elearnspace. Connectivism: A Learning Theory for the Digital Age

Learning theories are concerned with the actual process of learning, not with the value of what is being learned.

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Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

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Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

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Connectivism

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

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Connectivism: A Learning Theory for the Digital Age

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

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Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.

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shrinking half-life of knowledge

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Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

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By George Siemens, elearnspace, Dec 12, 2004

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Connectivism Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism: * Learning and knowledge rests in diversity of opinions. * Learning is a process of connecting specialized nodes or information sources. * Learning may reside in non-human appliances. * Capacity to know more is more critical than what is currently known * Nurturing and maintaining connections is needed to facilitate continual learning. * 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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right cont

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A Learning Theory for the Digital Age

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A Learning Theory for the Digital Age

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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.

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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments

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significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Learning is a continual process, lasting

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments

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Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

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Connectivism Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism: * Learning and knowledge rests in diversity of opinions. * Learning is a process of connecting specialized nodes or information sources. * Learning may reside in non-human appliances. * Capacity to know more is more critical than what is currently known * Nurturing and maintaining connections is needed to facilitate continual learning. * 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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right cont

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A Learning Theory for the Digital Age

Highlighted by feiyafei

Connectivism Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism: * Learning and knowledge rests in diversity of opinions. * Learning is a process of connecting specialized nodes or information sources. * Learning may reside in non-human appliances. * Capacity to know more is more critical than what is currently known * Nurturing and maintaining connections is needed to facilitate continual learning. * 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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right cont

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Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

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Learning is a continual process

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Connectivism:

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Connectivism:

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A Learning Theory for the Digital Age

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A Learning Theory for the Digital Age

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A Learning Theory for the Digital Age

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Update (April 5, 2005)

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cognitivism , and constructivism

are the three broad learning

theories

most often utilized in the creation of instructional environments

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constructivism

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are the three broad learning

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most often utilized in

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Constructivism

1

suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.

1

Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.

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cognitivism , and constructivism

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Behaviorism

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constructivism

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.

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Behaviorism, cognitivism, and constructivism

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constructivism

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theories

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on 2009-09-01 by jwbecker

uncomfortable educating kids using theories

Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.

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cognitivism

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on 2009-08-26 by mac65k

i can see how students learn by connecting to other learnrs

on 2009-09-01 by sltanner

Why? What is the definition of cognitivism? I used to teach a constructivist preschool, but cognitivism is just a word with cognate as a base so far?....

on 2009-09-01 by nancywensuc

This is kind of new to me with using Technology. I am used to using this in literacy. I really like this!

on 2009-09-25 by lakitzman

lksjdf;lkadfsjlfjs

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on 2009-09-01 by kklychock

We're playing catch-up right now in education, I think! We're getting there, but it's really taken a shift in how we think/teach/learn to embrace/use technology in our classrooms (for some folks, that is!) :).

on 2009-09-03 by ksleyba

I agree. How long will it take for education to catch up?

on 2009-09-03 by kamalasch

I agree. I think modeling the use of technology really shows students that you value its use and use it on a regular basis, not just for a particular lesson or project.

on 2009-09-11 by mac65k

I agree this theory is so different than the ones I learned for how student learn.

Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.

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hree broad learning theories

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.

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m, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the la

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constructivism

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments

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when learning was not impacted through technology

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should be reflective of underlying social environments. Vaill emphasizes

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developed in a time when learning was not impacted through technology

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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.

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technology has reorganized how we live, how we communicate, and how we learn.

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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.

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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.

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Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.

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on 2009-07-28 by amiemccarty

I think as educators we need to recognize this with students. Eventhough we may not like how students are constantly on their cell phones, Twitter and Facebook, it is a reality of our world.

on 2009-09-01 by sltanner

It's kind of exciting to think that htis really is the beginning of a whole new world....we are lucky to be teaching some of it and not looking from the outside...

Learning needs

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Learning needs and theories that describe

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s, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge

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“learning must be a way of being

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“learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…”

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on 2009-09-01 by amyosborn

I think this was true even 10 years ago when I was going to school. Now I am finding that everyone I know that is just graduating doesn't look at it as a career but as a step to something better. Interesting new way to look at a job.

schooling and enter a career

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Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime.

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Learners as little as forty years ago

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Information development was slow

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on 2009-09-01 by mac65k

WHat ways do you connect your students as they learn?

on 2009-09-01 by mac65k

I use my forum on my school center site.

on 2009-09-01 by kklychock

I use the school center forum too-the kids love it! Using cover it live is also a great option to connect with them while they're out of the brick and mortar learning enviornment.

In many fields the life of knowledge is now measured in months and years

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on 2009-09-01 by mizzoujacki

In the area of science I don't even think it's years anymore. Some discoveries or information changes day to day.

Knowledge is growing exponentially

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on 2009-07-28 by blkinder

With all that we are exposed to on a daily basis with media, books, internet, etc. I believe that our exposure to learning is overwhelming. Are we retaining it?

on 2009-07-28 by jkempf

Exactly. . . we only retain what we use.

on 2009-09-01 by lakullhem

This is so true. There is no lag time anymore...people learn and are experts before it is even taught sometimes!

Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.

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Knowledge is growing exponentially

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on 2009-07-29 by kylauribe

...brings a new definition to our role as an educator and what we teach our kids. We teach them how to filter and how to process and choose what is key. Critical thinking -- redefined!

on 2009-09-01 by nancywensuc

I agree with Klya. It really makes me rethink my teaching to make sure I think critically as well as asking my students to do the same.

Today

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Knowledge is growing exponentially

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In many fields the life of knowledge is now measured in months and years.

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“One of the most persuasive factors is the shrinking half-life of knowledge.

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The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).

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One of the most persuasive factors is the shrinking half-life of knowledge.

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on 2009-07-28 by tlwaite

Continued learning is now a necessity which is a little intimidating to the educators that are comfortable with their proved teaching techniques.

on 2009-07-28 by lmlipe

This is intimidating. How do we as educators ensure we are sharing the latest information? We must show students how to acquire the latest information and discern whether it is valid and verifiable. Focus on acquiring information, not only the knowledge covered in the text.

The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.

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on 2009-07-28 by trchambers

This comment is supported by the fact that newspaper companies are going out of business. The news is history by the time the paper is printed and it hits the streets. "The newspaper industry has been hit hard by increased online competition and the economic crisis. Traditional media companies have been left with declining sales and profits and have had to cope by reducing workforce and cutting or suspending dividends altogether." http://www.dividendgrowthinvestor.com/2009/02/demise-of-newspaper-industry.html

The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.

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Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according

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on 2009-07-28 by sarahharwood

This is exactly why as educators we need to increase our knowledge of the technology available and use it with the kids. We are preparing our students for jobs and technology that have not even been created yet.

on 2009-09-01 by dgblair

What are people doing to keep up with the new information and new ways to access info? How are there enough hours in the day to keep up with the info out there?!?

on 2009-09-03 by kamalasch

Is it possible to keep up with the information? When school districts change curriculum, it is a long, drawn-out process. Is this article saying that by the time the new curriculum is created, learning and knowledge has changed so much that much of that curriculum is non-applicable?

on 2009-09-25 by gurmit

Yes I think so. Thats why the curriculum can be personalised by the learner in connectivism, since the knowledge is 'stored' in the network he belongs to. The learner thus grows, and measures him/her-self according to where his/her network is at, as he/she strives to position himself in front of their peers and make meaning by participation in the discourses and practices of his community.

half-life of knowledge

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on 2009-09-01 by jlpapini

This comment brings a huge challenge to education.

on 2009-09-01 by kklychock

That's why it's so important we teach our kids to be critical thinkers and life-long learners-they have to be able to adapt to new situations quickly!

on 2009-09-03 by bldowney

We also need to teach our kids how and where to go, to get the new information that is out there.

on 2009-09-03 by eewatterson

And our staff. This has HUGE implications for the old CDE model of 18hours of seat time for a credit. How do we make what we do more efficient and adaptable?

doubling every 18 months according to the American Society of Training and Documentation (ASTD).

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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

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on 2009-07-28 by katek8

This is a powerful caveat for today's educators!

on 2009-09-01 by kklychock

That's why it's so important that we push our kids to be critical thinkers and life-long learners--they have to be able to adapt!!

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on 2009-09-03 by kellyreseigh

At the TIE conference this summer, I think Karl Fisch showed in his new video that a person will change careers 14 times in his/her lifetime. That's a lot of new jobs!

Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.

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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.

Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.

Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.

Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

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on 2008-03-04 by willrich

These all represent a huge shift in the way we think about teaching and learning.

on 2009-02-27 by vannshane

This true and I am seeing it more everyday as clients try to plan for these types of changes.

on 2009-07-28 by amiemccarty

I wonder how much research has been done on technology and the effect on the brain?

on 2009-07-28 by mebrennan

...and we are preparing them for technology and jobs that haven't even been invented yet!

on 2009-07-28 by blkinder

The "know-where" is the key phrase to learning in the 21st century!

on 2009-07-28 by tlwaite

Well rounded individuals with a variety of experiences are better equipped to deal with different situations. I think people can explore interests that would have been abandoned without the aid of technology....exciting.

on 2009-07-28 by sarahharwood

This is true and something that we need to model for our students too.

on 2009-07-28 by lmlipe

This is exciting, but at the same time a little scary, especially for people who aren't risk takers and don't learn how to access information and learn new software. Love that this article talks about how we must teach "know-where" in addition to "know-how"

on 2009-07-28 by jkempf

Formal education no longer comprises the majority of our learning. Wow. . . that is interesting since society seems to be telling us that not only a bachelors degree is necessary. . . but a masters degree is needed too.

on 2009-07-28 by chodges4

Know-where also continues to evolve and requires strong organizational strategies. I wonder how our brain images look when we are researching info on the web.

on 2009-07-29 by kstanfield

I would say that learning has always been a lifetime process. With or without technology, all of us are involved in learning and relearning. Technology opens the doors to many more sources of information. How do we help our students know what information is worth learning and holding on to, suspect, bias or untrue. Do they only need to learn what is important to them.

on 2009-09-01 by amycam

I wonder how the rewiring of our children's brains with all the technology that they have grown up with effects their learning and how they learn.

on 2009-09-01 by lakullhem

Technology alters the way we think and learn.

on 2009-09-01 by kjmartinez

Makes you wonder about test results.

on 2009-09-01 by ndegrado

It is amazing how much information we can have without leaving our classrooms

Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.

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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.

Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.

Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

Highlighted by mkm420fritz

Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.

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on 2009-09-01 by mdboatwright

As teachers, we must model constant learning. This can help students be more comfortable in the technology learning environment

on 2009-09-03 by ksleyba

Most teachers are life-long learners, yet many shun new learning of technology.

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Informal learning is a significant aspect of our learning experience

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nformal learning is a significant aspect of our learning experience.

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on 2009-07-29 by kylauribe

we are truly teaching our kids to be lifelong learners!

Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning.

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on 2009-07-28 by verbalkinder

DCSD is still way too concerned with the formal learning experience. We need to loosen up our current practices in order to enable our kids to be prepared for the 21st century marketplace.

Learning now occurs

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personal networks

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Learning and work related activities are no longer separate

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Highlighted by jerussum

on 2009-09-01 by jerussum

Is this rewiring of the brain necessarily a good thing? Should we worry about how technology is changing thinking, society etc. at times? Is this all a positive change?

on 2009-09-03 by bldowney

I also wonder how technology is impacting students' social skills. Many students are connecting to their peers through technology rather than face to face interaction.

on 2009-09-03 by c-sass

Whether it is a good thing or not, if it is happening, which I think it is, than we need to consciously think about its implications for how we will notjust learn, but live. The ability to write modified the human brain. Everything of importance was no longer memorized and passed on by the storyteller/medicine man. The printing press further revolutionized human thinking, by giving us access to times and cultures far different from our own. Now the Internet is not only giving us access but also connecting us in real time.

The tools we use define and shape our thinking

Highlighted by rues0022

Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

Highlighted by smerickson

Technology is altering (rewiring) our brains.

Highlighted by mizzoujacki

on 2009-09-01 by mizzoujacki

Even those of us who are considered Digital natives find ourselves getting "rewired" when a new technology comes out.

on 2009-09-03 by kentallison

I think we can see this in students. I think as teachers we see student motivation related to "gen Y" or some other excuse, but it really stems to these students having been "rewired" very early and we as educators need to recognize this now and "rewire" our teaching to reach the students where they are at, since they will not be coming to where we have been.

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

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Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:

“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

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Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology

Highlighted by rues0022

know-where (the understanding of where to find knowledge needed).

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know-where (the understanding of where to find knowledge needed).

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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

Highlighted by mizzoujacki

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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

Highlighted by argent344

Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

Highlighted by prakash9168

Highlighted by eewatterson

on 2009-09-03 by eewatterson

With such a rapid change in information (the science comment earlier made me think of this) where in a matter of months information is obsolete, what do we define as persistent?

“a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).

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a persisting change

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Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”

Highlighted by rues0022

learning as “a persisting change in human performance or performance potential…

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performance

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learner’s experience and interaction with the world

Highlighted by mac65k

Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”

Highlighted by didiermex

This definition encompasses many of the attributes commonly associated with behaviorism, cognitivism, and constructivism – namely, learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.

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learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.

Highlighted by cmmaciver

earning as “a persisting change

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experiences and interactions with content

Highlighted by rues0022

experience and interaction

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Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?

Highlighted by verbalkinder

on 2009-07-28 by verbalkinder

That is the delicate balance that we need. We need to teach kids to become critical thinkers and to question process, but we also need to allow them to experience as much of the "real-world" as they can in a safe environment. They need to be able to transfer their developed CT skills and apply them to real world experiences.

on 2009-09-01 by caabla1

Do you think project-based activities meet this need?

on 2009-09-01 by ceschmitz

I believe knowledge is acquired both through experiences and through thinking and reasoning. I feel that learning to be critical thinkers can increase knowledge and make one look at their experiences through a different light...I am wondering what ways teachers are using technology to help reinforce and foster critical thinking?

Valid sources of knowledge

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Content of knowledge

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The final consideration focuses on three epistemological traditions in relation to learning: Objectivism, Pragmatism, and Interpretivism

Highlighted by dmlang

on 2009-09-03 by dmlang

There are opportuntiies throughout the school day for this construct...I find that primary students so often want to "get the right" answer and I have to model and give them lots of opportunties to share their thinking, to make their thinking visible and how they got there rather than just wanting to zero in on "the answer".

Do we gain knowledge through experiences?

Highlighted by mac65k

knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences.

Highlighted by lmlipe

Behaviorism, cognitivism, and constructivism (built on the epistemological traditions) attempt to address how it is that a person learns.

Highlighted by rues0022

All of these learning theories hold the notion that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences.

Highlighted by jessiemcbride

Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a perso

Highlighted by rues0022

Behaviorism states that learning is largely unknowable,

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Behaviorism

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several theories that make three assumptions about learning:

Observable behaviour is more important than understanding internal activities
Behaviour should be focused on simple elements: specific stimuli and responses
Learning is about behaviour change

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“black box theory”

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Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.

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Cognitivism often takes a computer information processing model.

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Cognitivism

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Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.

Highlighted by rues0022

Highlighted by lakitzman

on 2009-09-01 by lakitzman

In my web class, students are given an objective and asked to find a solution that works. There isn't a right answer. They often naturally gravitate to one aspect of web design and through curiosity deepen their knowldege.

Cognitivism

Highlighted by jessiemcbride

Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.

Highlighted by howardcdn53

Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.

Highlighted by jessiemcbride

Cognitivism

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Constructivism suggests that learners create knowledge as they attempt to understand their experiences

Highlighted by mlemch

the learning process is the means by which these symbolic representations are committed to memory

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Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376).

Highlighted by paulreid

Constructivism suggests that learners create knowledge as they attempt to understand their experiences

Highlighted by rues0022

suggests

Highlighted by jwbecker

on 2009-09-01 by jwbecker

interesting word choice

Constructivism suggests that learners create knowledge as they attempt to understand their experiences

Highlighted by caabla1

on 2009-09-01 by caabla1

I believe having kids show their learning through projects helps promote constructivism. There comes with this the question, "Where do we get all the grades that need to go in the grade book?" I think the showing what the kids know is far more beneficial than basic recall.

Constructivism suggests that learners create knowledge as they attempt to understand their experiences

Highlighted by cebeck

Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning.

Highlighted by jayhalverson

Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning.

Highlighted by rues0022

Constructivism suggests that learners create knowledge as they attempt to understand their experiences

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Highlighted by mmodell

on 2009-09-01 by mmodell

Brings to mind teaching with the brain in mind.

learners are actively attempting to create meaning.

Highlighted by cebeck

learners are actively attempting to create meaning

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Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376).

Highlighted by didiermex

Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.

Highlighted by jessiemcbride

Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.

Highlighted by amiemccarty

Constructivism assumes that learners are not empty vessels to be filled with knowledge

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learners are actively attempting to create meaning.

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Limitations of Behaviorism, Cognitivism, and Constructivism

Highlighted by jjedtechguy

Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.

Highlighted by judimillage

acknowledge that real-life learning is messy and complex.

Highlighted by howardcdn53

Highlighted by jerussum

on 2009-09-01 by jerussum

Synthesizing is becoming an increasingly required skill. For the AP Spanish language exam, students must read and listen to texts and use that information to synthesize their own opinions about a given prompt and for many of my students this higher level skill is challenging.

Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.

Highlighted by howardcdn53

A central tenet of most learning theories is that learning occurs inside a person.

Highlighted by poellhub

Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning.

Highlighted by poellhub

These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology).

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These theories do not address learning that occurs outside of people

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A central tenet of most learning theories is that learning occurs inside a person.

Highlighted by howardcdn53

They also fail to describe how learning happens within organizations

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learning occurs inside a person

Highlighted by go4parr

Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Highlighted by paulreid

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Highlighted by poellhub

These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology).

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the value of what is being learned.

Highlighted by mizzoujacki

In a networked world, the very manner of information that we acquire is worth exploring.

Highlighted by rues0022

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.

Highlighted by brdodd

on 2009-07-28 by brdodd

This is much of what we talked about yesterday in the fishbowl. This in why higher level thinking is important.

on 2009-07-28 by sarahharwood

This reminds me of Eric Jensen and his brain research. When a purpose for the learning is known, the learning becomes more relavant to the learner and it is easier to retain.

When knowledge is abundant, the rapid evaluation of knowledge is important.

Highlighted by poellhub

Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Highlighted by jdharri5

Learning theories are concerned with the actual process of learning, not with the value of what is being learned.

Highlighted by jessiemcbride

Learning theories are concerned with the actual process of learning, not with the value of what is being learned.

Highlighted by howardcdn53

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Highlighted by lbutler

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

Highlighted by howardcdn53

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information

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Highlighted by lakitzman

on 2009-09-01 by lakitzman

Students often have a difficult time determining which information is most useful or most expedient (or even useful at all). Modelling has been one way to teach them to narrow results of research.

The ability to synthesize and recognize connections and patterns is a valuable skill.

Highlighted by mizzoujacki

The ability to synthesize and recognize connections and patterns is a valuable skill.

Highlighted by janewman

on 2009-07-29 by janewman

This applies to social situations.

on 2009-09-01 by kirstensola

I think this can apply in every subject and learning area... we talk about synthesizing and recognizing connections and patterns in reading, writing, science, social studies, as well as in social situations (getting along on the playground, etc).

on 2009-09-01 by kjmartinez

and the whole learner.

on 2009-09-03 by ksleyba

Is this the definition of thinking?

on 2009-09-03 by chrisgh

IMHO, Synthesizing is a talent that with practice can be develeped, but not everyone thinks "synthetically."

on 2009-09-06 by katek8

Perhaps this skill is the underpinning of all our other critical thinking skills!

The ability to synthesize and recognize connections and patterns is a valuable skill.

Highlighted by cebeck

When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.

Highlighted by jessiemcbride

ability to synthesize and recognize connections and patterns is a valuable skill.

Highlighted by howardcdn53

we need to act by drawing information outside of our primary knowledge.

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At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.

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How are learning theories impacted when knowledge is no longer acquired in the linear manner?

Highlighted by chodges4

Some questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning:

How are learning theories impacted when knowledge is no longer acquired in the linear manner?
What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
How can we continue to stay current in a rapidly evolving information ecology?
How do learning theories address moments where performance is needed in the absence of complete understanding?
What is the impact of networks and complexity theories on learning?
What is the impact of chaos as a complex pattern recognition process on learning?
With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?

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technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

Highlighted by cebeck

What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

Highlighted by rues0022

What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

Highlighted by scurry8412

How do learning theories address moments where performance is needed in the absence of complete understanding?

Highlighted by szymenderam

What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

How can we continue to stay current in a rapidly evolving information ecology?

Highlighted by mitchelliot

Some questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning:

How are learning theories impacted when knowledge is no longer acquired in the linear manner?
What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
How can we continue to stay current in a rapidly evolving information ecology?
How do learning theories address moments where performance is needed in the absence of complete understanding?
What is the impact of networks and complexity theories on learning?
What is the impact of chaos as a complex pattern recognition process on learning?
With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?

Highlighted by tsearl

Highlighted by lakitzman

We derive our competence from forming connections.

Highlighted by poellhub

Including technology and connection making as learning activities begins to move learning theories into a digital age.

Highlighted by blkinder

on 2009-07-28 by blkinder

Could we call this "Cyber-Experience"?

We derive our competence from forming connections

Highlighted by katek8

on 2009-07-28 by katek8

Piaget was 'on it' with this-connections continue to be powerful.

on 2009-09-01 by mmodell

This is huge for me ~ the ability to make connections to prior knowledge. Each time I study a topic or use an application, I can take expand my learning.

‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by poellhub

Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by mattbmcn

Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by lbutler

Chaos is a new reality for knowledge workers.

Highlighted by poellhub

the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.

Highlighted by poellhub

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by didiermex

I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people

Highlighted by kissolga

Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.

Highlighted by rues0022

chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.

Highlighted by katek8

Meaning-making and forming connections between specialized communities are important activities.

Highlighted by rscans

Chaos is a new reality for knowledge workers

Highlighted by kissolga

Chaos is a new reality for knowledge workers

Highlighted by veronikabown

Highlighted by lakitzman

Chaos is a new reality for knowledge workers.

Highlighted by mitchelliot

Karen Stephenson states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by maxugaz

on 2009-01-27 by maxugaz

"Yo guardo mi conocimiento dentro de mis amigos"!! Fantastica observaición que revela de manera sencilla como es que el nuevo contexto de abundancia de información y volaitlidad de conocimiento obliga a un nuevo modelo de aprendizaje que sea viable, basado en nuevas premisas, a veces contradictorias con el paradigma que predomino en la era industrial: ya no puedo acumular información y conocimiento solamente en mi cerebro, debo considerar a mis amigos, a mi red, como una extensión de mi cerebro. La información es procesada para convertirse en conocimiento y este a su vez se convierte en información que a su vez tiene que ser procesada. En el camino hay que descartar parte de lo conseguido y asimilar parte de lo nuevo que se va produciendo. Todo esto a una velocidad que un solo cerebro a la vez no podria gestionar a tiempo. Los cambios tecnológicos estan conectando personas y al hacerlo estan conectado cerebros. El estado del arte hace viable el nuevo modelo y los nuevos aprendices han tomado este rumbo hace un buen rato. Estamos los profesores claros en esto?

on 2009-07-28 by tlwaite

Technology use to be viewed as isolating but with the increasing ability to connect with others using technology is now one of the best ways to experience and learn from others. The knowledge we can obtain is beyond the community, state, and country. More powerful than I ever imagined.

on 2009-09-01 by ceschmitz

I absolutely agree and am baffled by those who continue to turn their noses up at technology. It's not going to go away but will only continue to get more and more complex.

on 2009-09-01 by sltanner

Opens many many avenues

on 2009-09-03 by kellyreseigh

I agree as well. I know many teachers that aren't even willing to learn. They automatically assume that it's going to be too hard and won't even give it a go. Makes me wonder what they say when their students tell them something is too hard... We need to prepare our students for a tech savy world!

on 2009-09-03 by eewatterson

I think the second part of carrie's comment is the key. I do not think people are snubbing (I paraphrased) technology - I think they are overwhelmed. Since we know things will become more complex that overwhelmed feeling will rapidly turn to panic.

“a cryptic form of order

Highlighted by veronikabown

”. Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order

Highlighted by ajverbsky

on 2009-09-03 by ajverbsky

I like the Chaos analogy! There exist symmetry in Chaos! One might actually use a fractal as an example to more clearly explain what is going on here. A fractal can be graph of an chaotic event which displays a very symmetrical solution.

Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.

Highlighted by jessiemcbride

Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.

Highlighted by jesslm

Chaos, as a science, recognizes the connection of everything to everything.

Highlighted by rues0022

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by cmitton

chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.

Highlighted by howardcdn53

Meaning-making and forming connections between specialized communities are important

Highlighted by kissolga

If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.

Highlighted by cebeck

Chaos, as a science, recognizes the connection of everything to everything.

Highlighted by howardcdn53

Chaos, as a science, recognizes the connection of everything to everything. Gleick (1987)

Highlighted by didiermex

The ability to recognize and adjust to pattern shifts is a key learning task.

Highlighted by chodges4

The ability to recognize and adjust to pattern shifts is a key learning task.

Highlighted by katek8

on 2009-07-28 by katek8

Einstein said that "Imagination is more important than Knowledge"--it fits with this need to adjust to shifts.

Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3). Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4). Wiley and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”. Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by jayhalverson

sensitive dependence on initial conditions” profoundly impacts what we learn and how we act based on our learning

Highlighted by kissolga

If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.

Highlighted by cdmurphy

on 2009-07-29 by cdmurphy

This can be a very sticky place for students (people) to get stuck. The decision was made, so why revisit it. The consideration of different underlying conditions needs to be considered.

The ability to recognize and adjust to pattern shifts is a key learning task.

Highlighted by howardcdn53

Wiley and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”

Highlighted by rues0022

Chaos, as a science, recognizes the connection of everything to everything. Gleick (1987) states: “In weather, for example, this translates into what is only half-jokingly known as the Butterfly Effect – the notion that a butterfly stirring the air today in Peking can transform storm systems next month in New York” (p. 8). This analogy highlights a real challenge: “sensitive dependence on initial conditions” profoundly impacts what we learn and how we act based on our learning. Decision making is indicative of this. If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task.

Highlighted by hholowich

Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3). Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4).

Highlighted by didiermex

Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4).

Highlighted by lbutler

Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by brdodd

The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by janewman

on 2009-07-29 by janewman

Unconnected info remains an island and if not connected becomes trivial info saved for a gameshow.

The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by cebeck

The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by rues0022

A network can simply be defined as connections between entities.

Highlighted by poellhub

Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by jessiemcbride

A network can simply be defined as connections between entities.

Highlighted by rues0022

Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).

Highlighted by paulreid

Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106). This competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.

Highlighted by poellhub

The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by howardcdn53

Alterations within the network have ripple effects on the whole.

Highlighted by songsong

Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked.

Highlighted by jayhalverson

A network can simply be defined as connections between entities. C

Highlighted by howardcdn53

Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.

Highlighted by rues0022

Limitations of Behaviorism, Cognitivism, and Constructivism

A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations

Highlighted by eric_c

A network can simply be defined as connections between entities.

Highlighted by didiermex

In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.

Highlighted by chodges4

Our small world networks are generally populated with people whose interests and knowledge are similar to ours. Finding a new job, as an example, often occurs through weak ties.

Highlighted by poellhub

links represent survival in an interconnected world

Highlighted by kissolga

Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.

Highlighted by carlaraguseo

his competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.

Highlighted by jjfbbennett

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.

Highlighted by cebeck

n a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked

Highlighted by veronikabown

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.

Highlighted by poellhub

Weak ties are links or bridges that allow short connections between information

Highlighted by veronikabown

ntegration of principles explored by chaos

Highlighted by mac65k

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

Highlighted by lmlipe

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

Highlighted by rues0022

Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.

Highlighted by rues0022

Connections between disparate ideas and fields can create new innovations

Highlighted by veronikabown

on 2009-10-05 by veronikabown

I consider this fact very important since we usually tend to have people from the same field and ideas working together...for team work and innovation this should be taken into account

Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by rues0022

chaos, network, and complexity and self-organization theories

Highlighted by veronikabown

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

Highlighted by howardcdn53

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

Highlighted by jessiemcbride

integration

Highlighted by veronikabown

decisions are based on rapidly altering foundations.

Highlighted by cebeck

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.

Highlighted by lmlipe

New information is continually being acquired.

Highlighted by rues0022

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories

Highlighted by maxugaz

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by clombardozzi

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.

Highlighted by mitchelliot

Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by jdharri5

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by didiermex

When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill.

Highlighted by eric_c

The ability to draw distinctions between important and unimportant information is vital

Highlighted by chalk_jockey

The ability to draw distinctions between important and unimportant information is vital.

Highlighted by lmlipe

The ability to draw distinctions between important and unimportant information is vital.

Highlighted by rues0022

The ability to draw distinctions between important and unimportant information is vital.

Highlighted by sarahharwood

on 2009-07-28 by sarahharwood

This is an important concept that students need to be taught.

on 2009-07-29 by kstanfield

How do we decide what is important and unimportant. When do we decide that new information alters our landscape.

on 2009-09-01 by amycam

The ability to draw distinctions between important and unimportant is so vital and a skill that students must be taught.

on 2009-09-01 by aydelvalle

I think we really have to work hard to teach our students how to do this... most kids classify any education related info as unimportant.

on 2009-09-01 by kirstensola

I agree with Sarah. When we talk about important vs unimportant in the classroom (in reading and writing lessons etc) it has bigger implications.

on 2009-09-01 by sltanner

A standard that is universally needed now

on 2009-09-01 by kklychock

Info Literacy at it's best! Our kids need to learn to be better evaluators of information.

on 2009-09-01 by marnigusich

This is an important concept to teach when we teach note taking. Students need to sift through information and decide what is important and what is interesting.

on 2009-09-01 by ksbernstein

I agree....This needs to be modeled and directly taught and retaught... with so much information students are instantaneously slammed with ....they need to know how to determine importance in media, text, video....etc.

on 2009-09-03 by ksleyba

The difference between important and unimportant changes based upon purpose.

on 2009-09-03 by kamalasch

This is very difficult for students to learn to do, however. Why is that?

on 2009-09-25 by gurmit

what makes teachers assume that they should decide what is and is not important information for students to process/digest? Isnt that to pass exams through drilling 'information'? Doesnt this still reflect a behaviouralist approach to teaching? How could this characteristic of connectivism be applied to personalise learning?

on 2009-10-05 by veronikabown

The student is the one who decides what is important or unimportant, the teacher tries to give the information that s/he thinks would be good to be considered by the student, but that is also something that depends on what is important for her/him

Connectivism:

Highlighted by jimfolk

Connectivism:

Highlighted by jimfolk

Learning (defined as actionable knowledge) can reside outside of ourselves

Highlighted by howardcdn53

Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by lbutler

is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by howardcdn53

Learning is a process of connecting specialized nodes or information sources.

Highlighted by poellhub

rinciples of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by rues0022

the connections that enable us to learn more are more important than our current state of knowing

Highlighted by duboisj

may reside in non-human appliances.

Highlighted by poellhub

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by jdharri5

New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by howardcdn53

decisions are based on rapidly altering foundations

Highlighted by howardcdn53

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by frizzle26

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by jessiemcbride

New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital.

Highlighted by lbutler

Learning and knowledge rests in diversity of opinions.

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currently known

Nurturing and maintaining connections is needed to facilitate continual learning.

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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by amvanswearingen

Learning is a process of connecting specialized nodes or information sources.

Highlighted by chalk_jockey

Capacity to know more is more critical than what is currently known

Highlighted by cebeck

Capacity to know more is more critical than what is currently known

Highlighted by chalk_jockey

Capacity to know more is more critical than what is currently known

Highlighted by ejwoodland

on 2009-07-29 by ejwoodland

Our entire education system cries out against this. How can we set up such a learning environment within our current system of standards and checkpoints (CSAP, anyone?)?

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by mattbmcn

Nurturing and maintaining connections is needed to facilitate continual learning.

Highlighted by chalk_jockey

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by howardcdn53

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by lbutler

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by maxugaz

Ability to see connections between fields, ideas, and concepts is a core skill.

Highlighted by ndegrado

Learning and knowledge rests in diversity of opinions

Highlighted by lela1016

Learning and knowledge rests in diversity of opinions

Highlighted by veronikabown

Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by anthonyreisinger

Decision-making

Highlighted by bldowney

Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

Highlighted by chalk_jockey

Decision-making is itself a learning process.

Highlighted by amvanswearingen

on 2009-07-29 by amvanswearingen

Having students participate in decision-making is a good way for them to make meaning of knowledge/content through making connections.

on 2009-09-06 by katek8

Teaching and modeling the decision making process will aid students in drawing those distictions beween important and unimportant information.

Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.

Highlighted by poellhub

Capacity to know more is more critical than what is currently known

Highlighted by jessiemcbride

Ability to see connections between fields, ideas, and concepts is a core skill.

Highlighted by kstanfield

Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.

Highlighted by anthonyreisinger

Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.

Highlighted by pcrooke

on 2009-05-11 by pcrooke

This, seems to me, to be about culture. We do learn in a culture, in an environment. This is the first time that I have read where the culture itself is learning. It reminds me of John Steinbeck and his theory of group dynamics in The Grapes of Wrath. Although Steinbeck seems to say that the environment has a "mind" of its own, connectivism seems to be saying that this "mind" can be harnessed and integrated in individual learning, in fact needs to,

Nurturing and maintaining connections is needed to facilitate continual learning.

Highlighted by mitchelliot

Information flow within an organization is an important element in organizational effectiveness.

Highlighted by mlemch

Highlighted by maxugaz

Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning

Highlighted by amvanswearingen

on 2009-07-29 by amvanswearingen

Without the connections, the knowledge is meaningless.

Currency

Highlighted by maxugaz

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by barbsedg620

Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.

Highlighted by csgodfrey

How are learning theories impacted when knowledge is no longer acquired in the linear manner?

What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

How can we continue to stay current in a rapidly evolving information ecology?

Highlighted by eric_c

Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.

Highlighted by howardcdn53

Social network analysis is an additional element in understanding learning models in a digital era. Art Kleiner (2002) explores Karen Stephenson’s “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”. Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow

Highlighted by poellhub

The health of the learning ecology of the organization depends on effective nurturing of information flow.

Highlighted by gurmit

Learning may reside in non-human appliances.

Highlighted by emccomsey

Information flow within an organization is an important element in organizational effectiveness

Highlighted by veronikabown

In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy

Highlighted by maxugaz

Highlighted by kellyreseigh

on 2009-09-03 by kellyreseigh

This connects to what we learned about TweetDeck. We can easily access new information from other people in an organized and efficient way. Kids today learn more from others than they do from textbooks. We just hope that the information they learn from others is accurate! :)

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow.

Highlighted by rues0022

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow.

Highlighted by chodges4

ithin social networks, hubs are well-connected people who are able to foster and maintain knowledge flow.

Highlighted by kellyreseigh

The health of the learning ecology of the organization depends on effective nurturing of information flow.

Highlighted by maxugaz

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by rues0022

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by katek8

on 2009-07-28 by katek8

A powerful and exciting challenge for educators.

Karen Stephenson’s “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”.

Highlighted by maxugaz

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow

Highlighted by veronikabown

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of the state of activities organizationally.

Highlighted by howardcdn53

cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed

Highlighted by aktucker

on 2009-07-28 by aktucker

Does this really happen? I see this through FB, but it's not exactly intellectual sharing of information.

on 2009-07-28 by lmlipe

As teachers of 21st century skills it is important that we know where to locate resources that show us how to keep current on software available to use in the classroom and how to best use it to help our students connect to the world.

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of the state of activities organizationally.

Highlighted by jessiemcbride

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

Highlighted by lbutler

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by howardcdn53

Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by go4parr

e internet leverages the small efforts of many with the large efforts of few.

Highlighted by poellhub

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

Highlighted by maxugaz

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by jjfbbennett

Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.

Highlighted by maxugaz

a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program.

Highlighted by rscans

The value of pattern recognition and connecting our own “small worlds of knowledge” are apparent in the exponential impact provided to our personal learning.

Highlighted by veronikabown

Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of the state of activities organizationally.

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

Highlighted by judimillage

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.

Highlighted by jessiemcbride

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.

Highlighted by sstock03

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.

Highlighted by mitchelliot

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.

Highlighted by maxugaz

Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program

Highlighted by maxugaz

the small efforts of the many- the seniors – complement the large efforts of the few – the teachers

Highlighted by maxugaz

This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.

Highlighted by maxugaz

Implications

The notion of connectivism has implications in all aspects of life. This paper largely focuses on its impact on learning, but the following aspects are also impacted:

Management and leadership. The management and marshalling of resources to achieve desired outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.
Media, news, information. This trend is well under way. Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
Personal knowledge management in relation to organizational knowledge management
Design of learning environments

Highlighted by lbutler

This paper largely focuses on its impact on learning, but the following aspects are also impacted:

Highlighted by maxugaz

Management and leadership

Highlighted by maxugaz

Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation.

Highlighted by howardcdn53

Highlighted by knitwit

Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation.

Highlighted by mitchelliot

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

Highlighted by jimfolk

The pipe is more important than the content within the pipe.

Highlighted by poellhub

Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.

Highlighted by mitchelliot

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by knitwit

Design of learning environments

Highlighted by mebrennan

on 2009-07-28 by mebrennan

I can see how this is on the verge of causing a HUGE shift in the way classrooms are designed and in the way teachers are trained.

on 2009-08-08 by rscans

It's interesting to note that the Australian government funding provided to improve/rebuild schools came with a condition that schools accept their design building layouts without any input or opportunity to alter a single thing. One has to wonder how much research went into their layouts.

As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by jimfolk

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by lmlipe

The pipe is more important than the content within the pipe.

Highlighted by lmlipe

The pipe is more important than the content within the pipe

Highlighted by bldowney

Management and leadership. The management and marshalling of resources to achieve desired outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.

Highlighted by kentallison

on 2009-09-03 by kentallison

As and Educator, I see the management/administration being stuck in an outdated form of leadership, to really move on and expand our knowledge as teachers/learners/community, we need more free thinking from our leaders/admin to push our students into a this new realm of knowledge

on 2009-09-06 by katek8

Yes Kent, not to mention the citizens who sit upon the Board of Education.

Media, news, information. This trend is well under way. Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.

Highlighted by jessiemcbride

Media, news, information

Highlighted by maxugaz

the ability to plug into sources to meet the requirements becomes a vital skill.

Highlighted by cbmarchant

on 2009-09-01 by cbmarchant

knowing how and where to find information

When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by amiemccarty

on 2009-07-28 by amiemccarty

Where does the idea of cultural litteracy fit into the concept of connectivism?

on 2009-08-08 by rscans

This brings to mind Will's example of a boy seeking knowledge to build a bowdrill by publishing his video on youtube. He solved his problem, found the knowledge he needed and provided learning for anyone else seeking the same information.

on 2009-09-01 by marnigusich

We need to teach our students how and where to find information. If they do not know something, but they know where to find it, they will be successful.

on 2009-09-03 by chrisgh

What happens when you don't know what to seek because you don't know what you don't know? It reminds me of the old adage "those who don't know their history are doomed to repeat it."

As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by blkinder

on 2009-07-28 by blkinder

Knowledge is at our fingertips, literally. Experiencing as a method of learning is very different from watching/reading about it...but can still be effective??

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by jimfolk

Personal knowledge management in relation to organizational knowledge managemen

Highlighted by maxugaz

Design of learning environments

Highlighted by alpha009

Design of learning environments

Highlighted by maxugaz

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by janewberry

on 2009-07-28 by janewberry

A concern I have is how "truly" are teen students globally aware, especially when they have yet to travel, listen to viewpoints outside their sphere of influence, and are still egocentric. Yes, they have sound byte information from the internect etc...but they are lacking true experience and immersion. Apathy is still a large issue, especially when information is a click away and they are largly removed from global events. The teen world still focuses on friends, peers, parents, and school activities.

on 2009-09-03 by mjrosati

Writing for an audience and with a relevant purpose is so key in all of this. Writing a paper only to hand in for the teacher to read and evaluate should only be the first step in the writing process. Writing is a way to stay connected and to share knowledge.

on 2009-09-03 by c-sass

I like how this exercise/assignment is modeling what is being discussed in the article.

on 2009-09-06 by katek8

The audience piece easily done in primary; through class composed journals, plays, videos, web sites and (hopefully) podcasts.

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

Highlighted by mizzoujacki

References

Barabási, A. L., (2002) Linked: The New Science of Networks, Cambridge, MA, Perseus Publishing.

Buell, C. (undated). Cognitivism. Retrieved December 10, 2004 from http://web.cocc.edu/cbuell/theories/cognitivism.htm.

Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved on December 10, 2004, from http://www.usdla.org/html/journal/FEB02_Issue/article01.html

Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.

Gleick, J., (1987). Chaos: The Making of a New Science. New York, NY, Penguin Books.

Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

Gredler, M. E., (2005) Learning and Instruction: Theory into Practice – 5th Edition, Upper Saddle River, NJ, Pearson Education.

Kleiner, A. (2002). Karen Stephenson’s Quantum Theory of Trust. Retrieved December 10, 2004 from http://www.netform.com/html/s+b%20article.pdf.

Landauer, T. K., Dumais, S. T. (1997). A Solution to Plato’s Problem: The Latent Semantic Analysis Theory of Acquisition, Induction and Representation of Knowledge. Retrieved December 10, 2004 from http://lsa.colorado.edu/papers/plato/plato.annote.html.

Rocha, L. M. (1998). Selected Self-Organization and the Semiotics of Evolutionary Systems. Retrieved December 10, 2004 from http://informatics.indiana.edu/rocha/ises.html.

ScienceWeek (2004) Mathematics: Catastrophe Theory, Strange Attractors, Chaos. Retrieved December 10, 2004 from http://scienceweek.com/2003/sc031226-2.htm.

Stephenson, K., (Internal Communication, no. 36) What Knowledge Tears Apart, Networks Make Whole. Retrieved December 10, 2004 from http://www.netform.com/html/icf.pdf.

Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.

Wiley, D. A and Edwards, E. K. (2002). Online self-organizing social systems: The decentralized future of online learning. Retrieved December 10, 2004 from http://wiley.ed.usu.edu/docs/ososs.pdf.

Highlighted by jimfolk

How people work and function is altered when new tools are utilized.

Highlighted by lmlipe

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.

Highlighted by howardcdn53

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by lbutler

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by lela1016

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by mitchelliot

Our ability to learn what we need for tomorrow is more important than what we know today

Highlighted by maxugaz

The pipe is more important than the content within the pipe.

Highlighted by maxugaz

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by mizzoujacki

on 2009-09-01 by mizzoujacki

Does this also include learning styles? That should still be considered, because not everyone learns the same way even within a "connected" environment.

A real challenge for any learning theory is to actuate known knowledge at the point of application.

Highlighted by maxugaz

When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by carlaraguseo

When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by jesspiombino

When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by jessiemcbride

When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.

Highlighted by maxugaz

As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by maxugaz

As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses

Highlighted by maxugaz

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

Highlighted by makiko_omae

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

Highlighted by lbutler

Connectivism presents a model of learning that acknowledges the tectonic shifts in society

Highlighted by maxugaz

where learning is no longer an internal, individualistic activity

Highlighted by maxugaz

no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized

Highlighted by go4parr

How people work and function is altered when new tools are utilized.

Highlighted by maxugaz

The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn.

Highlighted by maxugaz

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. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by kentallison

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by maxugaz

Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4). Wiley and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”. Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

Highlighted by eric_c

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. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by judimillage

Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).

Highlighted by eric_c

Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by eric_c

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
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.

Highlighted by eric_c

Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

Highlighted by eric_c

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by kevforg

Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.

Highlighted by eric_c

“quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”.

Highlighted by eric_c

Information flow

Highlighted by kevforg

maintain knowledge flow

Highlighted by kevforg

complete knowledge cannot exist in the mind of one person

Highlighted by kevforg

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing

Highlighted by rubyrubyruby

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