New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning

22 Oct 16

mirandamurray

soci

14 Jul 16

gabriela ortizmichel

"New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

George Siemens
University of Manitoba

Presented for/to:
Universidade do Minho
Encontro sobre Web 2.0
Braga, Portugal
October 10, 2008"

toRead Siemens ConnectiveKnowledge conectivismo networks

08 May 16

Caroline Kuhn

PLE

27 Jan 16

Kay Oddone

connectivism pedagogy GeorgeSiemens

04 Sep 15

thaleia66

greater control by the learner
greater control over the creation of content and interaction with others
new tools are often adopted to do the work of the old
Only, after a period of exploration, do we begin to understand how new tools require a reshaping of existing physical structures
The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms.

3 more annotations...

24 Aug 15

Charmian LORD

learner-centered education moves daily closer to reality. Driven by the development of social learning theory and the advancement of participatory web technologies, new opportunities are rapidly becoming apparent.
David (1990) suggested that the inability of organizations to absorb first-generation change is due to existing physical structure.
critical trend influencing education centers on the developments of technology.
Haptic devices contribute real tactile feedback to users during the completion of tasks.
The view of experts as sole providers and evaluators of information seems untenable when change is so rapid.
The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
New trends drive innovation when educators, school systems, and research groups begin to adopt new approaches for learning.
To truly harness the transformative potential of new technologies, change at a systemic level is required.
Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments
The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification. Unfortunately, this fundamental flaw is often not noted as instructional designers seek to structure content and interaction into hierarchical structures.
Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.
Educationally, the challenge is one of defining the type of ecology that will permit the formation of the broadest array of networks and communities to address the desired learning tasks and outcomes. The concern is not with structure itself, but rather with the assumption that structure is required across all spaces of learning.
networks are the structures of learning.
The centrality of networks as an organizing scheme is also reflected in education, teaching, and learning (Siemens, 2006) under the concept of connectivism. Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks.
Where technologies, such as those under the umbrella of the read/write web or Web 2.0, create a new space and manner of interaction, significant innovation can be seen, as well as ongoing calls for structural reforms (
participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula.
Activities of learning, interpreting the meaning of trends, and creation of new resources can all be achieved through participatory approaches.
While the spaces and structures of education need to be rethought, the initial noble role of universities in society remains vital.
Enlarging the university's current conception of accreditation is an important step forward that ensures universities continue to hold a central role in the knowledge process. Teaching and learning, on the other hand, can exist outside of classroom environments and rely on multiple learning opportunities evident in our distributed information culture
balance between learning interests (those the learner is personally motivated to pursue) and learning needs (those required to achieve a certain standing within a field such as medicine, dentistry, plumbing, carpentry, or similar field where structure is highly apprised) is negotiated on an individual basis.
is the model of learning mentor (or coach or guide), where an individual who has been accredited by a university or similar agency has a standing, acknowledged reputation in a field.
Education is concerned with the act of becoming. As with classical Greek educational objectives, learning assists individuals in coming to understand the world, to contemplate worthy and significant ideas and concepts, or, as conceived in a liberal arts education, learning is the process of coming to understand the world broadly and from many perspectives in order to see one's role in advancing the needs related to ethics and humanity. While this need has been well-served by traditional education, the forces of technological change, new opportunities to create and share information, and increased ability for interact with peers globally require a new model based on networks and ecologies. The current age should be one of throwing open doors of learning to bring as many potential contributors to our future as possible.

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16 Apr 15

Paul Hibbitts

Learners are capable of forming global learning networks, creating permeable classroom walls.
Learning theories, such as constructivism, social constructivism, and more recently, connectivism (Siemens, 2005), form the theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.
Focusing solely on tools, however, overlooks the longer-term change evident in teaching and learning (or, more accurately, society as a whole)
A parallel shift to increased ease of content creation is the ability for conversations to occur, in both real and delayed time, on a global level. Through tools such as mobile phones, Skype[2], video conferencing, instant message, and microblogging tools such as Twitter[3], conversations are no longer confined by space and time. For many individuals, the reduced cost of information communication technologies reduces the economic barrier of participating in global conversations.
The view of experts as sole providers and evaluators of information seems untenable when change is so rapid.
The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
To truly harness the transformative potential of new technologies, change at a systemic level is required
A future model of learning must embrace the broad-spectrum of learning situations and recognizes the value of different modes of cognitive and social development that arise outside of institutional structures.
Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)
Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.
An ecology, for our purposes here, can be viewed as an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
In contrast, the internet can be seen as an ecology of learning with different affordances
Educationally, the challenge is one of defining the type of ecology that will permit the formation of the broadest array of networks and communities to address the desired learning tasks and outcomes.
The concern is not with structure itself, but rather with the assumption that structure is required across all spaces of learning.
Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks.
Learners are able to contribute to existing curricula
When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around the world. Content is not filtered according to the ideology of one professor. Instead, academic resources from different institutions and educators are utilized.
Regardless of the structured nature of learning paths, learners are able to provide ongoing feedback and rating on learning mentors and learning content. Existing services like Diigo
For many learners, the university provides an additional role of "brokering" relationships between learners (consider physical meetups[12] hosted on university property), connecting learners with faculty, and allowing learners to participate in research activities (see Figure 7)[13]
Finally, and perhaps the model most likely to serve as a source of guidance, is the model of learning mentor (or coach or guide), where an individual who has been accredited by a university or similar agency has a standing, acknowledged reputation in a field.
While this need has been well-served by traditional education, the forces of technological change, new opportunities to create and share information, and increased ability for interact with peers globally require a new model based on networks and ecologies. The current age should be one of throwing open doors of learning to bring as many potential contributors to our future as possible.

20 more annotations...

09 Sep 14

The view of experts as sole providers and evaluators of information seems untenable when change is so rapid.
The view of experts as sole providers and evaluators of information seems untenable when change is so rapid.
As Morin (1999) stated, the silo-model of education creates specialization without broad scale comprehension.
classification mindset is applied to curricula itself.
ot noted as instructional designers seek to structure content and interaction into hierarchical structures.
different metaphors to guide learning design. Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.
an environment that fosters and supports the formation of communities and networks
Where technologies - such as learning management systems - duplicate the structure of a classroom, little innovation is seen. Where technologies, such as those under the umbrella of the read/write web or Web 2.0, create a new space and manner of interaction, significant innovation can be seen, as well as ongoing calls for structural reforms
A participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula. The organizational work of faculty members does not comprise the entirety of the course content and does not consist of the sole perspective used to filter content. Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience. This participatory emphasis is reflective of current ongoing trends with online content creation (OECD, 2007b) and with collective approaches to participatory sensemaking (De Jaegher & Di Paolo, 2007). Activities of learning, interpreting the meaning of trends, and creation of new resources can all be achieved through participatory approaches.
When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around the world. Content is not filtered according to the ideology of one professor. Instead, academic resources from different institutions and educators are utilized.
Multiple perspectives and voices replace singular views of content and interaction.
The coupling of teaching and accreditation, however, is a link that is showing indications of weakening
The learner begins by accessing a search resource that permits her to search for educational content and material. The content is not prepackaged as we might expect in courses. Rather, it's fragmented and largely de-contextualized. The experience of learning is one of the learner availing herself to an expert to provide guidance - the search resource searches both people and content. Or, if the learner has some familiarity with the field, she can begin to self-explore and self-regulate her own learning according to existing standards and outcomes defined by different academic fields. These standards (which really is the wrong word, I mean something more like "minimum knowledge, skills, and abilities to be considered competent in a field") will be freely available from universities, schools, public learning centers, or apprentice boards.
a structured pathway
learners are able to provide ongoing feedback and rating on learning mentors and learning content
ccreditation continues to be vital. The change is one of extending teaching and learning to the network, rather than retaining it under the classroom model. A university becomes a connection forming organization, brokering relationships, providing opportunities for research, and continuing to serve as a critical, but neutral, place of discovery and advancement of knowledge.
For many learners, the university provides an additional role of "brokering" relationships between learners (consider physical meetups[12] hosted on university property), connecting learners with faculty, and allowing learners to participate in research activities
Retired teachers and professors, for example, can participate in the global learning commons. Learners from around the world and from the full socio-economic spectrum have the capacity to participate.
hile this need has been well-served by traditional education, the forces of technological change, new opportunities to create and share information, and increased ability for interact with peers globally require a new model based on networks and ecologies. The current age should be one of throwing open doors of learning to bring as many potential contributors to our future as possible.

17 more annotations...

01 Sep 14

While networks have altered much of society, teaching, and learning, systemic change has been minimal.
Driven by the development of social learning theory and the advancement of participatory web technologies, new opportunities are rapidly becoming apparent. Learning theories, such as constructivism, social constructivism, and more recently, connectivism (Siemens, 2005), form the theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.
The practical instantiation of this shift is found in new technologies that permit individuals greater control over the creation of content and interaction with others not confined by geographical boundaries. These tools are often classified as part of the read-write web, participatory technologies, or Web 2.0. Focusing solely on tools, however, overlooks the longer-term change evident in teaching and learning (or, more accurately, society as a whole).
The ability for easy creation carries challenges of validating information accuracy and determining quality, but those are future challenges; implementation challenges arising from new tools are a secondary consideration to initially defining affordances. Authority and validation can be developed as the new media unfolds.
Technological developments permit individuals to experience events previously unattainable due to cost and access.
Virtual worlds like Second Life[4] enable participants to interact in new environments and in simulated relationships, while online games such as World of Warcraft[5] can contribute to the development of collaboration skills.
The world of expert, clearly-defined, and well-organized knowledge formed by ancient philosophers and deciphered by subsequent thinkers, has today given way to continual flux.
This view of knowledge is controversial and challenged by individuals finding the shift from expert to amateur knowledge producers unsettling (Gorman, 2007; Keen, 2007).
Compounding the challenges of coping with rapidly developing and fluid knowledge is the assault traditional education by the development of alternative modes of teaching and learning.
Continually developing knowledge and growing competition from non-traditional sections seriously call into question the ability of education to continue to meet its major responsibility: "to arm every single person for the vital combat of lucidity" (Morin, 1999, p. 12)
This era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge. The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
To truly harness the transformative potential of new technologies, change at a systemic level is required.
Given the opportunities of technology to extend access to content, experts, and peer learners, does an existing classroom model still make sense?
classrooms need to give way to more diverse approaches of many instructors and many peer learners?
As we create "space and place, we create ourselves" (Cannatella, 2007, p. 632). Our ability to learn, grow, and adapt to change pressures is directly linked to the nature of our learning environments. Oblinger (2006) addressed the link between space design and opportunities for learning:

Space - whether physical or virtual - can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities. (para 1)

Arguably, traditional education is defined by two elements of organization: bounded classrooms and hierarchical organization of information and content. Aside, however, from the cosmetic changes of rearranging furniture, classrooms are the staple of education. The very design of the environment reflects - or is a "carrier of patterns of previous reasoning" (Pea, 1993, p. 53) - the primacy of the educator and the role of the learners as receptive agents. Of all the aspects of education, this is the first, and likely most difficult, physical instantiation of world views that needs to be questioned. As Morin (1999) stated, the silo-model of education creates specialization without broad scale comprehension.
a hierarchical mindset exists with regard to educational content. This view is best seen in the classification schemes of individuals such as Aristotle and Linnaeus. Regrettably, a classification mindset is applied to curricula itself. While we can mark clear distinctions between elements in chemistry or species in biology, the nature of learning resists such clear demarcations. The multi-faceted aspects of learning - the criticality of context, the importance of social interaction and negotiation, the need for active "doing" - are all of such nebulous character that they fail to avail themselves to classification. Unfortunately, this fundamental flaw is often not noted as instructional designers seek to structure content and interaction into hierarchical structures.
The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design. Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.
An ecology, for our purposes here, can be viewed as an environment that fosters and supports the formation of communities and networks (Siemens, 2003). In the current educational context, a classroom is an ecology. A classroom permits the emergences of certain learning tasks and behaviors, and by its design, discourages others. Most critically, a classroom is a physically-bounded space that, again, by its design, suggests a certain view of learning. Learning is seen as bounded, structured, managed by a single expert (the teacher), and occurring within the confines of a small group of peers. In contrast, the internet can be seen as an ecology of learning with different affordances. For example, the internet, with its emphasis on openness and diversity, challenges the classroom conception of authority and expertise. The structured approach of information filtered in advance, by the educator, and presented in a fairly coherent form defines classrooms. In contrast, the internet is a hub of creative chaos. Educationally, the challenge is one of defining the type of ecology that will permit the formation of the broadest array of networks and communities to address the desired learning tasks and outcomes. The concern is not with structure itself, but rather with the assumption that structure is required across all spaces of learning.
Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks. The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms. Where technologies - such as learning management systems - duplicate the structure of a classroom, little innovation is seen. Where technologies, such as those under the umbrella of the read/write web or Web 2.0, create a new space and manner of interaction, significant innovation can be seen, as well as ongoing calls for structural reforms
Researchers and institutions are beginning to address these inefficiencies through discussion of participatory pedagogies (Askins, 2008; Collis & Moonen, 2008). A participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula. The organizational work of faculty members does not comprise the entirety of the course content and does not consist of the sole perspective used to filter content. Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience. This participatory emphasis is reflective of current ongoing trends with online content creation (OECD, 2007b) and with collective approaches to participatory sensemaking (De Jaegher & Di Paolo, 2007). Activities of learning, interpreting the meaning of trends, and creation of new resources can all be achieved through participatory approaches.
Multiple interacting elements occurring on tension fault lines, such as open versus closed systems, expertise versus amateur content creation, networks and ecologies versus hierarchies and bounded classroom structures, create a climate where it becomes difficult to accurately explore or consider future directions. For example, progressively rigid intellectual property laws or increased emphasis on learning outcomes tied to suspect cause-effect views of teaching would substantially alter future directions. The difficulty of determining future directions for education is amplified due to numerous unsettled points of conflict within educational ideologies. While challenging, creating possible future scenarios is an important exercise in raising the importance of evaluating the future impact of trends.
Reacting to emerging trends, however, also requires reflection on the role educational institutions play in society. Universities are an important countering-balancing influence in the power structure of society. It is vital for society that a space exists for free and innovative thought outside the direct control of governments, corporations, or religious institutions. While the spaces and structures of education need to be rethought, the initial noble role of universities in society remains vital.
Traditional classrooms provide a particular shape to the learner-educator relationship. When a transition is made to networked models of learning, learners are able to form relationships with peers and experts from around the world. Content is not filtered according to the ideology of one professor. Instead, academic resources from different institutions and educators are utilized. The development of open educational resources, as evidenced by MIT's OpenCourseWare[7] and similar initiatives, provides learners with a far richer pool of resources on which to draw. A fluid network of relationships, as detailed in Figure 5, presents new learning experiences not found in a traditional model. Multiple perspectives and voices replace singular views of content and interaction.
Accreditation is a vital service universities provide to learners, government, society, and employers. Accreditation is a value statement. When a university grants a degree, it is a statement of achievement, an indication that the learner has sufficiently engaged with the knowledge of a domain to be worthy of a particular designation. Aspects of accreditation are obviously flawed. Universities sometimes graduate learners who have not been prepared to engage in the reality of real-life work, or universities sometimes overlook individual genius in evaluating a discipline by its history, rather than the innovations that may bring the discipline in new directions. Taken as a whole, however, the model of accreditation is at the heart of a university's role in society.
As far as value statements are concerned, there is no reason to assume primacy of formal education in deriving competence. It could well be argued that universities better serve their role of accreditation or value statements on sufficiency of learning when they look beyond formal classrooms. Models like prior learning assessment and recognition (CICIC, 2008) can be utilized in evaluating out-of-class learning. A broad, holistic, accreditation approach is one where the whole person is considered in determining competence. Enlarging the university's current conception of accreditation is an important step forward that ensures universities continue to hold a central role in the knowledge process. Teaching and learning, on the other hand, can exist outside of classroom environments and rely on multiple learning opportunities evident in our distributed information culture.
Different learners have different needs. Some prefer a high degree of social interaction, while others prefer a more individual approach. For those who desire to learn in structured cohort manner, learning plans and scheduled start dates for groups are available at the university providing accreditation. These learners can then pursue a structured pathway through the knowledge of a discipline with social connections to other learners. Structured pathways can be developed by faculty, learning mentors, or institutions. The motivation of peer-contact and schedule of learning activities and events may provide critical support to ensure learners do not drop out of their learning path. Learners who are more comfortable with self-regulation are free to explore subject matter and content in as flexible an approach as they desire. Regardless of the structured nature of learning paths, learners are able to provide ongoing feedback and rating on learning mentors and learning content. Existing services like Diigo[8], Amazon[9], Digg[10], and StumbleUpon[11] provide a glimpse of what a rating system might look like.
A primary approach is one that is currently prevalent in many countries: government funding.
fees to engage the services of experts
Finally, and perhaps the model most likely to serve as a source of guidance, is the model of learning mentor (or coach or guide), where an individual who has been accredited by a university or similar agency has a standing, acknowledged reputation in a field. This model is one of fostering an entrepreneurial dimension of education. In this instance, entrepreneurial need not be equated with a market economy, but rather as a model to encourage the creative exploration of new opportunities to provide learning resources and guidance that may be perceived as valuable from the perspective of learners.
his approach does several things: first, it opens the world of educators beyond current narrow definitions. Retired teachers and professors, for example, can participate in the global learning commons. Learners from around the world and from the full socio-economic spectrum have the capacity to participate.

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27 Aug 14

djplaner

Paper/presentation by Siemens talks about the difficulty of change and tries to develop a new view of teaching, learning and research.

The abstract of the presentation is...

"Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning."

ltngl

12 Nov 12

Fred Baker

week 12 #oped12 openness mooc networks learning analytics connectivism learning siemens pedagogy e-learning GeorgeSiemens

04 Sep 12

anamvpaiva

articles siemens learning connectivism knowledge socialnetwork research phd

18 Jul 12

João Sousa

connectivism George-Siemens

02 Jul 12

Lee Thomas

CAS

11 Apr 12

stefaan vande walle

connectivism

Exciting times lie ahead for educators as the oft-desired, but rarely-realized, dream of learner-centered education moves daily closer to reality.
Learning theories, such as constructivism, social constructivism, and more recently, connectivism (Siemens, 2005), form the theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.
As McLuhan has stated, new tools are often adopted to do the work of the old.
In many cases, it took in excess of 40 years for organizations to change the physical arrangement of institutions in response to the new affordances of the electrical engine.
The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
progressive diminishment of barriers to the creation of content and information has occurred since the development of language and symbols
Knowledge - the core product and source of engagement in education - has become increasingly fluid (Downes, 2006; Siemens, 2006).
global universities like Open University (UK) and Athabasca University (Canada)
Border-less education
Private for-profit
Corporate universities
becoming in contrast with knowing.
Senge et al. (1999) took a broader systemic view in analyzing how numerous elements - such as change barriers, time, and resources - interact to impact the success and failure of new initiatives.
As noted by David (1990), new innovations are adopted in the context of existing physical spaces. Changes of a more significant and profound nature need to be enacted at a system-wide level. The adoptions of blogs and wikis in classrooms, or use of Second Life and other virtual worlds, or the use of social networks to connect learners with peers around the world, still occur largely within a classroom context. To truly harness the transformative potential of new technologies, change at a systemic level is required.
The dance of change between catalyst and counter pressures, leading ultimately to new affordances,
Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.
An ecology, for our purposes here, can be viewed as an environment that fosters and supports the formation of communities and networks (Siemens, 2003).
Most critically, a classroom is a physically-bounded space that, again, by its design, suggests a certain view of learning. Learning is seen as bounded, structured, managed by a single expert (the teacher), and occurring within the confines of a small group of peers.
The coupling of teaching and accreditation, however, is a link that is showing indications of weakening.

17 more annotations...

10 Apr 12

Cluasa Capaill

From George Siemens

innovation H807

As McLuhan has stated, new tools are often adopted to do the work of the old. In many cases, it took in excess of 40 years for organizations to change the physical arrangement of institutions in response to the new affordances of the electrical engine. The electrical engine duplicated the task of existing technologies, much like video duplicated theatrical performances. Only, after a period of exploration, do we begin to understand how new tools require a reshaping of existing physical structures.

06 Oct 11

Agnieszka Swiatecka

learning connectivism education

03 Aug 11

Nic Laycock

Long timeline of slow change

GeorgeSiemens connectivism change timeline

20 Jun 11

Jim Peterson

"New structures and spaces of learning"

connectivism learning education pedagogy

19 Apr 11

joao Paulo Proenca

connectivism learning siemens GeorgeSiemens e-learning tese

06 Apr 11

Skip Ward

01 Jan 11

carlocolumba

connectivism learning siemens education pedagogy systemic impact leggere

13 Dec 10

Julie Elkan

connectivism learning siemens education pedagogy elearning e-learning theory

12 Dec 10

kiilo org

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

George Siemens
University of Manitoba



Presented for/to:
Universidade do Minho
Encontro sobre Web 2.0
Braga, Portugal
October 10, 2008


Abstract


Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning.

30 Nov 10

Maria Leal

MESTRADO MED ARTIGO Conectivismo

26 Nov 10

Marilina Lonigro

dol connectivism theory

29 Oct 10

Lillian Buus

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of t

learning education elearning e-learning knowledge ict article connectivism pedagogy theory siemens

06 Oct 10

Equipe CTAE

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of t

Inovação Tecnológica aprendizado e-learning

Anna T.

connectivism learning education pedagogy elearning e-learning network theory

06 Aug 10

Kathryn Murphy-Judy

e-learning education elearning future learning networking networks theory connectivism knowledge network wrld203 futureofeducation openaccesslearning WRLD 203

John Rison

18 Apr 10

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

George Siemens

george+siemens connectivism @toread1

31 Mar 10

tdf101

connectivism learning siemens education pedagogy elearning theory e-learning

27 Mar 10

Margarida Correia

18 Mar 10

Enrique Rubio Royo

elearner eaprendizaje georgesiemens ecologia_aprendizaje redes

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning.

11 Mar 10

Judy Griffin

PLN research

24 Feb 10

paul lowe

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning.

connectivism learning siemens GeorgeSiemens elearning e-learning pedagogy collaboration web2.0 e_learning webtools

20 Feb 10

Jenny Darrow

he slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms. Where technologies - such as learning management systems - duplicate the structure of a classroom, little innovation is seen. Where technologies, such as those under the umbrella of the read/write web or Web 2.0, create a new space and manner of interaction, significant innovation can be seen, as well as ongoing calls for structural reforms (Barnett, 2004; Downes, 2008; Organization for Economic Co-operation and Development [OECD], 2007a; Siemens, 2008).

NHWHEL george-siemens pedagogy networked-learning

17 Feb 10

kathleen johnson

Exciting times lie ahead for educators as the oft-desired, but rarely-realized, dream of learner-centered education moves daily closer to reality. Driven by the development of social learning theory and the advancement of participatory web technologies, new opportunities are rapidly becoming apparent. Learning theories, such as constructivism, social constructivism, and more recently, connectivism (Siemens, 2005), form the theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.

The practical instantiation of this shift is found in new technologies that permit individuals greater control over the creation of content and interaction with others not confined by geographical boundaries. These tools are often classified as part of the read-write web, participatory technologies, or Web 2.0. Focusing solely on tools, however, overlooks the longer-term change evident in teaching and learning (or, more accurately, society as a whole).

connectivism learning siemens

07 Dec 09

Paulo Simões

siemens conectivismo e-learning pedagogia

30 Nov 09

Luz Pearson

cck09 siemens

24 Nov 09

Paul Bouchard

Aded220 Siemens connectivism

Silvia Andreoli

george_siemens networked_learning connectivism

13 Nov 09

Chih-Hsiung Tu

George Siemens connectivism Joshua Ntoruru Imported from Delicious

10 Nov 09

Phillip Long

georgesiemens learningspaces learningspacedes

20 Oct 09

Deborah Elzie

connectivism GeorgeSiemens education learning pedagogy siemens elearning e-learning theory learning theory

05 Oct 09

myweb 2learn

networked+learning IET_F09 connectivism GeorgeSiemens pedagogy cck12 week10 week12

20 Sep 09

13 Aug 09

Marina McIsaac

Siemens' lecture given in MInho Portugal Oct. 2008

siemens connectivism elearning theory e-learning pedagogy

19 Jun 09

Megan Poore

Siemens, George

technology innovation connectivism change george siemens knowledge

Paul A. David (1990) suggested that the inability of organizations to absorb first-generation change is due to existing physical structure.
As McLuhan has stated, new tools are often adopted to do the work of the old.
The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces. Changes of a more significant and profound nature need to be enacted at a system-wide level.
Once change has developed to a point of potentially altering the existing system, significant resistance can be expected.
Spaces are themselves agents for change. Changed spaces will change practice (JISC, 2006, Slide #30).
The concern is not with structure itself, but rather with the assumption that structure is required across all spaces of learning.

5 more annotations...

15 Jun 09

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls. While networks have altered much of society, teaching, and learning, systemic change has been minimal. This presentation will explore how potential systemic responses leverage the transformative potential of connective knowledge and networked learning.

learning space education learning e-learning pedagogy connectivism

10 Jun 09

Karen LaBonte

Paper from a 2008 presentation Siemens gave Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not ce

elearning e-learning connectivism theory siemens pedagogy paradigm_shift

05 Jun 09

Kate Conners

capstone

17 May 09

john bennett

Learning theories, such as constructivism, social constructivism, and more recently, connectivism (Siemens, 2005), form the theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.

pedagogy

01 May 09

novconf education pedagogy siemens e-learning GeorgeSiemens connectivism via:packrati.us

16 Apr 09

Continually developing knowledge and growing competition from non-traditional sections seriously call into question the ability of education to continue to meet its major responsibility: "to arm every single person for the vital combat of lucidity" (Morin, 1999, p. 12). This era of complexity, or as defined by Barnett (2004) - supercomplexity - requires a transition from an epistemological to an ontological emphasis. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge. The ability to continue to learn and develop new knowledge replaces the importance of existing knowledge, or, what is known today is less important than the capacity to continue to know more. The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing. The limitations of hierarchy in capturing interconnectedness of information and the failure of classrooms to reflect technological developments permitting multi-perspective interactions and networked learning establish a need for different metaphors to guide learning design. Metaphors of learning ecology and learning network are suggested as encapsulating the needed shifts.

connectivism GeorgeSiemens

07 Apr 09

Mark Curcher

Masters Links H806

02 Apr 09

Cheri Toledo

GeorgeSiemens connectivism

01 Apr 09

Guillaume Janssen

elearning connectivism education learning

21 Jan 09

anja c. wagner

The distributed nature of knowledge and the growing complexification of all aspects of society require increased utilization of technology to assist our ability to stay current, manage information abundance, and solve highly complex problems.
A participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula.
it's an attempt to create an educational system that recognizes the fluidity of learning and knowledge, the dynamic social interactions occurring through the learning process, and the affordances of new education landscapes.
Enlarging the university's current conception of accreditation is an important step forward that ensures universities continue to hold a central role in the knowledge process.
A university becomes a connection forming organization, brokering relationships, providing opportunities for research, and continuing to serve as a critical, but neutral, place of discovery and advancement of knowledge.
Education is concerned with the act of becoming.

4 more annotations...

21 Dec 08

Maria Monaco

learning networked_learning connectivism TOREAD

20 Dec 08

Will Richardson

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of t

network_literacy learning george_siemens

15 Dec 08

Scott Leslie

is this too big for the Network Learning FAQ? What question would it answer?

network_learning network_learning_faq

09 Dec 08

Alastair Creelman

connectivism learning education pedagogy siemens theory elearning

23 Nov 08

Wendy Drexler

connectivism

18 Nov 08

Lisa Durff

Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Felearnspace.org%2FArticles%2Fsystemic_impact.htm

dance of change
the internet is a hub of creative chaos.
Connectivism is essentially the assertion that knowledge is networked and distributed, and the act of learning is the creation and navigation of networks
- Is this really feasible in elementary education? How?
Add Sticky Note
Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
networked models of learning,
- Anyone know of any school, at any level, doing this right now anywhere on the globe?
Add Sticky Note

4 more annotations...

17 Nov 08

Ed Bowen

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

connectivism

A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning. In academic settings, new innovations arise through small pockets of research, experimentation, and new approaches developed in response to observations of change pressures (see Figure 2). New trends drive innovation when educators, school systems, and research groups begin to adopt new approaches for learning. These methods are at times seen as innovations in curricula and at times as pedagogic innovations.

Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning. As noted by David (1990), new innovations are adopted in the context of existing physical spaces. Changes of a more significant and profound nature need to be enacted at a system-wide level. The adoptions of blogs and wikis in classrooms, or use of Second Life and other virtual worlds, or the use of social networks to connect learners with peers around the world, still occur largely within a classroom context. To truly harness the transformative potential of new technologies, change at a systemic level is required.
The slow pace at which educational institutions have reacted to technological developments through the creation of new pedagogies can be traced to the physical structures of existing classrooms. Where technologies - such as learning management systems - duplicate the structure of a classroom, little innovation is seen. Where technologies, such as those under the umbrella of the read/write web or Web 2.0, create a new space and manner of interaction, significant innovation can be seen, as well as ongoing calls for structural reforms (Barnett, 2004; Downes, 2008; Organization for Economic Co-operation and Development [OECD], 2007a; Siemens, 2008).
- Follow up
- Specifically, which technologies create new spaces or manners of interaction? Is this refering virtual worlds or twitter? To what else could it refer?
Add Sticky Note
Researchers and institutions are beginning to address these inefficiencies through discussion of participatory pedagogies (Askins, 2008; Collis & Moonen, 2008). A participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula. The organizational work of faculty members does not comprise the entirety of the course content and does not consist of the sole perspective used to filter content. Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience. This participatory emphasis is reflective of current ongoing trends with online content creation (OECD, 2007b) and with collective approaches to participatory sensemaking (De Jaegher & Di Paolo, 2007). Activities of learning, interpreting the meaning of trends, and creation of new resources can all be achieved through participatory approaches.

1 more annotation...

07 Nov 08

Cherice Montgomery

connectivism cognition SocialNetworking LearningEnvironments learning_spaces e-learning OnlineLearning GeorgeSiemens

04 Nov 08

José Mota

connectivism george.siemens tese braga

28 Oct 08

Charlotte Taylor

16 Oct 08

Hannah Reeves

education connectivism constructivism siemens elearning

theoretical shift from instructor or institution-controlled teaching to one of greater control by the learner.
connectivism
practical instantiation of this shift is found in new technologies that permit individuals greater control over the creation of content and interaction with others not confined by geographical boundaries
read-write web, participatory technologies, or Web 2.0
it took in excess of 40 years for organizations to change the physical arrangement of institutions in response to the new affordances of the electrical engine
limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.

4 more annotations...

05 Oct 08

Rob Miller

connectivism education learning elearning siemens

03 Oct 08

James BonTempo

learning theory connectivism

20 Sep 08

Katie Day

Abstract

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last d

education future learning network connectivism knowledge change imported_from_delicious presentations theories

12 Sep 08

stefan_fricke

E-Learning

Todd Suomela

Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls.

education learning connectivism

11 Sep 08

Kevin Laithwaite

education web learning trends

09 Sep 08

midmarketplace_

change

Mike Nall

change development mooc connectivism e-learning

Paul Beaufait

Pre-presentation paper for Universidade do Minho, Encontro sobre Web 2.0; Braga, Portugal; October 10, 2008; entitled:

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

connectivism education siemens networked learning learner-centered

07 Sep 08

John Turner

Looks at the transformative potential of connected knowledge and networked learning

jt56 jt56philosophy

Stanley Portier

learning connective knowledge

BalancEd Tech

Connectivism

05 Sep 08

Lani Ritter Hall

connectivism_course_readings

Wilfred Rubens

Exciting times lie ahead for educators as the oft-desired, but rarely-realized, dream of learner-centered education moves daily closer to reality. Driven by the development of social learning theory and the advancement of participatory web technologies, n

leertheorie network

04 Sep 08

nlowell

Phaedrus

02 Sep 08

howard errey

innovation siemens structure

Tania Sheko

George Siemens on learning and education

education learning e-learning elearning pedagogy article ICT presentation network change theory knowledge_management paper

01 Sep 08

David Jakes

from George Siemens

learning learningenvironments change

Thieme Hennis

In this article, George Siemens suggests that the developments of technology and social learning theory are creating a sequence of change pressures that will alter traditional education. In particular, he tries to depict education in the future..

education connectivism learning future

pedagogy connectivism learning siemens

31 Aug 08

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning

George Siemens
University of Manitoba

ict onderwijs e-learning informeel_leren artikel leren leeromgeving for:edutweeter

Thanasis Priftis

education internet

Michel Bauwens

The systemic impact of connective knowledge, connectivism, and networked learning

P2P-Learning P2P

30 Aug 08

Carmen Tschofen

Siemens open change higher ed

Only, after a period of exploration, do we begin to understand how new tools require a reshaping of existing physical structures.
1. Our ability to create and share information and content

2. Our ability to connect and dialogue with others, a progressive minimization of the tyranny of space and time

3. Our ability to experience a simulated reality
The world of expert, clearly-defined, and well-organized knowledge formed by ancient philosophers and deciphered by subsequent thinkers, has today given way to continual flux.
the development of alternative modes of teaching and learning.
. The development of specific skills and mindsets becomes as critical as, or even more so, than the possession of existing knowledge.
a transition from an epistemological to an ontological emphasis
The development of a certain type of person with certain mindsets exceeds the importance of being in possession of a particular type of knowledge - becoming in contrast with knowing.
A view of change is required that moves beyond Christensen's (1997), Moore's (1999), and Senge et al.'s (1999) models and begins to addresses the impact of trends and innovations on the spaces and structures of learning.
Yet, in spite of small-scale innovation, new methods typically do not result in new spaces and structures of learning.
still occur largely within a classroom context.
A smoother or more rapid experience in the restructuring of education can hardly be expected.
limitless dimensions exist in our learning (p. 4). In addition to formal education, learning occurs through games and simulations, mentoring and apprenticing, performance support at the point of a learning need, self-learning that arises through critical and creative thinking, communities of practice and personal learning networks, as well as the many informal learning situations that arise through conferences, reading, volunteering, and hobbies. A future model of learning must embrace the broad-spectrum of learning situations and recognizes the value of different modes of cognitive and social development that arise outside of institutional structures.
Arguably, traditional education is defined by two elements of organization: bounded classrooms and hierarchical organization of information and content
An ecology, for our purposes here, can be viewed as an environment that fosters and supports the formation of communities and networks (Siemens, 2003)
A participatory pedagogy is one that does not fully define all curricular needs in advance of interacting with learners. Learners are able to contribute to existing curricula. The organizational work of faculty members does not comprise the entirety of the course content and does not consist of the sole perspective used to filter content. Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final content of the learner experience.
Multiple interacting elements occurring on tension fault lines,
create a climate where it becomes difficult to accurately explore or consider future directions.
universities sometimes overlook individual genius in evaluating a discipline by its history, rather than the innovations that may bring the discipline in new directions.
The learner begins by accessing a search resource that permits her to search for educational content and material. The content is not prepackaged as we might expect in courses. Rather, it's fragmented and largely de-contextualized. The experience of learning is one of the learner availing herself to an expert to provide guidance - the search resource searches both people and content. Or, if the learner has some familiarity with the field, she can begin to self-explore and self-regulate her own learning according to existing standards and outcomes defined by different academic fields. These standards (which really is the wrong word, I mean something more like "minimum knowledge, skills, and abilities to be considered competent in a field") will be freely available from universities, schools, public learning centers, or apprentice boards.

17 more annotations...

justin hardman

connectivism education technology

29 Aug 08

educational structures learning spaces systemic impact of connective knowledge connectivism networked

Betzi Bateman

connectivism

infontology

education

Joe LaFitte

commentary on progress in education

education progress

et, the promised revolution failed to appear as education continued to exist in primarily in a classroom environment. Information, and by extension, education, systems "may be seen as direct counterparts of the physical layouts and materials flow patterns of production and transportation systems" (David, 1990, p. 360). The limitation of physical classrooms and existing information structures in education play a similar role in delaying innovation as the centralized power source in multi-story buildings did during the adoption of electrical engines.
Questions shaping future directions

New structures of learning: The systemic impact of connective knowledge, conne... - The Diigo Meta page

Questions shaping future directions

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