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A Teaching and Learning Conversation held at the University of Salford 12 October 2011. Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
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Connectivism: theory or phenomenon
Modelling 21st Century Learning
Frances Bell, Salford Business Schoolfrancesbell on Twitter
http://www.francesbell.wordpress.comSlideshow is at http://www.slideshare.net/francesbell
What is coming up
• Changing socio-technical context• Impact on practice – for teachers and
learners• What is Connectivism?• Connectivist Teachers• Connectivist Learners• Innovation, dialogue and modelling• Some ways to get engaged
Changing socio-technical context
‘Internet of things’ – emerging technologies ‘talking’ to each other-Implications for student practice as scholars and researchers-http://youtu.be/sfEbMV295Kk#t=0m41s
Changing socio-technical context – impact on practice
• How can we make sense of our and students’ use of the Internet and emerging technologies in learning?
Our hopes and fears in a brave new world?
http://farm5.static.flickr.com/4066/4284879663_62e5738635_m.jpg
Returning to our question
• How can we make sense of our and students’ use of the Internet and emerging technologies in learning?– (and to leverage our new skills)
– We can model effective technology-enabled learning
– We can learn from our students by engaging in true dialogue about our uses of these technologies
What is Connectivism?
http://www.elearnspace.org/Articles/connectivism.htm
George Siemens Stephen Downes
Connectivist Teachers
• Fourth iteration of CCK course running CCK11– Connectivism and Connective Knowledge – a Massive
Open Online Course (MOOC) ran for 12 weeks from September 2008 http://www.google.co.uk/#hl=en&q=Connectivism+CCK08&meta=&fp=4f5d09baf13b1669
– 2200 people enrolled
• What happened?– Learning about theory of connectivism– Experiencing networked learning within diverse
group/network– OR– Creating/ extending their own personal learning network
My take on this
• Connectivism had impact– Not as theory– But through the phenomenon of
networked enthusiastic practitioners trying to explore and make use of concepts in their day to day practice
– http://www.irrodl.org/index.php/irrodl/article/view/902/1664
– http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Creanor.html
The Networked student
http://www.youtube.com/watch?v=XwM4ieFOotA
Innovation, dialogue and modelling
TeacherLearning
InnovatingModelling
TeacherLearning
InnovatingModelling
StudentReflectingLearning
Innovating
StudentReflectingLearning
Innovating
Dialogue andlearning
A constructive conversation
Example – documenting a project in Web 2.0 http://www.flickr.com/photos/francesbell/sets/72157616064980620/show/
Some ways to get engaged
• Check out Stephen Downes OL Daily http://www.downes.ca/news/OLDaily.htm , subscribe at http://www.downes.ca/cgi-bin/login.cgi?action=Register
• Follow some interesting people from your discipline on Twitter or their blogs
• Build your own valued network
Any points for discussion?
http://farm5.static.flickr.com/4128/5067294524_134fce8ff2_t.jpg
(for reference) 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.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
• the sharing of cognitive tasks between people and technology• coping with rapid change in the ‘information ecology’• consideration of the impact of theories of networks, complexity and chaos
Credits
• http://www.elearnspace.org/Articles/connectivism.htm (Siemens)
• Stephen Downes wealth of resources at http://downes.ca/