Connectivism & Connective Knowledge

[Home] [The Daily] [Wiki] [About] [Aggregations] [Readings]

[Options] [The Daily Archives] [The Daily RSS Feed] [Feeds] [Posts] [Places]

The Daily

November 17, 2009

Highlighted Resources

Cognitive Load Theory: Failure?
Good shorter description of cognitive load theory (which is used to argue against discovery learning and constructivist methodologies) and a succinct account of why it (probably) fails. "Cognitive load theorists vehemently argue for the basis for their model in cognitive research, and yet ignore quite a huge swath of it. It accepts the information processing view of cognition (most popular in the 1980s) and Baddeley's model of working memory from the 1970s." I (Stephen) discuss cognitive load theory and its opposition to connectivism in Free learning and Control Learning. Doug Holton, EdTechDev, November 17, 2009 [Link] [Tags: none] [Comment]

Contributions

Here's what course members from around the world had to say. Want to join the conversation? Submit your feed. Then put this at the beginning of your post: CCK09

Re: Sensitive Mail
by roy williams.  

Ulop, sure the more I work on research into how people make sense of intangile and tacit experience, such as how they learn, the more I see how crucial metaphor is to exploring and creating new ideas.

There is the metaphor of Stone Soup, for instance:

One day a traveller gets stuck at nightfall, and knocks on the door of a poor household, asking for shelter.  They welcome him, but tell him there is no food to be had.  He says, that's no problem, he'll make some stone soup.  He boils large pot of water, and adds a stone, and some salt and pepper.  This strats to smell interesting, and he asks: "I wonder if anyone has an onion to add to the stone soup? etc... and it ends up that everyone gets fed (stone soup).

Any other soup strories?

And does this story work as a metaphor for some of what we are talking about in CCK09 at all?

November 17, 2009

CCK09 Education and learning
In this Where have all the people gone  in CCK09 Moodle forum, Ulop says: “It doesn’t matter if people leave the course, and go off and study on their own. That would be their option, and the connections will re-form and the networks will form elsewhere, if the ‘course’ is not serving the needs of the people. Otherwise, [...] November 17, 2009

CCK09 Where have all the people gone in CCK09
In this Where have all the people gone  in CCK09 Moodle forum Ulop says “That said, there is no troll in CCK09 and people have left the forums. For what reason(s), this time?”  I would like to know too! People have left the forums for various reasons.  Some participants (especially new to CCK09) have already indicated the reasons at [...] November 17, 2009

Shifting mindsets towards a post-factory economy
In my musings about the post-factory society, one of the key concepts seems to be that of entrepreneurship. While big corporations will undoubtedly continue to exist, they’ll work in an ecosystem of much smaller companies or ventures. Maybe the default option for professionals will be to work as such a small venture, rather than as [...] November 17, 2009

Rockhampton, Central Queensland, Australia
[http://www.queensland-australia.com/capricorn-images-tour.html] November 17, 2009

CCK09 Reflections upon the Value of Open Education Resources
In my view, access to open education resources via online courses such as the Connectivism and Connective Knowledge (CCK09) Course is very valuable, if not, critically important. Within formal institutions of learning, a variety of approaches and methodologies are currently being introduced to students/learners/participants in the field of e-learning. A question arises as to the [...] November 17, 2009

CCK09 Downes: digital literacy in the digital era
In a presentation for the CCK09 ‘Net Pedagogy’ Conference Stephen Downes presents his three theses on Digital Literacy for the 21st Century. Thesis One: Stephen asserts that within ‘the Real Internet’ words are taken literally and they are not simply metaphors. The novel languages of the Internet do not constitute static linear coherent pictures [...] November 17, 2009

Re: Tomcats, LOLcats, body language or words
by Frances Bell.  

I love it. Suggestion that probably doesn't work as it's too quirky

Cn I jus txt coz I dn wann be herd

I think it came into my mind because I was thinking about something Mark Stiles once said that getting academics to use L Tech was like herding cats.

Here's my attempt from last month (in situ in my blog) http://francesbell.com/2009/10/31/cck09-power-and-authority/

I haven't heard all of Stephen's talk yet ( I was in session but missed most of it from phone call and other interruptions) but I think (from my own brief encounters with it) that one of the features of LOL Cats is the deliberate amibiguity of many of the creations - almost "make of it what you will". The funny links between image and text will work differently depending on the social contexts in which they are shared, layered by the puns and double entendre.

November 16, 2009

Re: Sensitive Mail
by roy williams.  

Ken, a Keynesian demand-stimulus seems to be what this MOOC needs right now, the network eco-nomy of cck09 is really far too Bullish at the moment.  Maybe some virtual food tasting (does haptic technololgy extend to taste yet - now there's a business opportunity for a recession, no?)

On the laissez-faire issues, see 'Built it and Leave' and other modes in week 5 disucsion about where all the people went.

November 16, 2009

CCK09 Virtual Facilitation in Networks – a Rhetoric or Reality?
Wonderful post on Effective Virtual Facilitation by Ryan. I suppose these 5 stages are best practice of “teacher-centred structured session” and to some extent what has to be mastered by a competent online teacher or facilitator.  This is obviously one of the most welcomed approach from both educational authority and learners as the learning outcomes are well defined, and [...] November 16, 2009

LOLcats
One of yesterday's presentations was on LOLcats and how they are a form of language. Although it was hard to hear the audio on elive as it was fading in and out (sounded much like the mic was in a poor position) I think I mananged to keep up with most of the theory.Of course - there was a link in the moodle to a LOLcats site so some time had to be taken this morning to browse :-)Here is my November 16, 2009

How can virtual worlds contribute to the post-industrial eco-systems?
(This blog post has been prepared on Google Wave, the MixedRealities wave is public and you are free to add your take to the texts you find there – whether those texts are already published here or are just drafts) Jeff Jarvis on BuzzMachine says that the future of business is in ecosystems. It reminded me [...] November 16, 2009

Net pedagogy
We had a conference week about net pedagogy in CCK09 and I will gather my thoughts if I have any -actually I try to find my new thoughts by writing this post. We had six sessions in our program, I participated three and listened to others. I must be well up-to-date about global [...] November 16, 2009

CCK09 Open Education Resources: Projects & Potential
I enjoyed listening to an Elluminate recording of Stephen Downes’s presentation for the Connectivism & Connective Knowledge course’s Net Pedagogy Conference 2009. In this session Stephen provided an outline and description of Open Education Resources (OER) in addition to their associated licensing formats. Various OER funding models were also outlined. Examples of OER include: 1) [...] November 16, 2009

CCK09, Emotions in Social Networks
John Mak asks: Who am I? What is your identity in social networks? How would emotions impact on social networking? He also shows some videos in his post. I would like to discuss this topic with John. Since I am a reading/writing-preference learner, I searched for text references about Emotions in Social Networks. These are the references I [...] November 16, 2009

Discussion Forum

These links are comments posted to the Moodle Discussion Forum, Week 8 and Week 9. If you want to participate in the discussion, but don't want to set up a blog, then you can post here.

Re: help with some clarification please
by roy williams.  

John, thanks for your thoughts on learning principles in your blog.  And for the picture (how do you get to embed it here? please tell).

For me the difference is that some of us have different stuff to work with, different semiotics.  Each of us 'lifts off' (or prizes off) information from the material, to different degrees.

Viruses and genes have only the most basic, material semiotic (four protein letters, ACTG, functioning as the information switches in DNA), to work with, spectacular as that is. 

Animals have zoo-semiotics, essentially communication tools, not fully semiotic, as the material cannot be fully separated from the information.  Indication, or 'pointing' for instance, 'sticks' to your hand or finger or eyes if you are glancing in a particular direction, and your ability to 'leave it behind, when you leave' is limited - e.g. ants

Humans have socio-semiotics, i.e. fully semiotic tools, in which the material and the information link is entirely separated, in 'arbitrary and conventional' signs.  That gives us, uniquely, the possibility of creating new and even unreal meaning and information, and predication. (See the link to Reed at the bottom of the page here).

That, in turn, eventually (it takes a few million years) puts us in a position to alter the most basic material semiotic, our own genes, and in a sense to turn the tables on the material.  

The metaphor I use is that we 'lift off' or 'cut out' meaning from the material, only to re-embed it in the material later on.  (See here on dis/embedding).

November 17, 2009

Re: Tomcats, LOLcats, body language or words
by Ulöp O'Taat.  

Hi Gillian. I think any languages are important, if one wants to communicate in those languages. But I hesitate to believe that LOLcats is required in the new (communication) world. I suspect a lot of people may never learn this language, and still get along just fine. And perhaps it will be a language with a very short half-life. For me, LOLcats looks like it would be something I would visit very infrequently, maybe only for humour, if at all. I think there will be other languages that garner my interests better.

So perhaps I have missed the whole point of Stephen's presentation....

November 17, 2009

Re: help with some clarification please
by Sui Fai John Mak.  

Hi Roy,

Thanks for the links on CANs (Complex Adaptive Networks) and VANs (Virtual Adaptive Networks).   Great for reflection.

If you want to embed a picture, go to the attachment, click "browse", select a picture that has been stored in your computer file, click open to the picture selected, and click "post to forum" and you will see...

John

November 17, 2009

Re: help with some clarification please
by Ulöp O'Taat.  

@Sui Fai John Mak

"...but the learning stays forever."

I wonder if this is a fundamental meme (replicator)?

November 17, 2009

Re: help with some clarification please
by Sui Fai John Mak.  

If you like "learning to stay forever", then it is.... big grinblush

November 17, 2009

Re: Tomcats, LOLcats, body language or words
by Ulöp O'Taat.  

Hi Ailsa

I was working on a masters degree during CCK08 and found the forums a great place to toss out ideas for feedback, and to formulate my thinking through writing. Seems you are using the forums for a similar end, and I am happy to see that!

November 17, 2009

uploading pics
by ailsa haxell.  

had tried that...maybe browser prob...will try again...nope not on firefox . popup window id truncated, no browse feature.
Nope, not on safari, different popup but still not picture friendly, only attached files.

November 17, 2009

Re: uploading pics
by Sui Fai John Mak.  

Hi Ailsa and Roy, try these steps:

1. Click "browse" in the attachment

2. Look in "My pictures" (This shows all pictures you have saved under my documents)

3. Double Click the selected picture you want to upload (S:\My Documents\My Pictures\title of picture will show up in the box next to Attachment)

4. Click "Post to forum"

5. Click "continue"

The picture should appear.

John

November 17, 2009

Re: uploading pics
by ailsa haxell.  

might be a cross platform problem that is not mac friendly?
I dont get to step 1.
In firefox I have a toolbar just above this box for writing in, but when i click on this the pop up window only gives me an option for an url and when i have tried this it has not worked either. Havent found anything that lets me do a direct browse for whats on my computer...
In safari I have even fewer options.

November 17, 2009

Net Pedagogy and Acupuncture?
by Maijann Ruby.  

I thought of Connectivism theory today when I was at work as a teacher. Here's a passage we were reading: 'The ancient Chinese, who were the first to use acupuncture, believed that energy flowed through the human body. They thought that sometimes too much energy - or too little energy - flowed to one part of the body. That caused pain or sickness. There were, however, several hundred places on the body where an acupuncturist could change the flow of energy. Those places were called acupuncture points. A needle inserted into an acupuncture point on a patient's leg, for example, changed the flow of energy to the patient's stomach. When the energy flowed correctly again, the patient would feel better."

Reference: Heyer, S. (2007). Even more true stories: an intermediate reader.
NY: Pearson Logman.

November 17, 2009

Re: Sensitive Mail
by roy williams.  

Ulop, sure the more I work on research into how people make sense of intangile and tacit experience, such as how they learn, the more I see how crucial metaphor is to exploring and creating new ideas.

There is the metaphor of Stone Soup, for instance:

One day a traveller gets stuck at nightfall, and knocks on the door of a poor household, asking for shelter.  They welcome him, but tell him there is no food to be had.  He says, that's no problem, he'll make some stone soup.  He boils large pot of water, and adds a stone, and some salt and pepper.  This strats to smell interesting, and he asks: "I wonder if anyone has an onion to add to the stone soup? etc... and it ends up that everyone gets fed (stone soup).

Any other soup strories?

And does this story work as a metaphor for some of what we are talking about in CCK09 at all?

November 17, 2009

Re: Networks and Interaction.
by Oriol Miralbell.  

veryinteresting subject and references. We can see networks as an expression or representation of the potential In a linguistical domain) or we can see it as the potential of our relations represented in our mind. IN my research I'm focusing in social networks considering them as potential engines for knowledge and I apply connective learning factors as indicators to identify inside online social networks the key elements for a coopeative knowledge exchange and colnnective knowledge generation.
The perception that members of the network have of their relational power iinfluences their participation and their involvement as well.
I don't know ifthis fits completely with the refrences you've used in your post, but I believe there should be some link with.
I did my PhD courses on congnitive science and linguistics and we had many discussions like the one yu've raised. Finally I decided to focus my research on this other topic of social networks for knowledge and I often feel I should build some bridges with my former courses.

November 17, 2009

Re: Sensitive Mail
by Ulöp O'Taat.  

Can't think of another soup story, so, let's try making one up! On second thought, let's try a recipe instead:

Network Soup:

Add one part connection, one part open, one part diversity, one part autonomy
Stir, in a large bowl
Set aside the mix (CODA).

Prepare the nodes (choose methods per context)
e.g. advertise, solicit, enrol etc.

Sprinkle nodes in the CODA mix
Stir gently.
Apply heat, or cold or whatever contextual elements required.
Await emergence.

(ok, it's a start! not much of a cook am I!)


November 17, 2009

Re: Tomcats, LOLcats, body language or words
by Ulöp O'Taat.  

Hi Gillian. I enjoyed talking with you too! It was fun in the chat room while that presentation was ongoing.

I am still having some difficulty wrapping my head around the theory that Stephen was espousing and will no doubt listen to the presentation again when I get some time. It appeared that Stephen sees LOLcats as a new language, but I see a parallel between it and children's picture books, where a picture is shown accompanied by brief text, appealing to the visual/emotional through the pic while conditioning to the use of language. Granted the LOLcats pics are higher definition (but with poorer spelling - is that desirable if these are used as a teaching tool?)

While reflecting about this, I was thinking that children's picture books are a means by which to implant text language into the child's neural network, providing a textual interface for communication purposes. (what are LOLcats for? I originally thought they were just for humour).

The human textual interface is a primary mode of communication, akin to the computer interface where I type text, read text, recognize patterns as pictures. All of these are representations of phenomena including conceptual phenomena. And when I am thinking, I think via words and pictures: I see and hear words/pics in my mind. While the underlying mechanism that supports this may be neural connections, it is the words and pictures that act as the interface or conscious level in my head, permitting me to bring them to light and communicate about. The statement 'knowledge is in the connections' means that knowledge exists in the text/pics that are my conscious interface provided by my neural connections. As well as existing in books, storage media etc.

When Stephen presents about fish innards and LOLcats and suggests a new language etc. I can't help but wonder if he is discovering anything new, or just highlighting something that others may take for granted.

Usually I don't write so much, but I wanted to get these morning thoughts down before I lose them. I will review the recording and see what else I think after.

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Ulöp O'Taat.  

Hi Ailsa. I like your lolcat. I wonder why you feel the need to put it in your dissertation?

November 16, 2009

Re: help with some clarification please
by roy williams.  

Hi All, that's it.  Connectivism is a closet cousin of behaviourism. 

I dont mind the idea that I am a replicator host, I just require the replicator to shut up, sit down, and behave, while I do the other stuff, which is marriages of true minds, etc, etc.

And reverting to digital tools/digital learning ecologies to supplment the analogue and material interaction is fine too.  But its crucial to 'me' that I can pull the plug on that too. 

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Ulöp O'Taat.  

Listened to the presentation again, from the slides, three propositions:

1. New Media is a language. The artifacts are words.
2. We can understand these languages within a logical/semiotic framework.
3. Fluency in these languages constitutes 21st century learning.

My comments:

1. Sentence one seems evident. Not so much sentence two.
2. Why would we want to, if logic/semiotics is not so important?
3. Bit of a stretch.

I still think LOLcats are for fun, not requisite for 21st century learning...
Was Doonesbury/Marvel comics requisite for 20th century learning?



November 16, 2009

Re: help with some clarification please
by A One.  

You are all One

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by ailsa haxell.  

good question
And a multilayered answer
First to do with content
1.The dissertation/thesis is on texting reconfiguring what happens when telephone counselling shifts from an audio to visual channel.

There are issues to do with being invisible and inaudible that have made the medium more attractive
2. The invisibile/inaudible also creates so many unknowns
(so its funny)
Provides an opening for discussing identity formation

Then around the process
3. There's a significant difference in changing channels of communication from audio to visual, there's also a difference when the medium of a thesis shifts from
i. formal to informal and
ii. from prose to visual.

And around the audience
4. I am wanting to provoke experiences for the reader/marker that engage on more levels than a logic argument, that other realities are at play (as it were). This thesis doesnt just talk of performances of multiple reality, but is a performance in its own right.
5. The site of my study involves a typically young group , late teenage years, early 20's. I want to write this for them, make the reading of it approachable for them.

Thanks for the question, I need practice at justifying this smile


November 16, 2009

Re: help with some clarification please
by Sui Fai John Mak.  

Hi all,

@ Ailsa  Here is my view on learning principles. We are humans, not "non-human", so I would like to see more than just firing of neurons, in the connections, but the establishment of human relationship in networks, in the history of learning.  At the end, I like to learn with humans, though often technology is part of that mediation (is it part of ANT??).  Agents, actors mean differently to different people.  At the other end of the network, it is more than a node, it has feelings, "it" is breathing air and taking water (knowledge), and it lives..and is engaging, interacting.  That makes human more than just human, beyond behaviorism.

I remember that when I conducted my last class with my learners, especially in my early years of teaching, I always have an emotional response.  We have once upon met here together as a learning group or network, and our identities are inscribed in the history of learning.  Ten years later, we might still be able to remember each other, as once upon we have been with the same network and learn together. Would networks be forever?  Like diamonds are forever, when it comes to collaboration in the networks.

Roy: Replicator, host, and everyone of us will become history, but the learning stays forever.

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Frances Bell.  

I love it. Suggestion that probably doesn't work as it's too quirky

Cn I jus txt coz I dn wann be herd

I think it came into my mind because I was thinking about something Mark Stiles once said that getting academics to use L Tech was like herding cats.

Here's my attempt from last month (in situ in my blog) http://francesbell.com/2009/10/31/cck09-power-and-authority/

I haven't heard all of Stephen's talk yet ( I was in session but missed most of it from phone call and other interruptions) but I think (from my own brief encounters with it) that one of the features of LOL Cats is the deliberate amibiguity of many of the creations - almost "make of it what you will". The funny links between image and text will work differently depending on the social contexts in which they are shared, layered by the puns and double entendre.

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Frances Bell.  

I love the idea of one of your imagined audiences being the young people themselves. Perhaps they could play around with some cat images and the topic and come up with their own LOL cats.

November 16, 2009

Re: Net Pedagogy Conferences
by Frances Bell.  

I just heard Martin Weller's recording. Sound was poor but it seemed like a great session and I am sorry to have missed it.
I appreciate your participation in my session and have posted the links (including an update slide show with participant contributions ) on my blog.

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Gillian Watson.  

If learning is about conversation then learning the languages of the internet must be important. Or am I oversimplifying?

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by ailsa haxell.  

from an Ant sensibility, thats an important point, embraces performativity, reality is multiple... thanks for that approve

thought of teh herd but jus dinna wanna cr8 a fence

And as I wrote on your blog:
lol
This is just so funny on so many levels
Whose power are (you) stealing Frances?
Or alter ego being?
Is it possible to steal power in a network?
Meantime you are concurrently spending time playing dress ups with a cat. Have you already lost any credibility in having power?
What has this network done to you?

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by ailsa haxell.  

i think you are spot on, the 'tools' we use, make a difference, we are shaped in conjunction with them...

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Maijann Ruby.  

RE: Literacy in the Digital Era: Did anyone else have trouble hearing the Elluminate audio recording for this session - I had trouble hearing it from the beginning and then lost the audio altogether - I think it was about half way through - that I couldn't hear it anymore. Maybe there are some slides for this session?

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Maijann Ruby.  

Thanks - I've just seen this post! After writing one - re couldn't hear it.

November 16, 2009

Re: Tomcats, LOLcats, body language or words
by Ken Anderson.  

Miss Hadley-Finch (my english teacher) is very upset with this!

November 16, 2009

Re: Sensitive Mail
by roy williams.  

Ken and Gillian, I yearn for the days of more authoritarian learning events, because I really would like to ask for a ban on talk about food anywhere between 12h00 GMT and 14h00 GMT, as my lunch has yet to be conceptualised, let alone eaten (muesli and joghurt for breakfast, with black Lady Grey tea - the best), and the more I read about moose and asparagus, the more hungry I get. 

November 16, 2009

Re: Sensitive Mail
by roy williams.  

Ken, a Keynesian demand-stimulus seems to be what this MOOC needs right now, the network eco-nomy of cck09 is really far too Bullish at the moment.  Maybe some virtual food tasting (does haptic technololgy extend to taste yet - now there's a business opportunity for a recession, no?)

On the laissez-faire issues, see 'Built it and Leave' and other modes in week 5 disucsion about where all the people went.

November 16, 2009

Re: Sensitive Mail
by roy williams.  

... although that said, you do know that Nancy White, as well as being a really mean online presence, also does serious chocolate stuff?

November 16, 2009

Sensitive Mail
by Sui Fai John Mak.  

Roy said "I yearn for the days of more authoritarian learning events," I (John) do find many learners (including mine) like them, despite the new diet of "networked learning" under connectivism which could provide more choices, and much more healthier food for them compared to the traditional ones.  Why?  

Here is the learning metaphor: digestive system and a response to learning metaphor. So, muesli and yoghurt for breakfast (Roy), a healthy lunch (with more fruits and vegetables?) plus a balanced dinner really appeal to me, with the half-baked ideas. smile

This lunch talk makes me hungry too!

 

November 16, 2009

Re: Sensitive Mail
by Ulöp O'Taat.  

What about soup? I had a chicken soup (homemade) for supper last night. And we talk about wired soup here. Is there a connection, between what we eat and what we express?

November 16, 2009

Re: Openness
by roy williams.  

Gus: "Jim Groom ... makes the point that these technologies allow us to 'imbue our work with a sense of personality'"

... interesting.  

"I am, therefore I think?"  Ontology trumps epistemology?

mmmm.   

November 16, 2009

Re: Openness
by Ulöp O'Taat.  

"The argument of this book is that we, and all other animals, are machines created by our genes".  

(Dawkins, The Selfish Gene)

November 16, 2009

Education Re: Significance of teaching and learning
by Sui Fai John Mak.  

In this We are the people we've been waiting for and here is another trailer

It concludes that, while there are signs of spring, a transformation of the education system is vital if the UK is to continue to compete effectively in an era of globalization the world has changed enormously but our education system has not kept pace. We need to recognise that there are many paths to success for young people and provide the right support and opportunities for them to develop their individual talents.

What are your comments?

November 16, 2009

Re: Education Re: Significance of teaching and learning
by Sui Fai John Mak.  

This A Nation in Crisis? and Where We Stand: American Schools in the 21st Century Part 1 and Where We Stand: American Schools in the 21st Century Part 2 may be a wake up call on education.

November 16, 2009

Twitter

Post in Twitter and use the hashtag #cck09 to be listed here. (These should be fresh. Still working on improving the Twitter display.)

http://bit.ly/hFXI8 #CCK09


PLE/N Conference recordings http://is.gd/4WhB4 via @downes #CCK09 #lrnchat


RT @lindseybp: Here is CCK09 recorded session with Vicki Davis on differentiating instruction. It's in elluminate http://bit.ly/1hmjtl


RT @coolcatteacher: RT @lindseybp: Here is CCK09 recorded session with Vicki Davis on differentiating instruction. http://bit.ly/1hmjtl


RT @coolcatteacher: RT @lindseybp: CCK09 recorded session w/Vicki Davis on differentiating instr. Elluminate http://bit.ly/1hmjtl


Where have all the people gone http://suifaijohnmak.wordpress.com/2009/11/17/cck09-where-have-all-the-people-gone-in-cck09/ #CCK09


Education and learning http://suifaijohnmak.wordpress.com/2009/11/17/cck09-education-and-learning/ #CCK09


Check this video out -- Stupid in America http://bit.ly/S6zWs Learning should be fun #CCK09


Check this video out -- "Weird Al" Yankovic Helps Explain Auto Tune (Know Your Meme) http://bit.ly/J3gp8 #CCK09


RT @suifaijohnmak: Check this video out -- "Weird Al" Yankovic Helps Explain Auto Tune (Know Your Meme) http://bit.ly/J3gp8 #CCK09


@suifaijohnmak did you look at the wefeelfine project in cck08 last year http://www.wefeelfine.org/movements.html ? #cck09


RT@NicolaAvery @suifaijohnmak did you look at the wefeelfine project in cck08 last year http://www.wefeelfine.org/movements.html ? #cck09


@NicolaAvery wefeelfine project in cck08 last year http://www.wefeelfine.org/movements.html sounds interesting. Was it used in CCK? #CCK09


Funny video with Auto-Tune News #1: march madness. economic woes. pentagon budget cuts. http://bit.ly/o7wTr #CCK09


Check this video out -- Auto-Tune the News #7: texting. rhyming. pat buchanan fail. http://bit.ly/3b3St #CCK09


don't turn an LOL into a grt big OMG! RT @suifaijohnmak: Auto-Tune the News http://bit.ly/3b3St #CCK09


@suifaijohnmak I haven't looked at how wefeelfine works but looks interesting idea? #cck09


Week 10: Two simple topics for connectivism and research: http://bit.ly/26jEHc #CCK09


Connectivism & Connective Knowledge (CCK09) – Week 10: Research in Connectivism -- http://bit.ly/19mbjR


The week I've been waiting for RT @gsiemens: Week 10: Two simple topics for connectivism and research: http://bit.ly/26jEHc #CCK09


RT @gsiemens: Week 10: Two simple topics for connectivism and research: http://bit.ly/26jEHc #CCK09


RT @gsiemens: Week 10: Two simple topics for connectivism and research: http://bit.ly/26jEHc #CCK09


RT @mweller: @gsiemens - my slidecast from last night is here: http://u.nu/6rau3 #cck09 (thanks!)


RT @gsiemens: RT @mweller: @gsiemens - my slidecast from last night is here: http://u.nu/6rau3 #cck09 : pedagogy of abundance, cool !


really? RT @luzpearson Went to virtualeduca on BA - new ways of learning+formal education. No one has even mentioned connectivism!! #cck09


This newsletter is sent only at the request of subscribers. If you would like to unsubscribe, Click here.

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.

Copyright 2008 Connectivism & Connective Knowledge
Contact: stephen@downes.ca

This work is licensed under a
Creative Commons License.