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Connectivism

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peter shukie

on 17 May 2015

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Transcript of Connectivism

Connectivism
A peer generated presentation
This simple animation shows learning in a network in action.

Connectivism
relates to the network. The relationships between people is key to the theory
Q.Where do I look to find out more about Connectivism?
A. Know-where
http://www.connectivism.ca/
One thing that is there, but often missed, is the 'human' in connectivism.
Siemens contends that learning theories such as behaviourism, cognitivism and constructivism are "
concerned with the actual process of learning, not with the value of what is being learned
" (Siemens, 2005).
According to Ally (2008), the current information explosion means that learning is not controlled by learners due to changing environments, innovations, changes in the discipline and related disciplines.

Therefore, from a connectivist point of view, learners must have the meta-skill of being able to evaluate new information before they embark on learning activity.

Siemens and others have referred to connectivism as "a learning theory for the digital age" (Loureiro & Bettencourt, 2010).
In connectivism, learning and knowledge are described as:

“…processes that occur within nebulous environments of shifting core elements—not entirely under the control of the individual. Learning (defined as
knowledge
patterns on which we can act) can reside outside of ourselves (within an organization or a database) and is focused on connecting specialized information sets. The connections that enable us to learn more are more important than our current state of
knowing
” (Siemens 2006b, p.30).

According to Downes (2007), connectivism is essentially “the thesis that
knowledge
is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.”
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 recognise when new information alters the landscape based on decisions made yesterday is also critical". (Wade, 2011)

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.
Is this true?
I wonder if connectivism is more concerned with a describing where knowledge resides and can be accessed in a digital age than articulating a theory of learning?
Does the theory address whether learning can develop from abstract thinking to more concrete ideas?

Does the theory consider the relevance of cultural and social capital if learning and development are rooted in online spaces?
Makes sense for high-flying academics like us or for employees in professional industries but does it apply equally to people from a range of backgrounds?
So who does it apply to?
Do we all live in the digital age?
We are probably all familiar with the idea of know-how.
However, could we struggle as scholars if we don't develop the notion of know-where?
So, let's talk about Twitter
Connectivity in
Action
I spotted one of us on Twitter
I connected with her:
We refined which ideas we placed most value on by drawing on papers shared on the Facebook page and our existing understanding of theory.
I accessed my PLN to learn where the knowledge resides.
A lot of connections were made in this Twitter tale.

Did learning take place?
The network learned we were interested in ActivTables
Just Ask
Search
Organise
The Connectivism 'book' is vast and ongoing. It highlights one individual's development in (and of) the theory.

Some of the principles have a direct link to our own experiences so far in adopting and adapting to technology.
Full transcript