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October 20, 2008
Instructional Design and Connectivism (George Siemens) 23 minute presentation
Mon: Recorded presentations and readings will be posted to the email list
Wed: Elluminate discussion 7 pm CST: See time zone conversions. Grainne Conole will be our guest at 11:00 am...
1. Continue regular weekly activities - blogging, developing your concept map, and follow the distributed conversation through various sites (pageflakes, delicious, Google Alerts).
2. Begin your final project. If you would like to join a small group (3-5 people) to begin sharing ideas and exchanging your final project before submitting, go to the Moodle forum and join a group. The process should work like this: If, when you log into Moodle, no group member requests are outstanding, create a new thread expressing your interest to form a group. Or, if open threads exist for groups (less than 5 members) join one of those. The person who initiates the thread is responsible to close the thread after five members have joined.
Stepping to the Side to Learn Upon Re Entering-- CCK08
I like this juxtaposition: "I stopped-- too much churning, too much chaos and complexity... I just enjoyed and reveled in the sunshine, the color and the falling leaves, and the company of loved ones. " And, more: "John found an additional resource, the Harsbarger paper compelling as did I, in expanding my understanding, first with his summation of Jonassen's discussion of a 'traditional linear, computational paradigm' and conclusion that 'Learning is much more complex and much less certain than these assumptions infer.'" Lani, Possibilities Abound--, October 20, 2008 [Link] [Tags: none] [Comment]
CCK08: Complexity 101
An experience with the Open History project: "My experience with the history project was nothing 'new.' It simply confirms that efforts at open and connected learning create complex interactions between and among many things, including academic and less formal understandings (i.e. of terminology); personal initiative and the desire to and for support; perceived 'rightness' and "wrongness;" and any number of worldviews. In these cases (and even in more "regulated" learning environments), a rigid insistence on standardized outcomes seems like an act of hubris." Carmen Tschofen, Thinking Out Loud, October 20, 2008 [Link] [Tags: none] [Comment]
CCK08: Reflection On Week 6
This post covers a lot of group before getting to this (cogent) point: "Experienced teachers allow a degree of freedom at the start of the session, then intervene to stabilize desirable patterns and destabilize undesirable ones; and, when they are very clever, they seed the space so that the patterns they want are more likely to emerge " Adrian Hill, Memeospheric Pressure, October 20, 2008 [Link] [Tags: none] [Comment]
Instructional Design and Connectivism
This presentation looks at some areas in which instructional design applies in a connectivst environment - namely increased attention to how networks from and quality of networks. The approach presented is a bit too limited (even traditional). I'd like to push forward with a more aggressive model of design (the last slide in the presentation), but that isn't a message that is readily received by universities. For now, consider this as a dual approach: trying to move in different directions with learning design...while recognizing that, in order to be accepted, networked learning design must at least be partly rooted in the way in which institutions currently handle curriculum and learning. In the future, I would hope we could adopt a dramatically different model - one that does away with many of the existing curricular approaches that treat information as static and "package-able". George Siemens, , October 19, 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: CCK08Foco, Máster y CCK08 October 20, 2008
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