The document discusses the notion that knowledge co-created by students without oversight on accuracy could be seen as superior to knowledge passed down from teachers and textbooks. It questions whether the accuracy of student-generated knowledge matters if it gains social validity from being widely shared. The summary argues that embracing student-generated knowledge without regard to quality could undermine established learning methods.

1. Erica Duran

2. “Perhaps the notion
is that knowledge-as-
=
co-created by
students is superior
to knowledge-as-
passed-along-by-
teachers-and-books,
regardless of quality.
Perhaps the accuracy
of the information
co-created by
students does not
matter, because as
=
shared information it
enjoys a social
validity that dusty old
volumes and
teachers speaking
from authority
cannot” (Sanger).
Source: Larry Sanger’s article, Individual Knowledge in the Internet Age”

3. I am an If there is a large number of people who
believe that “large amounts of
English knowledge” are no longer necessary due
to the availability of the Internet…how
instructor does one argue against that trend in a
way that effectively helps to keep older
who still modes of learning knowledge in place?
requires
students to
read “dusty
old volumes”,
so…

4. …”historically (way back when) museums were thought of as
“cabinets of curiosities”, cabinets being the containers objects
were displayed in. Disparate collections of seemingly unrelated
objects in a (dusty) space. Interestingly (I think anyway), the web
is also a “cabinet of curiosities”, albeit cleaner (less dusty).”
(Laurie Burdon blog post in response to “Networks, Ecologies
and Curatorial Teaching” by George Siemens)
Once museums were thought of, and to
many still are, as dusty old relics. Much
effort has been made to connect
visitors with their contents and make
them relevant. This, also, is the job of
the English instructor. I must make
books relevant and appear to be
more than simply those dusty
volumes…

5. I use Instructivism/Behaviorismand Connectivism in my
English courses. I find the following:
•Instructivism/Behaviorism works very well for English
courses for non-English majors. Often these students are
completely unfamiliar with the content, are reading
something entirely new, and grasp on to any interpretation
the instructor will provide. The down side? Often times
students fail to connect individually with a text, therefore not
asking deeper questions that get them to deeper analysis.
•Connectivism works very well in English courses for both
non-English majors and English majors alike. For non-
English majors it helps them to find an individual angle that
interests them and pursue it with greater ease using tools
they are used to. For English majors they feel less “led by
the nose” and enjoy the greater freedom to explore ideas
they perhaps already developed prior to the course.

6. W hat Connecti vi sm look s li k e i n my
F 2F E ngli sh cour ses 
=

7. I did not know the terminology for the types
of instruction I was using prior to this
class…or perhaps I did and had forgotten?!
I’m happy now to see the pedagogical
approaches I’m already employing and
using effectively…in person. Now..how do
I continue this success online?

8. W hat Connecti vi sm could look li k e i n
my onli ne E ngli sh cour ses 
Lectures given via
Paper book Online video
OR eBook student
Online discussion
boards and group
activities about
=
Substantive, individual connection with
the text/concepts
the text