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November 19, 2008
CCK08 Is Connectivism a Learning Network?
Longish and well-considered discussion of connectivism from the perspective of offering a critique. Most of it makes sense, but this puzzles me: "I cannot understand why that more established theory that uses 'symmetric analysis', namely Actor-Network Theory, has not been referenced, if only to say why it is/is not relevant." As George Roberts says, "Actor network theory is not particularly a theory of education or learning, but of social action." And as Ed Webb says, in the comments, connectivism makes "bolder assertions about the nature of learning as a neurological phenomenon" and "is a would-be insurgent discourse, a normative position describing what could be."
And when Bell asks, "What troubles me is when the biological metaphor is translated into networks of people and things," my response is that it's not a metaphor. In my own case at least (and probably George's as well) the theory is that the same principles apply in both the biological and the social domains. Now, does ANT inform this? Probably. And when I get the chance, I will educate myself in sociology so I have the basis to comment. Until then, I have to rely on people who are well versed in social theory to tell me how ANT is similar, rather than to have them simply complain that I haven't considered it. And this applies, not just to ANT, but to discourse about 'why we have not included such-and-such' in general. Frances Bell, Frances Bell's Blog, November 19, 2008 [Link] [Tags: none] [Comment]
La Tendencia Del Nuevo Cambio Social Es Coordinar En Lugar de Administrar
Link (in Spanish) describing my participation in Second Life Spain on Monday as part of the course. The link contains two short videos I recorded for the prsentation (English, with Spanish subtitles). Dolors Capdet, e-Learning 2.0, November 19, 2008 [Link] [Tags: none] [Comment]
Fostering Learning in the Networked World
The content of this report by NSF will likely be familiar to most CCK08 participants, but it's a good framework for making sense of how networked technologies are influencing learning. The report's strength is the opening discussion of "how we got here". The subsequent responses are focused on science education, but the discussions in chapter 4 on handling the data deluge are useful for any educator. NSF, , November 19, 2008 [Link] [Tags: none] [Comment]
CCK08: Click (Finally), As It All Makes Sense
Throughout CCK08, we've had varying levels of participation. Some weeks have seen a fair bit of discussions...others have been somewhat softer. It has been great to see people getting more involved in providing each other support - Stephen and I have tried to share our conceptual frameworks on connectivism, but a when learners provide support to peers, the experience is far more diverse as varying viewpoints contribute to greater prospect of resonance. When we make our learning transparent, we become teachers. Consider this succinct statement about the shift in learning and teaching: "It has to do with separating out the functions of the teacher as content expert on the one hand and facilitator on the other, so that process, thinking, and learning become central, not content delivery." ProfLL, , November 18, 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: Call for Peer Review November 19, 2008
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