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Presented at Networked Learning Conference, 3-5 May 2010 Aalborg, Denmark http://www.networkedlearningconference.org.uk/
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Network Theories for Technology-enabled Learning and Social
Change
Frances Bell, Salford Business SchoolPresented at Networked Learning Conference, 3-5
May 2010 Aalborg, Denmarkhttp://www.networkedlearningconference.org.uk/
Agenda•Context
•Connectivism
•Actor Network Theory
•Disconnects
•CCK08 and Observations
•Conclusions
Global Context World Region
Internet Users 2008
Penetration % Population
User Growth 2000-2008
Africa 54,171,500 5.6% 1100.0%
Asia 650,361,843 17.2% 469.0%
Europe 390,141,073 48.5% 271.2%
Middle East 45,861,346 23.3% 1296.2%
North America
246,822,936 73.1% 128.3%
Latin America/ Caribbean
166,360,735 28.6% 820.7%
Oceania/ Australia
20,593,751 59.9% 170.2%
WORLD TOTAL
1,574,313,184
23.5% 336.1%
Context for learning
•Formal / informal
•Individual /social
•Scheduled / responsive
•Media / web services
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.
Connectivism - network theory of learning
Trajectory of Connectivism
•Siemens – knowledge management
•Downes – Philosophy, neural networks
•Differences e.g. groups/ networks
•Theory or loose collection of ideas
Actor Network Theory
•symmetrical analysis – humans and non-humans
•how a network grows/ decays rather than explain outcomes
•process of growth/decay is one of translation (Fox, 2005).
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CCK08
•2300 students on MOOC, 23 for credit
•Moodle, wiki, Daily, blog network, Second Life, Elluminate, Youtube, Flickr, etc., etc.
•Self-organisation within familiar online structure
Observations•Paradox of strictures on teaching/
learning vs delivery mode
•Groups/ network discussion – for fun see http://tinyurl.com/sisikate
• (SD) revealed ’normative’ assumptions of connectivism
•Participants – connectivism as ’espoused theory’ but different theory in use
Conclusions•Connectivism as personal theory -
allows practitioners to legitimise what they are doing (Cormier)
•Connectivism as a knowledge network, learn from itself, include ANT, SST and other descriptive theories of change BUT
•Need rich case studies to provide empirical base, exploring
• performativity of learners and teachers
• trajectory of connectivism as a knowledge network
• scope of theory - local, organisational, societal change
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