[Home] [The Daily] [Wiki] [About] [Aggregations] [Readings]
October 2, 2008
Is It an -Ism or Is It Art ?
This diagram attempts to place some recent theories of learning on a 'genealogy' of knowledge. After placing the other theories, Stanley Frielick attempts to locate connectivism, but says, "There doesn't really seem to be anywhere else - I don't think that it is behaviourism in another guise - and although there might be some mystical elements and some quasi-religious dogma." Stanley Frielick, Flexilearn, October 2, 2008 [Link] [Tags: none] [Comment]
CCK08 Short Paper 1: Your Position On Connectivism
The assigned essays are coming in. I (Stephen) enjoyed this one, which looks at the difficulty of relating - in propositional form - the thesis that knowledge is not propositional. From the Moodle discussion: "Knowledge is the same as learning. This is somewhat revolutionary, in the world of learning theory. Knowledge has been kept separate from learning, being more of a 'thing that you get' (knowledge) than a 'thing that you do' (learn). Why equate them?" Because knowledge, if you look at contemporary epistemology, is no longer to be , ought no longer to be seen as a 'thing that you get'. Andreas Formiconi, Insegnare Apprendere Mutare, October 2, 2008 [Link] [Tags: none] [Comment]
Are We in a Learning Revolution?
If you haven't been following the moodle discussions, you may want to pop in and have a look at this thread exploring whether or not we are living in a learning revolution. Some divergent and interesting responses. We are obviously in a state of enormous change. But, as defined in the thread, a revolution is what happens when the cultural and social institutions of a society are rebuilt (well, they're torn down first). Are we in such a period now? I argue that it's too early to tell, but the winds of change do seem a bit nippy these days... Many, , October 1, 2008 [Link] [Tags: none] [Comment]
Recordings from today's sessions are now available on our recording page. The first session focused on different experiences of course participants and then moved into a discussion of open education and accreditation. The second session focused more on the value of historical records, history of networks, and the production of The Daily. Stephen Downes, George Siemens, , October 1, 2008 [Link] [Tags: none] [Comment]
Is This a Course or Something Else?
Jenny Mackness suggests that perhaps our little experiment should not be called a course at all. The term "course" carries too many expectations...which can prove to be distracting. In her own words: "The word ‘course' has many traditional connotations that do not seem to fit what they are trying to do here. They could then make it explicit what they are trying to do in terms of introducing a new learning experience. For example, they could have a list of things that you should NOT expect from this learning experience (e.g. tutor support) and a list of things that you SHOULD expect - e.g. to make your own choices about how you will connect to people to find the information you need, to determine your own curriculum, to determine your own assessment criteria, to determine your own assessment methods, to determine your own success criteria, to set your own priorities, to order you own learning environment etc. - whatever it is that they see as the key learning elements." Jenny Mackness, , October 1, 2008 [Link] [Tags: none] [Comment]
Here's what course members from around the world had to say. Want to join the conversation? Login and submit your feed. Then put this at the beginning of your post: CCK08CCK08: Who owns the knowledge? October 2, 2008
This newsletter is sent only at the request of subscribers. If you would like to unsubscribe,
Know a friend who might enjoy this newsletter? Feel free to forward The Daily to your colleagues. If you received this issue from a friend and would like a free subscription of your own, you can join our mailing list. Click here to subscribe.