learning_paradigms:connectivism
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learning_paradigms:connectivism [2011/06/29 16:24] jpetrovic [About connectivism] |
learning_paradigms:connectivism [2023/06/19 18:03] (current) |
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| Connections between the nodes can depend on various factors which make them stronger or weaker(([[http://www.astd.org/LC/2005/1105_seimens.htm|Siemens, G. Connectivism: Learning as Network-Creation - ASTD. 2005.]])): motivation (impacts individuals determination to foster deeper connections), emotions (affect our evaluation of nodes and allow existence of contradictory perspectives), exposure (nodes grow and develop through forming connections to other nodes), patterning (recognizing the nature of different sources of information), logic and experience. | Connections between the nodes can depend on various factors which make them stronger or weaker(([[http://www.astd.org/LC/2005/1105_seimens.htm|Siemens, G. Connectivism: Learning as Network-Creation - ASTD. 2005.]])): motivation (impacts individuals determination to foster deeper connections), emotions (affect our evaluation of nodes and allow existence of contradictory perspectives), exposure (nodes grow and develop through forming connections to other nodes), patterning (recognizing the nature of different sources of information), logic and experience. | ||
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| + | For an practical example of learning from perspective of connectivism see [[http://projects.coe.uga.edu/epltt/index.php?title=Connectivism#Principles_of_Connectivism|this example]]. | ||
| ===== Keywords and most important names: ===== | ===== Keywords and most important names: ===== | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Connectivism is criticized for being more a pedagogical approach and a model rather than learning theory, since it doesn't really attempt to explain processes of how people learn.(([[http://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20a%20new%20theory.pdf|van Pløn Verhagen, Bijdrage. Connectivism: a new learning theory?” University of Twente, November 11, 2006.]])) It also describes learning as //actionable knowledge// emphasizing only the result, not the process of learning. | + | Connectivism is criticized for being more **a pedagogical approach** and a model rather than learning theory, since it doesn't really attempt to explain processes of how people learn.(([[http://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20a%20new%20theory.pdf|van Pløn Verhagen, Bijdrage. Connectivism: a new learning theory?” University of Twente, November 11, 2006.]])) It also describes learning as //actionable knowledge// emphasizing only the result, not the process of learning. |
| Lack of references to previous related works makes connectivisms contributions hard to identify. Some authors notice a number of connectivist ideas already present in earlier theories.(([[http://www.eric.ed.gov/PDFS/EJ815759.pdf|Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]])) | Lack of references to previous related works makes connectivisms contributions hard to identify. Some authors notice a number of connectivist ideas already present in earlier theories.(([[http://www.eric.ed.gov/PDFS/EJ815759.pdf|Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]])) | ||
learning_paradigms/connectivism.1309357473.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
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