The classrooms are starting to introduce wiki's, blogs, skyping, podcasting, google calendar, and kaboodle just to name a few. Personally I have started to use all of these resources and I love the way the classroom is changing and so do my students.
Since Illich's 1970 vision of learning webs, society has moved progressively closer to a networked world where content and conversations are continually at our finger tips and instruction and learning are not centered on the educator. The last decade of technological innovation - mobile phones, social media, software agents - has created new opportunities for learners. Learners are capable of forming global learning networks, creating permeable classroom walls.
Dr. Michael Orey states that social learning theory is a collaborative learning construct where “interaction occurs when students are engaged in constructing things and conversations” (Laureate, 2009).
There is a problem with the conventional categories (such as cognitivism, instructionism / behaviourism, constructivism, connectionist / connectivism, neuroscience) because some (many?) learning theorists bridge more than one category
Connectivisim is a powerful model of knowledge and collaboration. But as a “learning” activity and a theory about how people learn, connectivism does not support students when one of its foundations is the belief that the conduits of learning (the pipes) are more important than the content.
New research seems to show that our memories are less accurate when we know the information is stored somewhere else. Some feel this is going to make us less human in some way, but I for one am glad to outsource parts of my brain.
From that and some other (massive) open online courses by George Siemens and Stephen Downes I became more interested in this area and shifted my research focus more into open and networked learning. ...
The speed at which technology changes has made information time sensitive. Learning in this field can never end unless you wish to focus on a specific tool. The advantages educationally to sharing through networks provides necessary knowledge to evaluate, synthesize, and create learning opportunities for others. Determining value of the ever-increasing technological tools developed helps design appropriate purposes to guide and facilitate users.
I have been watching with interest the phenomenal discussion that Jason Hando started about bringing connectivism to the classroom. I'd like to share with you two comments that got me thinking tonight!
Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and ...