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Week 10: Openness: Social Change and Future Directions


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

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Week 8: Power, Control, Validity, and Authority in Distributed Environments

Readings

The Fifth Estate – Through the Network (of Networks) .pdf

Network Logic: Who governs in an interconnected world? (.pdf) (this is a long paper/book. Skim sections that you find to be of interest).
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. Alec Couros will be presenting during both times, followed by informal conversation.

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. Post your updated concept map on your blog.

3. Continue to work on your final presentation.

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Week 3: Notes – 5 principles of learning theories

What is connectivism?

  1. Need to externalize to make sense: use of language, artefacts, art and other artefacts that let us express our selves to others.
  2. Need for frameworks and structures for sensemaking: theories, philosofies and concepts
  3. Need to socialize and negotiate around knowledge: what we know are shaped by dialog with others
  4. Our mind is a patterning mind: attuned to note, reconized and draw patterns from complex environments and situations
  5. Our desire to extent humanity – through technology: overcoming our limitations through the use of devices and inventions

Connectivism:

  1. Knowledge is networked and distributed
  2. The experience of learning is one of forming new neural, condeptual and external networks
  3. occurs in complexx, chaotic, shifting spaces
  4. 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

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Week 2: Rethinking epistemology: Connective knowledge

Presentations and Papers

Types of Knowledge and Connective Knowledge – Stephen Downes
Readings

Learning Networks and Connective Knowledge

Shifting Knowledge (from Knowing Knowledge)

Rhizomatic Knowledge (Dave Cormier) – free registration to Innovate is required to read the article.

Activities:

Mon: Recorded presentations and readings will be posted to the email list

Wed: Elluminate discussion 7 pm CST: See time zone conversions

Friday: Discussion via USTREAM 11 am CST: See time zone conversion
Assignments:

1. Post comments an reflections on week 1 readings on your blog. Participate in discussions in the Moodle forum. Provide comments to blog posts of other course participants.

2. Work on your concept map – capture key themes in the ongoing conversation that resonate with your views of learning and knowledge

3. If you haven’t done so to date, begin to follow the CCK08 tag via Google Alerts, search for recent posts on CCK08 on Technorati, and begin tracking and contributing to del.icio.us tags on connectivism and networked learning

Additional Readings

Rethinking Learning (.pdf)

An Introduction to Connective Knowledge – Stephen Downes

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Assignment Week 1

Fleep Tuque (upper left corner) getting the CKK08 – SL Cohor at Chilbo ready for the participants.

First: Some interesting links form yesterdays input:

Assignments:

1. Post comments an reflections on week 1 readings on your blog. Participate in discussions in the Moodle forum. Provide comments to blog posts of other course participants.

Reflections:

According to this weeks advice via The Daily, bout finding my personal focus, I have decided to focus on:

  • Hvordan skape et godt læringsmiljø i Second Life?
  • How to create a good learning environment in Second Life?

I think this will be meaningful because I’ve just been involved a project, where creating an island for high school students is the main focus. The focus on connectivism, knowledge, learning and networking will help me focus on important aspects of creating a healthy environment.

There is now way I will be able to read the curriculum assigned for every week, so I will focus on the papers I find most relevant to the above bullet.

This focus, have also led to the conclusion that I want to know more basic knowlegde on virtual worlds in general. I have therefor started reading an old book that I bought at the local library’s’ outlet last fall: Virtuell virkelighet : Teknologi og kultur- Muligheter og utfordringer (translated: Virtual Reality: Technoloy and Culture – Challenges and Possibilities, a Norwegian book)) and Oplevelser i en virtuel verden – Experiences in a Virtual World, a Danish book. They both seem to have some interesting elements that I can organize in a a mindmap – which by the way leeds to the next assignment.

2. Download CMAP (free) and begin tracking key thoughts or emerging ideas in visual form. You can use services like Mindmeister as well, though mind mapping tools lack the ability to demonstrate conceptual relationships.

I have not left any comments (yet) in the Moodle forum, but I’ve been accepted in the Second Life Cohort. I didn’t participate a whole lot in the conversation, because this is all very overwhelming: academic foreign language, epistemology, new tools (CMap and Moodle is new to me), overload on info in general, and a new network I’m trying to connect to. However I have read some of the threads. The question: Who do you connect to was on my mind before the start of week 1. At first I thought I it would be a good ide to lurk around or stay in the back a little to start with, and then see who would be the most active participants. While I still consider that idea, I have so far made up my mind on focusing on the Second Life Cohort – because of the project I’m getting involved in. That way, I will be able to spend my time well and connect to people whom I will be able to create knowledge with – hopefully. Thinking about it, I found that time is actually the only common currency we’re all born with, so investing in it seems like a good idea 🙂

I’m happy with this start – and have no idea yet where it will end, but the goal is as stated above, and I will try find the answer to: How to create good learning environments in Second Life?

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What Is Connectivism?, Downes Ustream.TV: A quick introduction to the topic of Connectivism..

Vodpod videos no longer available.

more about “What Is Connectivism?, Downes Ustream…“, posted with vodpod

Noen – stikkord – notater:

Hva er connectivism? Connectivisme er:

  • en these om at kunnskap distribueres gjennom forbindelser (connections – har vi noe godt ord på norsk?) og interaksjon
  • veksten av utvikling i disse forbindelser, i sinnet og i samfunnet
  • et sett med forbindelser av lærende objekter (et sinn kan være et lærende objekt, på samme måte som en maksin kan være et lærende objekt)

Og … Kunnskap:

  • er ikke en besittelse
  • er å gjenkjenne (som i Finn Willy)
  • utvikles gjennom forbindelser, de gror, de bygges ikke, man må nære dem og trimme dem i et miljø
  • er mer en kapasitet enn en ferdighet
  • kunnskapsdannelse er utvikling av forbindelser
  • forbindelsene utvikles gjennom en prosess kalt assosiasjon
  • assosiasjoner beskriver hvordan forbindelser blir formet mellom noder ( her f.eks. neuroner eller nerveceller – en enhet i et nettverk)

Connectivismen har to mål:

  1. Hvordan nettverket gror: hva kan du gjøre fo rå nære nettverket best mulig?
  2. å beskrive suksessfulle netverk: hvilke nettverk er pålitelige nettverk – hvilke forhold innebærer disse?

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Hello world!

CCK08 provides an opportunity to experience network learning. Each week offers a new theme. The participants will be fed with newsletters, video snippets as well as summaries from the debates and discussions – in addition to the curriculum. The list of participants is not only staggering long (1800), but also extraordinary in terms of participants’ expertise is like a huge mountain. I’ve always been afraid of heights, and I’m glad I that I have both my feet well planted on the ground …

In this sphere of connections, I have created a new blog on WordPress – named CCK-No8, Where the N, is for  Norway of course. Most of all, the objective of the blog is to have a place for all the resources that will be generated through this network. In addition, we have also been encouraged to blog during this course. I want to make myself an overview of resources, and log whatever it will come along on the way. My goal, is perhaps first and foremost to get a glimpse of the learning theory: Connectivisme, which I founded acquaintance with the first time in 2005, by David Warlicks blog (which I by the way had the pleasure to meet in SL today – where we are neighbours at Eduisland II:). In addition, another goal, and an intention to follow this course, is that I have repeatedly wondered if I will bee able to follow an online course in English. Now I can test it – for free. Therefore, on the way I will test out different tools and methods that will facilitate such a process – in a pace that suits my everyday life right now.

My role will probably be more an observer than an actor, I reck’n there will not be  enough time for reading and reflection, and the time difference will probably cause me to miss out at times. I hope to keep the motivation up by participating in the forum on Moodle, and joining in on the Second Life group – amongs other connections that will occur.

Currently, it seems like I am the only participant from Norway . If you’re a Norwegian and you want to tag along, you only need  to sign up. Information and links you need to do so, is in the menu.Hope to see you there, here and everywhere c”,)

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