Connectivism...it's all the rage these days! But what does it mean? Is it learning theory? A pedagogy? What does it look like? What are it's implications for learning? Would it apply to gifted learners too?
Connectivism
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Mastery Learning is based on the most rigorous and systematic rejection of conventional beliefs concerning the reasons for variations in student performance – the work of Benjamin Bloom of th... 
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Half an Hour: Connectivism as Epistemology.
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A Massive open online course (MOOC) is a course where the participants are distributed and course materials also are dispersed across the web. This is possible only if the course is open, and...
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The interesting development seems to be taking place off piste in more informal
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The Case of a Massive Online Open Course (MOOC) at a College of Education Dalit Levy and Sarah Schrire Kibbutzim College of Education, (Presenting at #NMC12 in 30 minutes about introducing connectivism to our college of education
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After my experiences co-teaching a Health Information Management class at Tacoma Community College a few years ago, I have been particularly interested in Connectivism.
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Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects...
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The Open University’s Institute of Educational Technology is leading the first Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs, to be held in Autumn 2012.
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True learning organization: People @ all levels are narrating their work in a transparent environment http://t.co/wzfOdeVu #connectivism #KM...
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At the recent LAK12 conference in Vancouver, I delivered a presentation on learning analytics as both a research space and a domain of practice. The paper of the take is available here:
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Open Translation 12: an Open Translation MOOC (RT @LORO_OU: Open Translation MOOC coming to the OU in the Autumn. Help us translate OER into Spanish!
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Neither Bloom's nor Anderson's models take new, fluid methods of learning into consideration. Emerging theories such as connectivism, heutagogy and paragogy are more representative of digital age learning, and for many, the future of learning through and with digital tools will rely heavily upon such explanatory frameworks.
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A widely recognized thought leader, author, and researcher in higher education, George Siemens is the Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, leading the learning analytics research team.
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"We learn, in connectivism, not by acquiring knowledge, but by becoming the sort of person we want to be.
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Website of Pontydysgu ltd., a Welsh educational research institute.
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This site hosts our class book produced by our EDTECH 504 Spring 2009 class.
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Over the last few years, I’ve increasingly encountered reference to Marc Prensky’s distinction between “digital natives and digital immigrants”.
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Project created by some colleagues in my doctoral program at Athabasca University.
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Much of the mainstream media attention paid to MOOCs lately has involved the content, the credentialing, the cost, the class size. But what about the technology?
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Much of the mainstream media attention paid to MOOCs lately has involved the content, the credentialing, the cost, the class size. But what about the technology?
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Presented to SUNY, May 31, 2012 by George Siemens
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