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Saved by 51 people (-11 private), first by anonymouse user on 2006-05-19


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on 2006-12-01 by jlesage

a new theory of education and learning, for a digital Internet culture

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Since the original publication of Connectivism: A Learning Theory for the Digital Age, I've been approach by many people requesting additional thinking and discussion. Three tools are available to provide dialogue: * Blog for my personal reflective thoughts * Wiki for collaborative content creation * Discussion forums for discussion on issues impacted by a connectivist view of learning Most resources on this site are intended for public viewing, but contributing to the wiki or discussion forums requires registration. Please create your account by clicking the "join" text on the top, right-hand corner.

Highlighted by jahmount

Connectivism is a learning theory for the digital age.

Highlighted by frogpond

What is sound pedagogy?? Let's lay aside for a moment that pedagogy traditionally has referred to the instruction of children and Malcolm Knowles' concept of andragogy is likely a more correct term to use. I'll assume that those advocates of sound pedagogy use the term as it is commonly understood in most educational conferences and discussions. Well, what is this mysterious sound pedagogy? Is it found in the research of no significant difference? Or significant difference? Is the media used important? (.pdf) or is the type of media not important? Oh, wait, here's another fun one: transactional distance (.pdf). Better yet, let's talk about brain-based learning, learning styles, and problem based learning. Simply put: if you want to create your very own pedagogy, you can likely find research that supports it. If you think we should do "a" or shouldn't do "a", if you think we should use technology or shouldn't use technology, if you think learners need more guidance or less guidance, you will be able to find research that supports what you're saying. (For a slightly less, but not much more so, cynical view of the quality and value of educational research, see Arthur Levine's report Educating Researchers (.pdf)).

Highlighted by blackherald

2). OERs are window dressing if systems and structures of education do not change. Toward the end of the panel, one member stated "OERs can change education". No. They can't. OERs, like blogs, wikis, podcasts, and other ideas and tools are daily blips in the long term trend of how we are interacting differently with information and with each other. OERs have not yet achieved divine status. I don't think they will. They are an important reflection of the larger trend wave, but the are not driving the larger trend.

Highlighted by hennis

The age distinction is entirely false, unnecessary, and conflict prone. The school system is in need of overhaul, but as mentioned above, the overhaul is needed because society has changed, not because learners have iPods.

Highlighted by neuromancien

We are at a point of transition - will our tools be absorbed by education systems, and then become part of the problem? Or do our tools result in real change?

Highlighted by ffoxworth

Will the change come only from conference-tour academics that adopt current trends and present them without passion for change to an audience seeking to hear what's new in tools, but not what's new in process, knowledge exchange or society? I'm concerned that the current tone of talk about read/write web tools in the conference circuit is one of shoring up an approach to teaching and learning that is fundamentally at odds with how people learn and interact.

Highlighted by ffoxworth

Unfortunately, where our aim should be about change, our sights are set on tools. And we wonder why we're not hitting the mark we desire. Perhaps our vision for change is still unsettled. What would success look like if we achieved it? What would classrooms look like? How would learning occur? We require a vision for change.

Highlighted by ffoxworth