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conneCTIVISm OR, WHY THE PIPE IS mORE IMPORTANT THAN THE CoNTеnт оF THе PIPE By Daniel Grafton Join conversation on Twitter at #ETECConnect Or visit our WordPress at connectsharelearn.wordpress Connectivism is 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. - Stephen Downes THe 8 PRINCIPLES OF CONneCTIVISM #1 Learning and knowledge rests in diversity of opinions Complete knowledge does not rest in the mind of one person. Diverse teams of varying viewpoints are needed to fully explore ideas. HOLD ON! WHAT'S A NODE? #2 Learning is the process of connecting specialized nodes A node is a unit of information, data, or feelings that can be connected to another node. This is similar to the concept of schemata. connectivism schematic theory/cognitive processing social media meta-cognition/is this really how I learn? educational technology #3 Learning may reside in non- human appliances WAIT, WHAT? Pretty controversial stuff. This point likely refers to computer software that transforms inputs into new information. But can an appliance really learn? #ETECCONNEĆT #4 Capacity to know is more critical than what is currently known or, know-where is more important than know-how and know- what Databases RSS Feeds Communities of practice When knowledge is needed, but not known, the ability to plug into sources to meet requirements You Tube Online videos becomes a vital skill, Just don't tell that to my doctor mid- Social media operation! THE TEACHER AS ARBITER OF connectIons #5 Nurturing and maintaining connections is needed to facilitate continual learning Why do we have seasons? To connectivists, the role of the teacher is not to transfer information, or even to help students construct their own understanding of the world. The role of the teacher is to assess student prior knowledge and to help students make connections to new nodes of information. Connectivists believe teacher education should place more emphasis on the study of connections and why they form. What do you think? #ETECCONNECT OUTGOING LONGWAVE RADIATION SPACE #6 The ability to identify connections between concepts is important Reflected by clouds Вack scattered by air INCOMING SOLAR RADIATION Emitted ATMOSPHERE by clouds When we don't subject ideas to network structure, we can labour under incorrect assumptions for a long time. Absorbed by water vapor and gases Emitted by water vapór and gases NET LONGWAVE RADIATION Absorbed by clouds, water vapor, and gases 4 Reflected by surface Absorbed EARTH by earth #7 Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Key Concept: Half Life of Information The half-life of information refers to the time between when knowledge is discovered and when it becomes obsolete. In our knowledge economy, the half-life of information is rapidly shrinking. Newly Discovered Knowledge 10 Years #8 Decision-making is a learning process as information can change and what is viewed as correct one day may be incorrect the next Not exactly, however, we must consider that Mon Tues Wed 2 +2 = 4 2 +2 = 4 2 +2 = 5? Courses are static, knowledge is dynamic Organizing information into "courses" is not ideal for education. Organizing information into courses requires many decisions to be made about the information. When information relied upon to make a decision changes, any decision made based on that decision becomes invalid. Courses tend to outlast the validity of their content, probably because courses are so much work to create. Do you agree with this point? #ETECCONNECT WHAT DOES AN ONLINE conneCTIVIST COURSE LOOK LIKE? See one here: What do you think? #ETEČCONNECT MOOC THE BACKGROUND * In 2011, Steven Downes and George Siemens facilitated a course entitled "Connectivism and Connectivist Knowledge" It's an acronymn for Massive Open Online Course * Course open to general public, with Internet access being only barrier * 2400 learners voluntarily participated Tне рELIveRY (MOOC? * Course taught theory of connectivism using connectivist pedagogy * Learners received daily newsletter that aggregated course content * Learners directed to learning materials and asked to focus on materials they found relevant * Learners encouraged to move the discussion beyond course LMS to other arenas. * Co-facilitator Steven Downes describes the connectivist learning process in four steps: aggregating content, remixing content, repurposing content, and feeding forward. AGGREGATION OF CONTeNT * Traditional course model not appropriate for dealing with abundance of information * Course facilitators produced a daily newsletter to aggregate course content and learner contributions such as Tweets and blogs. * The aggregation of content is necessary to provide common understanding in distributed learning environment. What do you think? Is it really possible to promote centralized outcomes in a decentralized and distributed learning environment? #ETECCONNECT * Participants were encouraged to connect to course material through "remixing" of content RemixiNG THe CONTENT * Remixing entails briefly reflecting on course content. * Students re-mixed content by blogging and tweeting, and by discussing with peers in arenas such as Second Life and Google Groups. REPURPOSING CONTENT * Connectivists believe that nothing is created from scratch * Use term "repurposing" instead of "creating" Does this infograph count as repurposed content? #ETECCONNECT * When learners repurpose content into something new, they become community practitioners FeeDiNG FORWARD * More involved than simply retweeting, feeding forward is when a community member shares something they have created (err, repurposed) themselves * Sharing allows other community practitioners to connect with the sharer and the sharer's content * When a sharer shared repurposed content, they become active participants in a community of practitioners. WORKS COnsULTED Downes, S. (2011, 01 05). Huffington Post. Retrieved 10 24, 2014, from "Connectivism" and Connected Knowledge: downes/connectivism-and-connecti_b_804653.html Siemens, G. (2005, Jan). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning. Siemens, G. (2010, 06 15). George Siemens - Connectivism: Socializing Open Learning. Retrieved 10 29, 2014, fróm YouTube: Siemens, G. (2009, 07 30). George Siemens - University of Manitoba. Retrieved 10 28, 2014, from YouTube: Siemens, G. (2010, 06 03). TEDXNYED - George Siemens. Retrieved from (Untitled picture of solar radiation) Retrieved November 6, 2014 from: 726.jpg?cb=1304762770 (Untitled picture of mooc cow) Retrieved November 11, 2014 from: van Plon Verhagen, B. (11, 11 2006). Connectivism: a new learning theory? Retrieved 11 04. 2014, from Scribd: Theory Did we get anything wrong? Let us know how we can improve this infographic? #ETECCONNECT Piktochart I- make information beautiful


shared by dangrafton on Nov 15
This infographic outlines the learning theory pioneered by George Siemens and Stephen Downes.


Daniel Grafton


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