Initiated by George Siemens and Stephen Downes.
Stephen Downes on Connectivism (as compared to, say, Constructionism) ...in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways. This implies a pedagogy that (a) seeks to describe "successful" networks (Network Of Learning) (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society (which I have characterized as modeling and demonstration (on the part of a teacher) and practice and reflection (on the part of a learner)).
See related Dialogue?
Stephen Downes types a few words on the nature of distributed knowledge (Dec'2005)
Online Connectivism Conference Feb'2007 http://umanitoba.ca/learning_technologies/connectivisim/
- blogs of day 1
Bill Kerr questions whether this is a new and useful Model.
Konrad Glogowski wonders whether this approach is dependent on the learner already being Passionate about something, and how a teacher can perhaps awaken such Passion. Especially in Elementary School.
Sept'2011: Stephen Downes says: I have said in the past, "To teach is to model and demonstrate; to learn is to practice and reflect." Too little is said about the last part of that, the reflection (Reflective Thought). This article addresses that need. It argues that social interactions with others assist in the reflection process. "Such interactions can create the setting for misunderstandings, needing clarification and explanation, and consequently leading to situations where learning can take place. The resulting Dialogue-s creates a possibility for negotiation of common ground between the speakers." (Sense Making)
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