12th September 2010
A tour of PLEs and PLNs
19th September 2010
Contrasting PLEs with LMSs
26th September 2010
The neXt/eXtended Web
3rd October 2010
PLE/PLN and learning theories
10th October 2010
Evaluating Learning in PLE/Ns
17th October 2010
Using PLEs successfully
24th October 2010
31st October 2010
Personal knowledge management
7th November 2010
PLE/Ns in the classroom
14th November 2010
Critical perspectives on PLE/PLN
Posts referring to George Siemens
Technology & Humanity: Finding Points of Harmony
George writes: "When it comes to learning and technology, we need to ask two basic questions:
1. What does technology do better than people?
2. What do people do better than technology?"
These form the basis for his recent presentation on the evolving role of the educator. George Siemens, elearnspace, Nov 17, 2010. [Comment] [Link]
Contrasting web 3.0 and xWeb
During our live session with Janet Clarey this week, discussion was centered on definitions and distinctions between different "versions" of the web. In the above link, I've posted my thoughts on distinctions between web 3.0 and xWeb. I argue that the web extended into our daily lives will more significantly impact most people that either web 2.0/3.0. George Siemens, , Oct 01, 2010. [Comment] [Link]
Socializing Open Learning
Yesterday, during the Open Social Learning Conference in Barcelona, I presented on Socializing Open Learning. The title links to the elluminate presentation. Slides are available here George Siemens, , Dec 01, 2009. [Comment] [Link]
Technologically Externalized Knowledge and Learning
This isn't directly related to our topic this week, but I think fits in with the overall CCK09 focus. The post presents TEKL (Technologically Externalized Knowledge and Learning), "a physical, wearable device that captures our physical and virtual interactions and assist us in recognizing and forming knowledge connections based on our past interactions, our social network, and our current work or personal interest needs". The concepts exist in bits and pieces in our online activities...but, as is often the case, the transformation to learning is found in bringing together (connecting) functionality of various tools in order to amplify the value of each. George Siemens, , Oct 20, 2009. [Comment] [Link]
Roots of Connectivism
For CCK09, we are trying to encourage connections with other courses. After all, why confine discussion to one course/topic or group of learners? As more courses are taught in an open manner, we'll have access to valuable discussions and information sharing sessions. Content alone doesn't equal learning. But, if the process of instruction and the activities of interaction are open, the entire experience of learning can be extended beyond individual courses. Last night, I presented to Alec Couros open class Social Media and Open Education. The recording is now available... George Siemens, , Sept 30, 2009. [Comment] [Link]
How prominent learning theories differ from connectivism
Table comparing connectivism to other major learning theories: behaviourism, cognitivism, and constructivism. George Siemens, Google Docs, Sept 16, 2009. [Comment] [Link]
Week 1 Video overview
Pretty straightforward - an overview of week 1 and how the course will operate. Week one is a heavy week - particularly as we try to communicate both design and structure of the course and tackle some of the foundational content. Don't worry if things are a bit confusing now. As the course progresses, key ideas and concepts will continue to surface. Focus on making a few connections, posting a few of your thoughts, etc. Trust the process :). George Siemens, , Sept 14, 2009. [Comment] [Link]
CCK08 Final Wrap Up Conversation
The dust has somewhat settled from the CCK08 course. Stephen, Dave, and I would like to do a final wrap up discussion. We are offering the course again in September '09 and your feedback on your experiences, ways to improve the course, etc. will be helpful in planning.
The session will be held at 1:00 pm CST (see world clock times for your time zone) on Monday, February 23, 2009.
The session will be held here in Elluminate, with Dave Cormier serving as moderator.
Hope you can join us! George Siemens, , Feb 20, 2009.
Who Is Still Participating?
A few personal reflections on time and effort I've put into CCK08...and how many of the initial participants can be deemed as still active. George Siemens, , Nov 24, 2008. [Comment] [Link]
Stepping Back to Last Week
I'm back in Canada and finally have a connection that allows me to upload my presentation from last week on openness in education. Sorry about the delay... George Siemens, , Nov 17, 2008. [Comment] [Link]
Analyzing the Obvious
I've (George) felt a bit disconnected from CCK08 this week. I've been traveling and internet connections have been hit and miss. My current connection speed reminds me of days of 56K (and slower). I have had opportunities to meet many participants in the course (most who say they are following but are too busy to participate as much as they would like. No need to apologize for lurking!). Even though the online medium has many opportunities, face-to-face contact still adds to the sense of connectedness. The link above is to the video recording of a presentation I delivered in Mooloolaba. The slides are here George Siemens, , Nov 07, 2008. [Comment] [Link]
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, , Oct 19, 2008. [Comment] [Link]
I've posted a 12 minute review of the course so far...and the second half of the course. We have now laid a foundation for thinking about connectivism. We've addressed knowledge, network attributes, different types of networks/groups, history of networks and social learning, and this week, chaos/complexity. With this foundation in place, we'll spend time now looking at implications. This portion of the course will help to provide discussion on both implementation and the milieu in which connectivism occurs (and is impacted by). George Siemens, , Oct 16, 2008. [Comment] [Link]
Complexity, Chaos, and Emergence
Last week was a travel week, causing some delays in putting forward a short article on this week's theme. I have now posted an article on complexity, chaos, and emergence. While chaos and complexity have their origin in physical sciences (making overly ambitions comparisons suspect), we can gain insight that serves as a foundation for connectivism and for learning in general. I offer a few thoughts on how chaos and complexity relate to education. George Siemens, , Oct 15, 2008. [Comment] [Link]
Terry Anderson: Groups, Networks, Collectives
Terry Anderson has kindly agreed to join us for both of our live sessions today. Terry's paper - collectives, networks, and groups for elearning (.pdf) - provides an introduction to his talk. The times and url of elluminate are here (listed under 'activities'). George Siemens, , Oct 08, 2008. [Comment] [Link]
We've a great round up of guest presenters over the next few weeks. While not all of them can attend both sessions, we will record their presentations for later viewing. The link above provides a schedule of upcoming sessions. George Siemens, , Oct 08, 2008. [Comment] [Link]
Groups and Networks: Short Presentation
I've put together a short presentation of networks (connectives) and groups (collectives). Short view: it's all about networks. The big questions is about deciding in what ways we wish the network to be structured (or optimized) in relation to the types of tasks we want to achieve. George Siemens, , Oct 06, 2008. [Comment] [Link]
Concerns About, and Arguments Against, Connectivism
Thoughtful dialogue has been prominent around many aspects of CCK08. The topics have ranged widely, allowing participants to sample and indulge where ever their interests or concerns exist. The debate has ranged from highly theoretical (knowledge and language) to practical (implementation in a classroom). As a young theory, many aspects of connectivism have not been fully explored and defined. Many strong critiques have been provided, questioning aspects of the theory or calling for greater clarity. So, I've put together a wiki page to track some of the concerns with and arguments against connectivism. By the end of the course, we'll try and at least tackle each topic. George Siemens, , Oct 06, 2008. [Comment] [Link]
The Development of Concept Maps...
Concept maps are not for everyone. I've stated this before. Some aspects of CMAPs seem to resonate with certain learners...and cause stress for others! Based on current research, concept maps offer learners the opportunity to make explicit relationships between concepts. It's like being asked to explain a view point to someone. We may have it neatly packaged in our own minds, but when we begin to articular the concepts, we find connections exist that we hadn't considered before. Or perhaps we are questioned by others and it forces us to reconsider some fundamental aspect of our own views. Several participants have started concept maps. Here are a few you might want to review:
Bradley Shoebottom George Siemens, , Sept 22, 2008.
Week 3: Introduction to Network Attributes
This presentation explores common network attributes. Many of the terms considered are likely familiar to most readers: small worlds, hubs, weak ties, and so on. Our discussion this week builds on weeks 1 & 2 and sets the stage for our consideration of network history (as applied to learning in week 4). George Siemens, , Sept 22, 2008. [Comment] [Link]
Where Does the Learning Occur??
In a networked model of learning, how does the learning actually occur? Well, as I suggest in this post, it occurs as we struggle to make sense of our world. As we filter information. As we create content and engage with others. Traditionally, education has provided much of the filtering work for us through the bounded information structures provided by instructors/faculty. What happens when that is under our control too? George Siemens, , Sept 16, 2008. [Comment] [Link]
Welcome to Week 2: Video
Short (12 minute) video introduction to week 2. The first half of the presentation focus on participating in the conversation, looking back at last week and looking at upcoming topic areas. The second half of the presentation focus on introducing the articles we're considering this week - Stephen's article on Connective Knowledge and Dave Cormier's article on Rhizomatic Knowledge (both articles and the weekly schedule are on the wiki). Discussions of knowledge can be rather painful. Hopefully we can lay a bit more of a foundation for the rest of the course by considering ways in which knowledge is networked and how that impacts learning. George Siemens, , Sept 16, 2008. [Comment] [Link]
Ok, We Hear You...
We've had quite a bit of response to the time change for our session on Wednesday (the synchronous discussion). Some appreciated the change of time, others didn't. We'll offer two separate sessions: new time: 11:00 am CST (see conversion to other zones)...and previously scheduled: 7:00 pm CST (see conversion to other zones). Both will be held here in elluminate George Siemens, , Sept 10, 2008. [Comment] [Link]
In case your not sick of attempts to explain connectivism, a recording of my eFest presentation yesterday on defining connectivism is available. George Siemens, , Sept 10, 2008. [Comment] [Link]
Comparing Connectivism: Reactions
Thoughtful responses to, and questions about, yesterday's post comparing theories of learning. Some question whether connectivism is actually something new (unique attributes were presented here: Week 1: What is Connectivism). Others wonder if connectivism is only about technology (it's not). Or how it differs from constructivism. I keep returning to the primacy of connections in learning - whether seen as biological (neurons connecting), conceptual (how concepts are related), or social/external (the networks we form with others and with information sources). Understanding how and why connections from as well as the contexts in which networks optimally develop (and their key attributes) is important for educators. George Siemens, , Sept 09, 2008. [Comment] [Link]
For some reason, the strongest resistance that I've encountered to connectivism is not that it's wrong in any functional way. Instead, the most common concern is that "it's not a theory" or "other theories already address this". I've tried to highlight theoretical distinctions between major theories of learning in this short piece. I think some level of theory must be considered in our discussions of network learning. Theory informs and gives rise to practice (even legitimates it). Practice in term evaluates and extends theory. Of course, the next conversation, and one that we can have in the moodle forum or on participant blogs this week, is how does connectivism differ from constructivism... George Siemens, , Sept 08, 2008. [Comment] [Link]
Week 1: What Is Connectivism
Welcome to the start of CCK08. I've posted a short presentation on the connectivism blog: What is Connectivism. The first few weeks will be more than a bit interesting as we each individually (and collectively) create narratives of coherence. The start of any new experience (course or otherwise) is likely best seen as falling under the banner of Darken's notion of wayfinding. With wayfinding, we begin to devise strategies for making sense of new environments. It's natural. It's a bit disorienting. And that's why Stephen and I are sending out The Daily: we hope to provide a bit of a center point to the distributed discussion. As the course moves forward, you'll find your own approaches to centering the discussion. The Daily is a scaffolding device of sorts - one stage of wayfinding. We'll introduce additional tools and processes over the next 12 weeks. George Siemens, , Sept 08, 2008. [Comment] [Link]