This link has been bookmarked by 1751 people and liked by 3 people. It was first bookmarked on 19 May 2006, by Jeremy Price.
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30 Apr 18
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21 Mar 18
mloucaBehaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.
behaviourism cognitivism constructivism education universities technology TEL online life digital
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16 Nov 17
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21 Apr 17
oliveiradf123Connectivism: A Learning Theory for the Digital Age
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20 Apr 17
Melanie KroeningExplains the newer theory of connectivism and the incorporation of technology into design instruction.
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18 Apr 17
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01 Apr 17
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All of these learning theories hold the notion that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences. Behaviorism, cognitivism, and constructivism (built on the epistemological traditions) attempt to address how it is that a person learns.
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- Observable behaviour is more important than understanding internal activities
- Behaviour should be focused on simple elements: specific stimuli and responses
- Learning is about behaviour change
Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: “In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory.”
Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
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- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
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28 Mar 17
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23 Mar 17
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10 Mar 17
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Connectivism
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15 Feb 17
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09 Feb 17
Dave LeeDEC 2004 - George Siemens introduces his connectivism learning theory in a post on his blog elearn space
social learning networked learning connectivism learning theories
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Introduction
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.
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Some significant trends in learning:
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Informal learning is a significant aspect of our learning experience.
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Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate
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Technology is altering (rewiring) our brains.
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The organization and the individual are both learning organisms
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Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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Limitations of Behaviorism, Cognitivism, and Constructivism
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A central tenet of most learning theories is that learning occurs inside a person
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These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned
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Many important questions are raised when established learning theories are seen through technology.
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At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.
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An Alternative Theory
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We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
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the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.
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Decision making is indicative of this. If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task.
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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
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A network can simply be defined as connections between entities
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the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
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This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
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Connectivism
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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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 recognize when new information alters the landscape based on decisions made yesterday is also critical.
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- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
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Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
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Information flow within an organization is an important element in organizational effectiveness.
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Creating, preserving, and utilizing information flow should be a key organizational activity
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Social network analysis is an additional element in understanding learning models in a digital era
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Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow. Their interdependence results in effective knowledge flow, enabling the personal understanding of the state of activities organizationally.
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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.
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Implications
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The notion of connectivism has implications in all aspects of life. This paper largely focuses on its impact on learning, but the following aspects are also impacted:
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Management and leadership.
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Media, news, information.
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Personal knowledge management in relation to organizational knowledge management
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Design of learning environments
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Conclusion
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.
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08 Nov 16
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Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
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We derive our competence from forming connections.
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05 Nov 16
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22 Oct 16
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31 Aug 16
klauritsenThe resource discusses the need for a changing view of learning due to the development of technology tools to aid learning and information sharing. Many learning theories have not incorporated the use of technology or connectivity. Previous learning theories such as behaviorism, cognitivism, and constructivism have limitations presented in this article to support the need for connectivism. An important thought stated by the author, “We derive our competence from forming connections”. This article states the importance of experience to learn knowledge.
edtech543 connectivism learning theories behaviorism cognitivism constructivism
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29 Aug 16
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08 Aug 16
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01 Aug 16
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19 Jul 16
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18 Jun 16
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of ways – through communities of practice, personal networks, and through completion of work-related tasks
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Learning and work related activities are no longer separate. I
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altering (rewiring) our brains.
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individual and organizational learning.
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know-where
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“a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).
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Driscoll (2000, p14-17) e
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Objectivism
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Pragmatism
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Interpretivism (
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“black box theory”).
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computer information processing model.
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Cognitivism
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learners create knowledge as they attempt to understand their experiences
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external t
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earners are actively attempting to create meaning
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earning occurs inside a person.
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outside of people (i
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earning happens within organizations
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ctual process
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value
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knowledge is abundant, the rapid evaluation of knowledge is important.
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information storage and retrieval).
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moments where performance
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We derive our
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competence from forming connections.
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Chaos is a new reality for knowledge workers.
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breakdown of predictability, evidenced in complicated
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recognize the patterns which appear to be hidden.
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connection of everything to everything.
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Butterfly Effect –
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Decision making is indicative of this.
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The ability to recognize and adjust to pattern shifts is a key learning task.
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Luis Mateus Rocha (1998) d
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self-organization
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it must be able to change its structure…
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Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
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Networks, Small Worlds, Weak Ties
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connections between entities
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ntegrated whole.
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value on certain nodes over others is a reality.
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Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
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Connectivism
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
-
decisions are based on rapidly altering foundations.
-
The ability to draw distinctions between important and unimportant information is vital.
-
Principles of connectivism:
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Learning and knowledge rests in diversity of opinions.
-
connecting specialized nodes or information sources.
-
non-human appliances.
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Capacity
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Nurturing and maintaining connections is needed to facilitate continual learning.
-
Ability to see connections between fields, ideas, and concepts is a core skill.
-
Currency
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Decision-making is itself a learning process.
-
Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
-
Information flow within an organization is an important element in organizational effectiveness.
-
Creating, preserving, and utilizing information flow should be a key organizational activity.
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Social network analysis
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hubs are well-connected people who are able to foster and maintain knowledge flow.
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The starting point of connectivism is the individual.
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Implications
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Management and leadership. T
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omplete knowledge cannot exist
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Speed of “idea to implementation” is also improved in a systems view of learning.
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- me, two-way information flow of blogging.
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Design of learning environments
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Our ability to learn what we need for tomorrow is more important than what we know today.
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plug into sources to meet the requirements becomes a vital skill.
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access to what is needed is more important than what the learner currently possesses.
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22 May 16
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‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated)
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.
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Design of learning environments
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15 May 16
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o recognize and adjust to pattern shifts is a key learning task.
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07 May 16
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The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
-
- Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
- Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
- The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
- Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
- Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
Some significant trends in learning:
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
-
Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
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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.
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Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas.
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Conclusion:
The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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04 May 16
Apostolos K.Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology…
-
01 May 16
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
-
Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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30 Apr 16
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Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
-
The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical
-
connecting
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Nurturing and maintaining connections is needed to facilitate continual learning.
-
Ability to see connections between fields, ideas, and concepts is a core skill.
-
Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.
-
Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning
-
the flow of information
-
The health of the learning ecology of the organization depends on effective nurturing of information flow
-
Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation
-
The pipe is more important than the content within the pipe.
-
When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill
-
access to what is needed is more important than what the learner currently possesses.
-
learning
-
is no longer an internal, individualistic activity
-
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10 Apr 16
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07 Apr 16
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not with the value of what is being learned
-
Learning theories are concerned with the actual process of learning
-
Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
-
Learning (defined as actionable knowledge) can reside outside of ourselves
-
focused on connecting specialized information sets
-
connections that enable us to learn more are more important than our current state of knowing.
-
New information is continually being acquired
-
decisions are based on rapidly altering foundations.
-
ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
-
Learning and knowledge rests in diversity of opinions
-
connecting specialized nodes or information sources
-
may reside in non-human appliances.
-
Capacity to know more is more critical than what is currently known
-
Nurturing and maintaining connections is needed
-
Ability to see connections between fields, ideas, and concepts is a core skill
-
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities
-
Decision-making is itself a learning process.
-
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.
-
-
06 Apr 16
-
20 Mar 16
-
Driscoll (2000)
-
the notion that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences. Behaviorism, cognitivism, and constructivism (built on the epistemological traditions) attempt to address how it is that a person learns.
-
Behaviorism
-
- Observable behaviour is more important than understanding internal activities
- Behaviour should be focused on simple elements: specific stimuli and responses
- Learning is about behaviour change
-
Cognitivism
-
Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow.
-
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15 Mar 16
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10 Mar 16
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09 Mar 16
Shawn WalkerA nice summary of connectives, learning theory for the digital age and its 'shrinking half-life of knowledge.'
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13 Feb 16
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The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
-
To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
-
Formal education no longer comprises the majority of our learning
-
through communities of practice, personal networks, and through completion of work-related tasks.
-
continual process, lasting for a lifetime
-
brains
-
Technology
-
altering (rewiring)
-
theory that attempts to explain the link between individual and organizational learning.
-
processes previously handled by learning theories
-
now be off-loaded to, or supported by, technology.
-
know-where (the understanding of where to find knowledge needed)
-
namely, learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
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Valid sources of knowledge
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Content of knowledge
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knowledge is gained
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reality is external and is objective,
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Objectivism
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through experiences.
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knowledge is negotiated through experience and thinking.
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Pragmatism
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reality is interpreted
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states that reality is internal
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knowledge is constructed
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Interpretivism
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states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”).
-
Behaviorism
-
Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall
-
Cognitivism
-
Constructivism
-
learners create knowledge as they attempt to understand their experiences
-
Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.
-
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10 Feb 16
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision
Principles of connectivism:
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22 Jan 16
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20 Jan 16
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Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:
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19 Jan 16
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Chaos, as a science, recognizes the connection of everything to everything. Gleick (1987) states: “In weather, for example, this translates into what is only half-jokingly known as the Butterfly Effect – the notion that a butterfly stirring the air today in Peking can transform storm systems next month in New York” (p. 8)
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11 Jan 16
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The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
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05 Dec 15
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Chaos, as a science, recognizes the connection of everything to everything.
-
Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.
-
The ability to draw distinctions between important and unimportant information is vital.
-
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19 Nov 15
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14 Oct 15
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09 Oct 15
jacquiegardyConnectivism Learning Theory
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03 Oct 15
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26 Sep 15
Nicole CorsynBehaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology…
-
24 Sep 15
-
Some significant trends in learning:
-
All of these learning theories hold the notion that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences. Behaviorism, cognitivism, and constructivism (built on the epistemological traditions) attempt to address how it is that a person learns.
-
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20 Sep 15
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Connections between disparate ideas and fields can create new innovations.
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Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”
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19 Sep 15
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These theories, however, were developed in a time when learning was not impacted through technology.
-
The life of knowledge was measured in decades.
-
Information development was slow.
-
half-life of knowledge
-
Half of what is known today was not known 10 years ago.
-
Informal learning is a significant aspect of our learning experience.
-
Formal education no longer comprises the majority of our learning.
-
Learning and work related activities are no longer separate. In many situations, they are the same.
-
The tools we use define and shape our thinking
-
Valid sources of knowledge
-
innate
-
Content of knowledge
-
Objectivism
-
Pragmatism
-
Interpretivism
-
Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.
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Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning.
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The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.
-
When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
-
The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn.
-
-
18 Sep 15
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knowledge is an objective (or a state) that is attainable
-
-
-
The life of knowledge was measured in decades.
-
Connectivism is driven by the understanding tha
-
Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs.
-
-
16 Sep 15
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Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference
-
John Seely Brown
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-
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The ability to draw distinctions between important and unimportant information is vital.
-
The value of pattern recognition and connecting our own “small worlds of knowledge” are apparent in the exponential impact provided to our personal learning.
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-
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The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).
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In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
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What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
-
chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.
-
Connections between disparate ideas and fields can create new innovations.
-
The ability to draw distinctions between important and unimportant information is vital. T
-
Principles of connectivism:
-
Learning may reside in non-human appliances.
-
Ability to see connections between fields, ideas, and concepts is a core skill.
-
reating, preserving, and utilizing information flow should be a key organizational activity
-
The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today
-
-
17 Aug 15
-
16 Jul 15
-
One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete
-
Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD
-
- Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
- Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
- The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
- Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
- Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
-
Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11)
-
- Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
- Content of knowledge – Is knowledge actually knowable? Is it directly knowable through human experience?
- The final consideration focuses on three epistemological traditions in relation to learning: Objectivism, Pragmatism, and Interpretivism
- Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences.
- Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking.
- Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
Driscoll (2000, p14-17) explores some of the complexities of defining learning. Debate centers on:
-
- Observable behaviour is more important than understanding internal activities
- Behaviour should be focused on simple elements: specific stimuli and responses
- Learning is about behaviour change
Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
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Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: “In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory.
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Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
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A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
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Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill.
-
When knowledge is abundant, the rapid evaluation of knowledge is important
-
- How are learning theories impacted when knowledge is no longer acquired in the linear manner?
- What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
- How can we continue to stay current in a rapidly evolving information ecology?
- How do learning theories address moments where performance is needed in the absence of complete understanding?
- What is the impact of networks and complexity theories on learning?
- What is the impact of chaos as a complex pattern recognition process on learning?
- With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?
Some questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning:
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories
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New information is continually being acquired.
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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations
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The ability to draw distinctions between important and unimportant information is vital.
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he ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
Principles of connectivism:
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- earning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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he health of the learning ecology of the organization depends on effective nurturing of information flow.
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“the simple notion that some domains of knowledge contain vast numbers of weak interrelations that, if properly exploited, can greatly amplify learning by a process of inference”
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Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival.
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he pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today
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When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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he field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn.
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13 Jun 15
Maribel Pepe"http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm"
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10 Jun 15
pearsontlConnectivisim is one oft he theories behind D/P/A/L and here is differentiated from Behaviorism, Cognitivism, and Constructivism and their limitations at theories. Connectivisim stresses the place of learning both inside and outside the control of the learner and that it is built upon connections between knowledge and knowledge constructs. Personal knowledge is comprised of a network.
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26 May 15
elaissiinesArticle de Georges Siemens, 2005: analysant le concepte de collectivisme
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29 Apr 15
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Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
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How do learning theories address moments where performance is needed in the absence of complete understanding?
-
-
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
-
The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
-
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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24 Apr 15
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life:
“One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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Many important questions are raised when established learning theories are seen through technology. The natural attempt of theorists is to continue to revise and evolve theories as conditions change. At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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20 Apr 15
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19 Apr 15
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16 Apr 15
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nformal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
-
The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
-
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
-
Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
-
When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
-
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
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- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
-
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.
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They provide a connectivist focus in stating “the simple notion that some domains of knowledge contain vast numbers of weak interrelations that, if properly exploited, can greatly amplify learning by a process of inference”. The value of pattern recognition and connecting our own “small worlds of knowledge” are apparent in the exponential impact provided to our personal learning.
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- Management and leadership. The management and marshalling of resources to achieve desired outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.
- Media, news, information. This trend is well under way. Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
- Personal knowledge management in relation to organizational knowledge management
- Design of learning environments
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Our ability to learn what we need for tomorrow is more important than what we know today.
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The pipe is more important than the content within the pipe.
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08 Apr 15
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Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
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07 Apr 15
Kerry J"Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42)."
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27 Mar 15
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26 Mar 15
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
-
Chaos is a new reality for knowledge workers.
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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24 Mar 15
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23 Mar 15
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21 Mar 15
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19 Mar 15
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14 Mar 15
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10 Mar 15
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19 Dec 14
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13 Dec 14
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07 Dec 14
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05 Dec 14
love2learnajsConnectivism
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01 Dec 14
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23 Nov 14
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
-
variety of different, possibly unrelated fields
-
Learning is a continual process, lasting for a lifetime.
-
Technology is altering (rewiring) our brains.
-
Valid sources of knowledge
-
Is knowledge actually knowable?
-
- Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences.
- Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking.
- Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
-
Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
-
Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
-
Constructivism suggests that learners create knowledge as they attempt to understand their experiences
-
Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
-
The ability to synthesize and recognize connections and patterns is a valuable skill.
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
-
The management and marshalling of resources to achieve desired outcomes is a significant challenge.
-
Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
-
Design of learning environments
-
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18 Nov 14
Ilse Sistermanssiemens early article 2005 on connectivism
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments
-
not impacted through technology
-
ast twenty years, technology has reorganized how we live, how we communicate,
-
not impacted through technolog
-
forty years ago
-
. Today
-
The life of knowledge was measured in decades
-
he life of knowledge is now measured in months and years.
-
Some significant trends in learning:
-
- Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
- Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
- The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
- Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
- Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
-
-
-
These theories, however, were developed in a time when learning was not impacted through technology
-
Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years
-
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
-
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning
-
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
-
Know-how and know-what is being supplemented with know-where
-
-
12 Nov 14
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
-
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10 Nov 14
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09 Nov 14
Thomas LaigleArticle fondateur du connectivisme par Georges Siemens en 2004. Intérêt historique surtout...
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‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people
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Chaos is a new reality for knowledge workers.
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Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.
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The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
-
Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106). This competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality.
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Weak ties are links or bridges that allow short connections between information. Our small world networks are generally populated with people whose interests and knowledge are similar to ours. Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
-
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Principles of connectivism:
-
Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
-
Information flow within an organization is an important element in organizational effectiveness.
-
The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
-
-
27 Oct 14
-
Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
-
-
13 Oct 14
-
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.
-
of underlying social environments
-
- Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
- Content of knowledge – Is knowledge actually knowable? Is it directly knowable through human experience?
- The final consideration focuses on three epistemological traditions in relation to learning: Objectivism, Pragmatism, and Interpretivism
- Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences.
- Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking.
- Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
-
s an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences. Behaviorism, cognitivism, and constructivism (built on the epistemological traditions) attempt to address how it is that a person learns.
-
Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”).
-
- Observable behaviour is more important than understanding internal activities
- Behaviour should be focused on simple elements: specific stimuli and responses
- Learning is about behaviour change
-
Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
-
Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and comple
-
The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
-
Some questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning:
-
cluding technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states:
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated)
-
Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
-
Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”. Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments
-
Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106). This competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.
-
Social network analysis is an additional element in understanding learning models in a digital era. Art Kleiner (2002) explores Karen Stephenson’s “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”
-
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.
-
Media, news, information. This trend is well under way. Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
-
-
09 Oct 14
-
These theories, however, were developed in a time when learning was not impacted through technology.
-
The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.
-
The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD
-
Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
-
Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
-
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
-
This definition encompasses many of the attributes commonly associated with behaviorism, cognitivism, and constructivism – namely, learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
-
knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences.
-
Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge.
-
These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
-
In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill.
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The natural attempt of theorists is to continue to revise and evolve theories as conditions change. At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.
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What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
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How do learning theories address moments where performance is needed in the absence of complete understanding?
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Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3).
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The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
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Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).
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Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communitie
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Connections between disparate ideas and fields can create new innovations.
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principles explored by chaos, network, and complexity and self-organization theories.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. L
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earning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
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Public Stiky Notes
"The newspaper industry has been hit hard by increased online competition and the economic crisis. Traditional media companies have been left with declining sales and profits and have had to cope by reducing workforce and cutting or suspending dividends altogether." http://www.dividendgrowthinvestor.com/2009/02/demise-of-newspaper-industry.html
The learner thus grows, and measures him/her-self according to where his/her network is at, as he/she strives to position himself in front of their peers and make meaning by participation in the discourses and practices of his community.
We need to prepare our students for a tech savy world!
Fantastica observaición que revela de manera sencilla como es que el nuevo contexto de abundancia de información y volaitlidad de conocimiento obliga a un nuevo modelo de aprendizaje que sea viable, basado en nuevas premisas, a veces contradictorias con el paradigma que predomino en la era industrial: ya no puedo acumular información y conocimiento solamente en mi cerebro, debo considerar a mis amigos, a mi red, como una extensión de mi cerebro.
La información es procesada para convertirse en conocimiento y este a su vez se convierte en información que a su vez tiene que ser procesada. En el camino hay que descartar parte de lo conseguido y asimilar parte de lo nuevo que se va produciendo. Todo esto a una velocidad que un solo cerebro a la vez no podria gestionar a tiempo. Los cambios tecnológicos estan conectando personas y al hacerlo estan conectado cerebros. El estado del arte hace viable el nuevo modelo y los nuevos aprendices han tomado este rumbo hace un buen rato. Estamos los profesores claros en esto?
Doesnt this still reflect a behaviouralist approach to teaching?
How could this characteristic of connectivism be applied to personalise learning?
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