November 10, 2008
This is a heavy assignment week, no readings are assigned.
That said, Stephen offers two of his papers as optional reading:
- Models for Sustainable Open Educational Resources
- Reusable Media, Social Software and Openness in Education
Activities:
Mon: Recorded presentations and readings will be posted to the email list
Wed: Two Elluminate discussions (both sessions can be accessed via this link):
Friday: Discussion via USTREAM 11 am CST: See time zone conversion
Assignments:
1. Continue regular weekly activities – blogging, developing your concept map, and follow the distributed conversation through various sites (pageflakes, delicious, Google Alerts).
2. Complete and submit final paper (Due November 17). You can post the paper on your site as a blog post or post in the Moodle Forum
November 3, 2008
Readings
This is a heavy assignment week, no readings are assigned. George and Stephen will, however, provide a short paper/recording on the subject to initiate discussion…
Activities:
Mon: Recorded presentations and readings will be posted to the email list
Wed: Two Elluminate discussions (both sessions can be accessed via this link):
Friday: Discussion via USTREAM 11 am CST: See time zone conversion
October 8, 2008
Kveldens Elluminate session med CCK08 generte disse stikkord:
Group vs Networks:
Gruppe kjennetegnes av likhet:
- lik visjon
- like verktøy
- lik organisasjon
- groups collaborate – samarbeider
Nettverk kjennetegnes av ulikheter:
- ulike visjoner (individorienterte)
- ulike verktøy
- ulike organisasjoner
- groups cooperate – samvirker
Les også:
Seven Habits of Highly Connected People
- Be reactive
- Go with the flow
- Connections comes first
- Share
- RTFM (learn for yourself, before seeking instruction from others)
- Cooperate
- Be yourself
October 1, 2008
What is connectivism?
- Need to externalize to make sense: use of language, artefacts, art and other artefacts that let us express our selves to others.
- Need for frameworks and structures for sensemaking: theories, philosofies and concepts
- Need to socialize and negotiate around knowledge: what we know are shaped by dialog with others
- Our mind is a patterning mind: attuned to note, reconized and draw patterns from complex environments and situations
- Our desire to extent humanity – through technology: overcoming our limitations through the use of devices and inventions
Connectivism:
- Knowledge is networked and distributed
- The experience of learning is one of forming new neural, condeptual and external networks
- occurs in complexx, chaotic, shifting spaces
- Increasingly aided by technology
We need to understand how and why connections form, to be able to design classroms and create curriculum.
Types of network learning: there is a symmetri of relations between all three networks
- Neural: learning is the formations of new neuro connections
- Conceptual (Ausubel): depth of understanding is related to the conceptual network that learners have formed or the relationship between concept or ideas that learners have formed in a particular disiplin. The ability to learn new information is often related to excisting conceptual network or to the excisting understanding of a field. A bit of understanding, makes integrating new knowledge easier. Connection creates meaning. A state of knowing, is a state of connectivness.
- External and Social networks: A function of how we are connected to others and information
How does learning occur?
Læring i nettverkssammenheng er en funksjon av dybde og mangfold av forbindelser. Vår mulighet til å forstå er relatert til kvaliteten og hvor konsekvent vi er forbundet med ideer og begreper/forestillinger. Dette eksisterer på alle tre nivåer. Det relateres også til frekvensen av eksponering. Og måten dette integreres med andre ideer, forestillinger og forståelse er med på å bestemme hvordan vi forstår det. Og til slutt, relatert delvis til mangfold, er prinsippet om “sterke og svake bånd” . De sterke bånd kan typisk defineres i et “verden er liten” fenomen, hvor vi er godt knyttet til andre noder av informasjon eller konsepter (eller neuroner om du vil). Og de “svake bånd”, er dem som forbinder separate verdener. Vi får mye av vår nye informasjon fra svake forbindelser, ettersom de eksisterer i nettverk vi ikke har hyppig kontakt med. Det kritiske prinsippet her er å gjenkjenne at forskjellige typer nettverk med sine forskjellige typer kjennemerker tjener forskjellige typer læringsbehov. Læring brytes ned til formingen av forindelsen.
Teknologien – dagens – fører til nye rammer innenfor nettverk:
- Innholdsproduksjon og deling øker (alle kan produsere og publisere) = overflod (abundance)
- Dialog med andre (internett/telefon – kommunkasjonen øker, det er mange stemmer i den offentlige sphære) = kompleks
- Simulasjons erfaringer (dokumentarer, virtuelle opplevelser (videooverføringer), deltakelse i virtuelle verdener gjør at vi kan utvide våre erfaringer på en måte som ikke er mulig i et fysisk miljø = utvidelser / forstørrelser
October 1, 2008
Readings
A History of the Social Web
A Brief History of Networked Learning George Siemens
Optional
A Folk History of the Internet – this is very much a work in progress that I have been assembling over the years. If you are logged in on my website (downes.ca) you can edit the contents of this wiki. – Stephen
Activities:
Mon: Recorded presentations and readings will be posted to the email list
Wed: Two Elluminate discussions (both sessions can be accessed via this link): 11 am CST: See time zone conversions7 pm CST: See time zone conversions. ‘
Friday: Discussion via USTREAM 11 am CST: See time zone conversion
Assignments:
1. Export the image you’ve completed to date on your concept map and post on your blog
2. Complete your first paper: Assignment 1 (Due date: October 6, 2008). You can post the paper on your site as a blog post or post in the Moodle Forum
3. Regular weekly activities should continue: blogging, developing your concept map, and follow the distributed conversation through various sites (pageflakes, delicious, Google Alerts)
