical evaluation of online sources, and collaborative problem solving in digital environments.
This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
Navigating the AI Era: A Comparative Review of AI-Based Education and Traditi...Susan Rochelle
Education is evolving at a rapid pace, thanks to advancements in technology. One of the most significant shifts in recent years is the emergence of AI-based education. Although the adoption of AI in education presents some challenges, such as privacy and data security concerns, the benefits far outweigh these addressable risks. With the right tools and strategies, educators can harness the power of AI to create more personalized, engaging, and effective learning experiences for students. These developments have completely changed how teachers and students learn and teach, providing individualized learning experiences catered to each other’s requirements and interests. This comparative review study explores the key differences and similarities between AI education and traditional education to better understand their respective strengths and weaknesses. While AI education offers many benefits, traditional education methods have stood the test of time for a reason. As the education paradigm evolves, a balanced approach integrating both AI and traditional methods emerges as a promising path forward, ensuring that students and educators receive the best of both worlds. By synthesizing existing research, the aim is to provide insights into the advantages, challenges, and future directions in education in this AI era. This research involves a review of the studies of AI education and traditional education. This comparative analysis aims to explore the key differences and similarities between AI-based education and traditional education to better understand their respective impacts on educators and learners. Analyzing AI-based education versus traditional education involves evaluating their respective strengths, weaknesses, and potential impacts on educators, learners, and the education system. The future of education may lie in integrating the strengths of both traditional and AI-driven methods since this comparative analysis suggests that neither AI education nor traditional education is undeniably superior, as AI education promises personalization while traditional education stands for its time-tested pedagogical approaches. It is evident that traditional methods have their merits, but the potential benefits of AI-driven education are too significant to ignore. As the AI era continues to unfold, we have to understand how to best utilize AI techniques along with traditional methods for the academic success of educators and learners. The way forward is to recognize that the ideal educational system incorporates elements of both to maximize future success. With the amalgamation of AI-based education and traditional education, educators and learners are empowered to navigate the future confidently.In conclusion, striking the right balance, harnessing AI where it excels, and keeping the core qualities of traditional education are key for a future that witnesses a strong educational foundation.
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
[OOFHEC2018] Inger Marie Christensen: Device conscious teaching and learning ...EADTU
This document summarizes a presentation on implementing device-conscious teaching and learning in higher education. It discusses an experiment conducted at a faculty to limit device use in face-to-face classes in order to increase student engagement, attention, and learning. Student and teacher feedback found that device-conscious teaching led to improved focus, participation, note-taking, and learning outcomes, though some students felt restricted. The presentation emphasizes creating an efficient learning environment through teaching, social, learner and cognitive presence, and provides strategies for meaningful device use and student support.
An overview of current QEI team-led projects at the OUJisc
This document provides an overview of current projects led by the Quality Enhancement and Innovation (QEI) team at the Open University's Institute of Educational Technology. It discusses projects in four key areas: analytics, assessment design, designing for changing learners, and accessibility. Some of the projects described include developing models to analyze learner pathways, using text analytics on student comments, creating early alert indicators for student risk, evaluating online exam experiences, and developing a virtual assistant to support students with disabilities. The QEI team is working to advance educational technology, evaluation, and innovation in teaching and learning at the Open University.
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
Empowering the Instructor with Learning AnalyticsMichael Wilder
This document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
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What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
This document discusses key aspects of adult learners in online environments. It notes that enrollment of students aged 25+ has risen significantly in recent years and is projected to continue growing. Adult learners have jobs, families, and life experiences that impact their learning. They benefit from the flexibility of online courses but may face challenges with technology, time management, and lack of face-to-face interaction. The document reviews adult learning theory and emphasizes that faculty should understand different learning styles and use varied teaching strategies like podcasting, collaborative projects, and alternative assessments to engage diverse adult learners.
Using Analytics to Transform the Library Agenda - Linda Corrin | Talis Insigh...Talis
1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
Emotions in connectivist learning experiencesAlaa Al Dahdouh
The document summarizes research on emotions in connectivist learning experiences. It finds that the ratio of negative to positive emotions experienced was much higher than in previous studies. Both negative and positive emotions followed similar patterns across learning activities, though their intensity varied. The research also found that negative activating emotions can have positive effects on student performance if addressed properly by teachers through early intervention to avoid negative deactivating emotions. The work is part of a PhD project exploring emotions and learning in connectivist environments.
Connectivism: Education & Artificial IntelligenceAlaa Al Dahdouh
This document discusses how artificial neural networks (ANNs) relate to the learning theory of connectivism. It examines several aspects of ANNs, including artificial neurons, network architecture, learning algorithms, and how they do or do not align with connectivism's assumptions. While some ANN concepts like distributed knowledge across networks are aligned with connectivism, other concepts like static training data and layered network architectures contradict connectivism's emphasis on dynamic knowledge and networked nodes without levels. The document argues that examining ANNs can provide insights but also limitations for connectivism as a learning theory.
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The document discusses three generations of online learning pedagogy:
1) Instructivist pedagogy focuses on transmitting knowledge through one-way instruction and is scalable but limits interaction.
2) Social constructivist pedagogy emphasizes collaboration and community through small group work but is not scalable.
3) Connectivist pedagogy is learner-driven and focuses on building networks, but requires high digital literacy and an open approach.
Overall, the document argues that effective online learning should incorporate elements of all three pedagogies to meet varied student needs.
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This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
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Education is evolving at a rapid pace, thanks to advancements in technology. One of the most significant shifts in recent years is the emergence of AI-based education. Although the adoption of AI in education presents some challenges, such as privacy and data security concerns, the benefits far outweigh these addressable risks. With the right tools and strategies, educators can harness the power of AI to create more personalized, engaging, and effective learning experiences for students. These developments have completely changed how teachers and students learn and teach, providing individualized learning experiences catered to each other’s requirements and interests. This comparative review study explores the key differences and similarities between AI education and traditional education to better understand their respective strengths and weaknesses. While AI education offers many benefits, traditional education methods have stood the test of time for a reason. As the education paradigm evolves, a balanced approach integrating both AI and traditional methods emerges as a promising path forward, ensuring that students and educators receive the best of both worlds. By synthesizing existing research, the aim is to provide insights into the advantages, challenges, and future directions in education in this AI era. This research involves a review of the studies of AI education and traditional education. This comparative analysis aims to explore the key differences and similarities between AI-based education and traditional education to better understand their respective impacts on educators and learners. Analyzing AI-based education versus traditional education involves evaluating their respective strengths, weaknesses, and potential impacts on educators, learners, and the education system. The future of education may lie in integrating the strengths of both traditional and AI-driven methods since this comparative analysis suggests that neither AI education nor traditional education is undeniably superior, as AI education promises personalization while traditional education stands for its time-tested pedagogical approaches. It is evident that traditional methods have their merits, but the potential benefits of AI-driven education are too significant to ignore. As the AI era continues to unfold, we have to understand how to best utilize AI techniques along with traditional methods for the academic success of educators and learners. The way forward is to recognize that the ideal educational system incorporates elements of both to maximize future success. With the amalgamation of AI-based education and traditional education, educators and learners are empowered to navigate the future confidently.In conclusion, striking the right balance, harnessing AI where it excels, and keeping the core qualities of traditional education are key for a future that witnesses a strong educational foundation.
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
[OOFHEC2018] Inger Marie Christensen: Device conscious teaching and learning ...EADTU
This document summarizes a presentation on implementing device-conscious teaching and learning in higher education. It discusses an experiment conducted at a faculty to limit device use in face-to-face classes in order to increase student engagement, attention, and learning. Student and teacher feedback found that device-conscious teaching led to improved focus, participation, note-taking, and learning outcomes, though some students felt restricted. The presentation emphasizes creating an efficient learning environment through teaching, social, learner and cognitive presence, and provides strategies for meaningful device use and student support.
An overview of current QEI team-led projects at the OUJisc
This document provides an overview of current projects led by the Quality Enhancement and Innovation (QEI) team at the Open University's Institute of Educational Technology. It discusses projects in four key areas: analytics, assessment design, designing for changing learners, and accessibility. Some of the projects described include developing models to analyze learner pathways, using text analytics on student comments, creating early alert indicators for student risk, evaluating online exam experiences, and developing a virtual assistant to support students with disabilities. The QEI team is working to advance educational technology, evaluation, and innovation in teaching and learning at the Open University.
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This document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
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This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
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1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
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The document summarizes research on emotions in connectivist learning experiences. It finds that the ratio of negative to positive emotions experienced was much higher than in previous studies. Both negative and positive emotions followed similar patterns across learning activities, though their intensity varied. The research also found that negative activating emotions can have positive effects on student performance if addressed properly by teachers through early intervention to avoid negative deactivating emotions. The work is part of a PhD project exploring emotions and learning in connectivist environments.
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This document discusses how artificial neural networks (ANNs) relate to the learning theory of connectivism. It examines several aspects of ANNs, including artificial neurons, network architecture, learning algorithms, and how they do or do not align with connectivism's assumptions. While some ANN concepts like distributed knowledge across networks are aligned with connectivism, other concepts like static training data and layered network architectures contradict connectivism's emphasis on dynamic knowledge and networked nodes without levels. The document argues that examining ANNs can provide insights but also limitations for connectivism as a learning theory.
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Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism’s assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study employed the qualitative content analysis approach where the researcher started with purposely selected and relatively small content samples in connectivism and ANN literature. The results revealed that ANN partially supports connectivism’s assumptions but this does not mean that other learning theories such as behaviorism and constructivism are not supported as well. The findings enlighten our understanding of connectivism and where it may be applied.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Liberal Approach to the Study of Indian Politics.pdf
Can Connectivism Explain How Students learn?
1. Can Connectivism Explain
How Students Learn?
Based on a dissertation submitted for University of Minho,
Institute of Education to obtain a PhD degree
By:
Alaa AlDahdouh
16.05.2022
3. Research Problems
•Can Connectivism explain how higher education
students learn?
• What kind of nodes does a student contact?
• How does a student form a connection?
• Why does a student form a connection in that way?
• What is a student feeling while connecting to different nodes?
• When does a student prefer external network over internal network
and vice versa?
5. Background
• We presented our understanding of
Connectivism in a separate work
Aldahdouh, A. A., Osório, A. J., & Caires, S. (2015).
Understanding knowledge network, learning and
connectivism. International Journal of Instructional
Technology and Distance Learning, 12(10), 3–21.
http://doi.org/10.5281/zenodo.46186
The Downes Prize 2015
In addition to being the
most read post in
OLDaily this year, this
article was a personal
favourite of mine.
6. Background
•Other theories:
• Learning styles: student’s preferable way to learn
• Digital Literacy: A set of capabilities the student needs to explore the internet.
• Online Experience: How students experience and use technology.
• Psychology of Learning:
Motivation Emotion
Self-efficacy, Achievement Goals,
Intrinsic Motivation
Control-value theory
7. Contributions
• Tracked the students' activities in a holistic way, during their daily life.
• Addressed the story of each student on a task-by-task basis.
• Expressed the students’ voice.
• Proposed and tested an innovative research design
11. Read more about the type of nodes the
students select and the distribution of
nodes on our study
AlDahdouh, A.A. (2019). Individual learning
experience in connectivist environment: A
qualitative sequence analysis. International Journal
of Research in Education and Science
(IJRES), 5(2), 488-509
Results
• What kind of nodes does a student contact?
12. Results
• How does a student form a connection?
General interpretation
1 2 3
1 2 3
1 2 3
13. Results
• How does a student form a connection?
Read more about the criteria used by
students to select on node over anther
and their cognitive and evaluation
processes on our study
AlDahdouh, A.A. Jumping from one resource to
another: how do students navigate learning
networks?. Int J Educ Technol High Educ 15, 45 (2018).
https://doi.org/10.1186/s41239-018-0126-x
15. Results
• How does a student form a connection?
Read more about information search
behaviour in connectivist learning
network on our study
AlDahdouh, A. A. (2021). Information search behavior in
fragile and conflict-affected learning contexts. The
Internet and Higher Education, 50, 100808.
https://doi.org/10.1016/j.iheduc.2021.100808
16. Results
• Why does a student form a connection in that way?
In higher level (the reasons to engage in a task):
• Newness (weak)
• Task-oriented goal
• Self-oriented goal
• Other-oriented goal
• Peer-oriented goal
• Teacher-oriented goal (new)
• Extrinsic motivation
17. Results
• Why does a student form a connection in that way?
In lower level (the reasons to connect to a specific node):
Self-Efficacy Eligibility Feasibility
High Self-efficacy Authority Ease of Use
Low Self-Efficacy Recommended Resource Relatedness
Usefulness
potentiality
Remained Resource
18. Results
• What is a student feeling while connecting to
different nodes?
Activating Deactivating
Negative
Confusion
Irony
Anger
Anxiety
Shame
Frustration
Hopelessness
Boredom
Sadness
Regret
Positive
Enjoyment
Hope
Surprise
Happiness
Pride
Relief
The results supported
Pekrun’s et al. (2011)
model.
19. Results
• What is a feeling while connecting to different nodes?
Read more about the type of emotions
student experience when problem
solving in connectivist learning
environment on our study
AlDahdouh, A. A. (2020). Emotions among students
engaging in connectivist learning experiences. The
International Review of Research in Open and
Distributed Learning, 21(2), 98–117.
https://doi.org/10.19173/irrodl.v21i2.4586
20. Results
• When does a
student prefer
external network
over internal
network and vice
versa?
External
Node
Internal
Node
• Low Self-Efficacy
• Time Consumption of Internal nodes
• Failure of using Internal nodes
• Perceived value of using Internal nodes
• Repetition and time overhead of using External nodes
• Failure of using External node
21. Conclusion
• Connectivism theory provides a valuable framework for
interpreting how the higher education students learn, but it still
needs some refinements:
• Connectivism’s principles didn’t mention clearly the evaluation
process of the nodes as a distinctive and needed skill for learning.
• Learners in regular universities are busy and driven by academic
tasks and they are not aware of Personal Network Learning
approach.
22. Conclusion
• The principle of Connectivism indicating that the newness is the intent of
all connectivist learning activities didn’t reflect the diversity of the
participants’ goals.
• Although the thesis supported – to a certain degree - connectivist’s
assumption that negative emotions encourage students to make new
connections, this was not always the case.
23. List of Publication
• AlDahdouh, A. A. (2021). Information search behavior in fragile and conflict-affected learning contexts. The Internet and Higher
Education, 50, 100808. https://doi.org/10.1016/j.iheduc.2021.100808
• AlDahdouh, A. A. (2020). Emotions among students engaging in connectivist learning experiences. The International Review of
Research in Open and Distributed Learning, 21(2), 98–117. https://doi.org/10.19173/irrodl.v21i2.4586
• AlDahdouh, A. A. (2019). Individual learning experience in connectivist environment: A qualitative sequence analysis. International
Journal of Research in Education and Science, 5(2), 488–509. https://www.ijres.net/index.php/ijres/article/view/536
• AlDahdouh, A. A. (2018). Jumping from resource to another: How do students navigate learning networks?. Manuscript submitted for
publication.
• AlDahdouh, A. A. (2018). Visual Inspection of Sequential Data: A Research Instrument for Qualitative Data Analysis. The Qualitative
Report, 23(7), 1631–1649. https://doi.org/10.46743/2160-3715/2018.3295
• Aldahdouh, A. A. (2017). Does Artificial Neural Network support Connectivism’s assumptions? International Journal of Instructional
Technology and Distance Learning, 14(3), 3–26. http://itdl.org/Journal/Mar_17/Mar17.pdf#page=7
• Aldahdouh, A. A., & Osório, A. J. (2016). Planning to Design MOOC? Think First! The Online Journal of Distance Education and E-
Learning, 4(2), 47–57. https://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-06.pdf
• Aldahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and Connectivism. International
Journal of Instructional Technology and Distance Learning, 12(10), 3–21. http://www.itdl.org/Journal/Oct_15/Oct15.pdf#page=7
I am Alaa AlDahdouh, and this is a presentation for the PhD thesis entitled: Can Connectivism Explain How Students learn? Under the supervision of Prof. Antonio Osorio and Prof. Susana Caires
In this presentation, we will cover the following main points:Research Problems
Background
Contributions
Methodology
Results
Conclusion
The main research question of the study is the same as the PhD title:Can Connectivism explain how higher education students learn?Based on this main question, five sub-questions were formulated:
What kind of nodes does a student contact?
How does a student form a connection?
Why does a student form a connection in that way?
What is a student feeling while connecting to different nodes?
When does a student prefer external network over internal network and vice versa?
What is Connectivism? Connectivism is a theory which presumes that knowledge is a network. In this network, a student is a node, the book is a node, the teacher is a node, the web page is a node, and the fellow student is a node. When a student refers to a book, that is a connection. When he asks his teacher, that is a connection. When he visits a website, that is a connection. And even when he talks to himself, that is a connection. Therefore and according to Connectivism, learning is a process in which the student finds his way through this network and makes sense of the pattern existed in the network.
We presented our understanding of Connectivism in a separated work:Aldahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning, 12(10), 3–21. http://doi.org/10.5281/zenodo.46186
And it seems that this work has attracted the attention of Stepen Downes, one of connectivism’s key founder.
Of course we didn’t count on the connectivism alone to interpret our results. Namely, we have visited the literature on:Learning Styles, Digital Literacy, Online Experience, and the psychology of learning represented by the recent theories in motivation (Self-efficacy, Achievement Goals, Intrinsic Motivation), in addition to Control-value theory for the emotion analysis.
What set this thesis apart from other works in the field is that it:
Tracked the students’ activities in a holistic way, during their daily life,
Addressed the story of each student on a task-by-task basis,
Expressed the students’ voice,
Proposed and tested an innovative research design.
The experimental part of the study was done online and included the researcher (who was located in Finland) along with 9 participants located in Gaza Strip, in Palestine. The procedures of the study consisted of three stages. In the first stage, the researcher invited the participants and the participants filled in the informed consent and provided their personal information. After that the researcher helped the participants to install and configure the required software applications (required for communication and recording their activities). In the second stage, the researcher gave each participants 10 tasks (one after another). The researcher also instructed the participants to provide answer for the given task while recording any activity they do in this process. After that, the participants joined Retrospective think-aloud sessions to report what were in their mind while they were doing what they did. In the third and final stage, the participants filled in a post-experiment questionnaire and received a cash gift for their participation.
Read more about the methodology in multiple works:
AlDahdouh, A. A. (2021). Information search behavior in fragile and conflict-affected learning contexts. The Internet and Higher Education, 50, 100808, https://doi.org/10.1016/j.iheduc.2021.100808
AlDahdouh, A. A. (2019). Individual Learning Experience in Connectivist Environment: A Qualitative Sequence Analysis. International Journal of Research in Education and Science, 5(2), 488-509. https://eric.ed.gov/?id=EJ1204350
The data generated in this study were analyzed in different ways, which included:
Directory Content Analysis
Hierarchical Cluster Analysis
Step Analysis
Qualitative Data Analysis
The results of the thesis were organized based on the research questions. What kind of nodes does a student contact? It is clear from the table that the students consulted a wide spectrum of nodes. In general, there was a general tendency toward external nodes (in comparison to internal nodes). Both searching internet and asking people were somehow equal. The participants seemed to prefer asking people online more than face-to-face. And there was a general tendency toward new technologies (such as Facebook and WhatsApp) in comparison to old technologies (such as email and Skype). A dangerous sign in the experiment was that some students preferred to give up 7 times (even though they were allowed to do whatever they wanted to).
Read more about the type of nodes the students refer to when encounter questions to answer on our paper:
AlDahdouh, A.A. (2019). Individual learning experience in connectivist environment: Aqualitative sequence analysis. International Journal of Research in Education and Science(IJRES), 5(2), 488-509
How does a student form a connection? We answer this questions in three different ways. How a student forms a connection can be understood as a process comprises three consecutive steps:
Planning & forethought: in this stage, the participant decides which node to connect to among all available nodes.
Cognitive processing: in this stage, the participant interacts with the node (read the book he chose, or ask the person he preferred).
Evaluation: in this stage, the participant judges the value of the node he was interacting with.
And these three steps continue until the participant finds a solution or gives up.
Read more about the criteria used by students to (1) select, (2) process, (3) and judge the nodes on our paper:
AlDahdouh, A.A. Jumping from one resource to another: how do students navigate learning networks?. Int J Educ Technol High Educ 15, 45 (2018). https://doi.org/10.1186/s41239-018-0126-x
How a student forms a connection can also be seen as a process of building a personal learning network. This process is adopted and adapted from the connectivism’s literature. The process consists of four interrelated steps:
Information search
Inform use
Remix & Repurpose
Share
In “Information Search” stage, the participants tended to inter a loop of:
Formulating keywords for search engine
Choosing one of links showed by the search engine
Evaluating the content of the resource they chose.
The participants went in this cycle for a while.
In some occasions, they decided to “use the information” presented in the resource. Using the information came in two forms:
Copying and pasting or
Establishing a connection (follow a Facebook page or subscribe in a newsletter). With a note that establishing a connection was rare.
After gathering the information in the previous step, the participants “remixed” what they collected by (1) coloring, rearranging, deleting, commenting, and judging the value of content. (2) In some other occasions, they “apply” what they found on their computers (while watching YouTube for example).
(1) Sharing the product of their work were rare while (2) most of the participants actually shared and “discussed” the question with their friends on Facebook.
Read more about the information search behavior of students when problem solving on full connected learning settings on our paper:
AlDahdouh, A. A. (2021). Information search behavior in fragile and conflict-affected learning contexts. The Internet and Higher Education, 50, 100808. https://doi.org/10.1016/j.iheduc.2021.100808
Why does a student form a connection in that way? We answered this question in two levels. In higher level, connectivism proposed that the Newness would be the goal of the students, but in the experiment, we didn’t find support to this proposal. In comparison, we found support to other goals identified in the literature such as:
Task-oriented goal
Self-oriented goal
Other-oriented goal, and
Extrinsic motivation
In lower level, the qualitative data analysis revealed three main reasons to select a node in the knowledge network:
Self-efficacy
Eligibility of the source
Feasibility of the source
Each one of those factors is graded from strong to weak in a continuum scale.
Read more on our paper:
AlDahdouh, A.A. Jumping from one resource to another: how do students navigate learning networks?. Int J Educ Technol High Educ 15, 45 (2018). https://doi.org/10.1186/s41239-018-0126-x
What is a student feeling while connecting to different nodes?
Our results strongly supported the literature where the dominant feeling were Negative-Activating feeling: such as Confusion, Anger and Anxiety. However, the list of emotions listed under each category is different. Moreover, we found some evidence that negative-activating emotion have positive effects on student performance, and their negative effects occur only when they develop to ‘negative-deactivating’ emotion. Therefore, the negative effects of ‘negative-activating’ emotion is mediated by the ‘negative-deactivating’ emotion. The results may still need to be investigated thoroughly with larger sample size.
Read more about student’s feeling and the distribution of emotions across all node types in connectivist learning environment on our paper:
AlDahdouh, A. A. (2020). Emotions among students engaging in connectivist learning experiences. The International Review of Research in Open and Distributed Learning, 21(2), 98–117. https://doi.org/10.19173/irrodl.v21i2.4586
Finally, when does a student prefer external network over internal network? Our results supported a cyclic model in which the factors which led the participants from Internal node to External node were different than which that led them from External to Internal node. Namely, there were three factors which lead to External node:
Low self-efficacy
Time Consumption of Internal nodes
Failure of using Internal nodes
In contrast, there were three – other – factors which lead to Internal node:
Perceived value of using Internal nodes
Repetition and time overhead of using External nodes
Failure of using External node
The results to be published on upcoming studies. Alternatively, find some details in the dissertation “Can Connectivism Explain How Students learn?”
This thesis has resulted in producing six journal article so far.