Learning theories are concerned with the actual process of learning,
not with the value of what is being learned.
Highlighted by
katek8
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
ijones
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
ijones
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.
Highlighted by
csgodfrey
Connectivism:
A Learning Theory for the Digital Age
Highlighted by
stratmann
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).
Highlighted by
mamkramer
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
ijones
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.
Highlighted by
rodcorbett
shrinking
half-life of knowledge
Highlighted by
gisella
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
ijones
By George Siemens, elearnspace, Dec 12, 2004
Highlighted by
shanta
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
Highlighted by
ultramum
A Learning Theory for the Digital Age
Highlighted by
feiyafei
A Learning Theory for the Digital Age
Highlighted by
feiyafei
Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
Highlighted by
simpsop
Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
Highlighted by
simpsop
Behaviorism, cognitivism, and constructivism are the three
broad learning theories most often utilized in the creation of instructional
environments
Highlighted by
rues0022
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
Highlighted by
mac65k
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).
Highlighted by
naxnax
Behaviorism, cognitivism, and constructivism are the three
broad learning theories most often utilized in the creation of instructional
environments
Highlighted by
rues0022
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).
Highlighted by
maartencannaerts
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
Highlighted by
ultramum
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
Highlighted by
ultramum
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).
Highlighted by
maartencannaerts
Learning is a continual process
Highlighted by
berthelemy
Connectivism:
Highlighted by
sophus
Connectivism:
Highlighted by
jimfolk
A Learning Theory for the Digital Age
Highlighted by
sophus
A Learning Theory for the Digital Age
Highlighted by
jimfolk
A Learning Theory for the Digital Age
Highlighted by
geography
cognitivism
,
and
constructivism
are the three broad learning
theories
most often utilized in
the creation
of instructional environments
Highlighted by
kim2478
are the three broad learning
Highlighted by
kim2478
most often utilized in
Highlighted by
kim2478
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
nunnelees
cognitivism
, and
constructivism
Highlighted by
kim2478
Behaviorism, cognitivism, and constructivism are the three
broad learning theories most often utilized in the creation of instructional
environments.
Highlighted by
jimfolk
Behaviorism, cognitivism, and constructivism
Highlighted by
lmlipe
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.
Highlighted by
rues0022
cognitivism
Highlighted by
mac65k
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?....
This is kind of new to me with using Technology. I am used to using this in literacy. I really like this!
lksjdf;lkadfsjlfjs
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?
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.
Highlighted by
lbutler
hree
broad learning theories
Highlighted by
mac65k
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
Highlighted by
maxugaz
Behaviorism, cognitivism, and constructivism are the three
broad learning theories most often utilized in the creation of instructional
environments.
Highlighted by
howardcdn53
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
Highlighted by
emilyboles
constructivism
Highlighted by
mac65k
Behaviorism, cognitivism, and constructivism are the three broad learning
theories most often utilized in the creation of instructional environments
Highlighted by
mitchelliot
when learning
was not impacted through technology
Highlighted by
bldowney
should be reflective of underlying social environments. Vaill emphasizes
Highlighted by
mssabatucci
developed in a time when learning
was not impacted through technology
Highlighted by
howardcdn53
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.
Highlighted by
poellhub
technology
has reorganized how we live, how we communicate, and how we learn.
Highlighted by
cbmarchant
Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
Highlighted by
kklychock
Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
Highlighted by
simpsop
Learning
needs and theories that describe learning principles and processes, should
be reflective of underlying social environments.
Highlighted 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 and theories that describe
Highlighted by
lakitzman
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
Highlighted by
mkm420fritz
“learning must be a way of being
Highlighted by
cebeck
“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…”
Highlighted by
mitchelliot
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
Highlighted by
mebrennan
Learners as little as forty years ago would complete the
required schooling and enter a career that would often last a lifetime.
Highlighted by
mbfitzgerald
Learners as little as forty years ago
Highlighted by
jkempf
Information development was slow
Highlighted by
jkempf
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.
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
Highlighted 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
Highlighted by
blkinder
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.
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.
Highlighted by
rues0022
Knowledge
is growing exponentially
Highlighted 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!
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.
Knowledge
is growing exponentially
Highlighted by
howardcdn53
In many fields the life of knowledge is now
measured in months and years.
Highlighted by
jessiemcbride
“One of the most persuasive factors is the shrinking
half-life of knowledge.
Highlighted by
poellhub
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).
Highlighted by
amiemccarty
One of the most persuasive factors is the shrinking
half-life of knowledge.
Highlighted by
tlwaite
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.
Highlighted 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.
Highlighted by
jessiemcbride
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
Highlighted 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?!?
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
Highlighted by
mac65k
on 2009-09-01 by
jlpapini
This comment brings a huge challenge to education.
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.
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).
Highlighted by
jkempf
To combat the shrinking half-life of knowledge, organizations
have been forced to develop new methods of deploying instruction.”
Highlighted by
katek8
on 2009-07-28 by
katek8
This is a powerful caveat for today's educators!
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!!
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.
Highlighted by
nunnelees
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).
Highlighted by
willrich
on 2008-03-04 by
willrich
These all represent a huge shift in the way we think about teaching and learning.
This true and I am seeing it more everyday as clients try to plan for these types of changes.
I wonder how much research has been done on technology and the effect on the brain?
...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.
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.
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.
Technology alters the way we think and learn.
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.
Highlighted by
smbellafiore
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.
Highlighted by
mkm420fritz
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.
Informal learning is a significant aspect of our learning experience
Highlighted by
rues0022
nformal learning is a significant aspect of our learning experience.
Highlighted 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.
Highlighted 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
Highlighted by
rues0022
personal networks
Highlighted by
rues0022
Learning
and work related activities are no longer separate
Highlighted by
rues0022
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
Even those of us who are considered Digital natives find ourselves getting "rewired" when a new technology comes out.
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.
Highlighted by
sophus
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.”
Highlighted by
eric_c
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).
Highlighted by
mkm420fritz
know-where (the
understanding of where to find knowledge needed).
Highlighted by
mbfitzgerald
Know-how and know-what is being supplemented with know-where (the
understanding of where to find knowledge needed).
Highlighted by
mizzoujacki
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
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).
Highlighted by
janewberry
a persisting change
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
rues0022
learning as “a persisting change in human
performance or performance potential…
Highlighted by
ndegrado
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.
Highlighted by
howardcdn53
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
Highlighted by
mac65k
experiences and interactions with content
Highlighted by
rues0022
experience and interaction
Highlighted by
mac65k
Do we gain knowledge through experiences?
Is it innate (present at birth)? Do we acquire it through thinking and
reasoning?
Highlighted 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?
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
Highlighted by
lmlipe
Content of knowledge
Highlighted by
lmlipe
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,
Highlighted by
howardcdn53
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
Highlighted by
howardcdn53
Learning
is viewed as a process of inputs, managed in short term memory, and coded
for long-term recall.
Highlighted by
paulreid
Cognitivism often takes a computer information processing model.
Highlighted by
poellhub
Learning
is viewed as a process of inputs, managed in short term memory, and coded
for long-term recall.
Highlighted by
rues0022
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.
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
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
Highlighted by
howardcdn53
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
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
Highlighted by
howardcdn53
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
Highlighted by
cbmarchant
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
Highlighted by
howardcdn53
learners are actively attempting to create meaning.
Highlighted by
jessiemcbride
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
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).
Highlighted by
lmlipe
These theories do not address learning that occurs outside of people
Highlighted by
rues0022
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
Highlighted by
rues0022
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).
Highlighted by
howardcdn53
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.
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
Highlighted by
mingmong
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.
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).
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.
Highlighted by
howardcdn53
At some point, however,
the underlying conditions have altered so significantly, that further
modification is no longer sensible. An entirely new approach is needed.
Highlighted by
howardcdn53
- 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?
Highlighted by
lbutler
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
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
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.
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
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!
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.
”. Chaos is the breakdown of predictability, evidenced in complicated
arrangements that initially defy order
Highlighted 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
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
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
This is an important concept that students need to be taught.
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.
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.
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
Info Literacy at it's best! Our kids need to learn to be better evaluators of information.
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.
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.
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?
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
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 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
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
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
Without the connections, the knowledge is meaningless.
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
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
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
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
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
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
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.
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
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.
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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
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
Public Comment
on 2008-04-27 by jjfbbennett
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on 2008-12-15 by duboisj
on 2009-07-28 by janewberry
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