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Connectivism: Fad or Future?

JALT Kitakyushu 08 September 2012

Maikel Fileps

on 10 October 2012

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Transcript of Connectivism: Fad or Future?

A network requires at minimum two elements: nodes and connections. A node is any element that can be connected to any other element. A connection is any type of link between nodes.

Various factors influence the capacity of nodes to form connections. Once a network has been established, the flow of information can move from one domain to another with relative ease. The stronger the connection between nodes, the more rapidly information will flow.

The information system underlying network creation includes
 data – a raw element or small meaning neutral element
 information – data with intelligence applied
 knowledge – information in context and internalized
 meaning – comprehension of the nuances, value, and implications of knowledge.

Learning is the process that occurs when knowledge is transformed into something of meaning. During this process, learning is the act of encoding and organizing nodes to facilitate data, information, and knowledge flow. [1] A Changing World The world of the 2010s is, for many of our students, a very different place from the one we grew up in.


How much of what you do now is different to what you did 1, 5, 10, or 20 years ago? Michael Phillips:

honours degrees in environmental sciences [biology/geography double major]

The JET Programme
Nakama / Munakata / Tobata / Beppu

Graduate Certificate (TSL)
Masters of Education (TESOL) What do we mean by
"language assessment"? Welcome to: Kitakyushu Michael Phillips
08 September 2012 Connectivism:
Fad or Future? Assessment (Lynch, 2001) For further reading: [2] A New Theory? People can now no longer personally experience and acquire learning themselves - they derive competence from forming connections. Siemens (2004[2005]) proposed a new learning theory to help explain this newly emerging phenomena. By including technology and connection making as learning activities, he begins to move learning theories into a digital age. What do we mean by
"language assessment"? Assessment (Lynch, 2001) [3] Concepts What do we mean by
"language assessment"? [4] Forum What do we mean by
"language assessment"? Assessment (Lynch, 2001) Group discussion:

What new/modified skills and literacies are most valued in the digital age? Group activity:

What does this mean for us - both personally, professionally, educationally, and socially? Some significant trends in learning:

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.
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.
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). Siemens (2004) 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.
Choosing what to learn and assessing incoming information [decision-making] is itself a learning process. Siemens (2004) http://www.youtube.com/watch?v=YmwwrGV_aiE What do we mean by
"language assessment"? Assessment (Lynch, 2001) Did you know? 21st century skills http://vimeo.com/22377259 Thoughts on Connectivism Networked Student BREAK TIME:

Amawa's - Day Break
(Best Relaxing Flute Song)
Downes, S (2007). Msg. 2, Re: What Connectivism Is. Online Connectivism Conference: University of Manitoba http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12

Kerr, B. (2007). A Challenge to Connectivism. Transcript of Keynote Speech, Online Connectivism Conference. University of Manitboa. http://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentation

Kop, R. (2008). Web 2.0 technologies: Disruptive or liberating for adult education? In Gateway to the Future of Learning, Proceedings 49th Adult Education Research Conference, June 15-17. St. Louis, MO.

Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps towards understanding the Net Generation. In D. Oblinger & J. Oblinger (Eds.) Educating the Net Generation. Washington, DC: Educause. www.educause.edu/educatingthenetgen/

Siemens, G. (2008). About: Description of connectivism. Connectivism: A learning theory for today’s learner, website. http://www.connectivism.ca/about.html

Siemens, G. (2007). Situating Connectivism. Online Connectivism Conference: University of Manitoba. Wiki entry. http://ltc.umanitoba.ca/wiki/index.php?title=Situating_Connectivism

Siemens. G. (2006). Knowing knowledge. KnowingKnowledge.com Electronic book. www.knowingknowledge.com

Siemens, G. (2005). Connectivism: Learning as Network Creation. e-Learning Space.org website. http://www.elearnspace.org/Articles/networks.htm

Verhagen, P. (2006). Connectivism: A new learning theory? Surf e-learning themasite, http://elearning.surf.nl/e-learning/english/3793 A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right. Connectivism, however, continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner. Kop & Hill (2008) However:

George Siemens claims in his 2004 article ... that the connectivism that he proposes is a learning theory. ... However, this is not a learning theory, but a pedagogical view on education with the apparent underlying philosophy that pupils from an early age need to create connections with the world beyond the school in order to develop the networking skills that will allow them to manage their knowledge effectively and efficiently in the information society. Verhagen (2006) Siemens (2009) Has the internet sparked an educational revolution? http://www.bbc.co.uk/news/magazine-17264945 Classroom Smartphones http://theinnovativeeducator.blogspot.jp/2012/07/5-reasons-to-allow-students-to-use-cell.html Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. ...[And it] provides insight into learning skills and tasks needed for learners to flourish in a digital era. What is a network?: Siemens (2006) Siemens (2006) Siemens (2005) Information is a node.
Knowledge is a connection.
Understanding becomes emergent as the network develops [or lost as a connection weakens]. Forming connections:

Connections are the key to network learning. Yet, not every connection has equal weight and influence in the entire structure. Connections can be strengthened [or weakened] based on a number of factors.

Motivation [affecting receptivity and attentiveness]

Emotions [often in how we value nodes]

Exposure or repetition [nodes grow in relevance as more nodes link to it]

Patterning [the process of recognizing the nature and organization of various types of information and knowledge]

Logic and reflection [the organising and structuring our learning networks]

Experience [as a catalyst for both acquiring new nodes and forming connections between existing ones] Activity:

Reflect on your own PLN. Draw a diagram to visually represent the nodes/connections of how you both acquire and transmit knowledge.

Include elements such as:
The types or groups of people you interact with [these can be either personal, familial, social, or professional]
The mediums used
The type of interactions that occur The game layer on top of the world http://www.ted.com/talks/seth_priebatsch_the_game_layer_on_top_of_the_world.html http://abcnews.go.com/Technology/video/google-glasses-preview-16073175 Google Glasses http://www.youtube.com/watch?v=XwM4ieFOotA
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