cck11.MOOC.ca..Connectivism and Connective Knowledge is an open online course that over 12 weeks explores the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. Participation is open to everyone and there are no fees or subscriptions required.
Later work includes research and explorations of collective intelligence and the ways social networking tools enable us to access and share useful information. The DKI is the impetus behind the NMC Series of Virtual Symposia, as well as the extensive online social networking tools that are at the center of the NMC’s website and its growing community in the virtual world of Second Life.
Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and interactive. This paper describes the implementation and evaluation of a blended method for teaching clinical reasoning using a wiki. Groups of undergraduate physiotherapy students presented a patient case to their peers in class and on a wiki. Evaluation included student surveys, focus groups, and online participation. Students were actively involved in the wiki (mean contribution of 21.0 web pages (IQR 7.5-34.5). Most students (74%) agreed the in-class sessions were valuable, compared to 48% for the wiki. From the educator's perspective, the wiki facilitated collaboration, ensuring demonstrated reasoning skills in class. Combining wiki with in-class activities enhances student collaboration and learning of critical thinking skills.
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This article endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a "Wiki". An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexifies traditional notions of - as well as access to - authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental - if not radical - questions for both academic theory and pedagogical practice.
The particular pedagogical challenge is one of control: wikis work most effectively when students can assert meaningful autonomy over the process. This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Enacting such horizontal knowledge assemblages in higher education practices could evoke a return towards and an instance upon the making of impossible public goods” (Ciffolilli, 2003)..
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 of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
Revolutionary practices are breaking apart old models of teaching and learning; students are using new tools to construct meaning and contribute to the design of their own education; teachers are sharing the power that has traditionally been theirs alone. Examples of unconventional, yet highly effective, methods of teaching and learning may be found in pockets all over the world, at all levels of education. When the multitude of examples are taken together, we begin to sense a profound change in the making that will alter our concept of education itself.