October 22, 2008
Every change provokes uncertainty. I’m quite uncertain on the following points which I find quite risky in designing a connective based learning environment:
- Hedonistic digital delight
- Media collectionism
- informal reductionism
In my opinion these three elements are more at work in a connective learning environment than in any other environment. Being connected involves a self-directed learning coping with digital abundance. This digital abundance can’t really represent a problem if the learner is well aware of his own learning styles and modalities, otherwise it can bring to both information and functional overload.
I myself being involved in this CCK08 felt those risks, as for example, I subscribed Second Life hoping to change my hedonistic consideration of the medium into a useful one for learning and failed. I tried to ‘re-write’ some material from the course just for the pleasure to contribute a syntesis and felt affected by informal reductionism (What is the point of producing a syntesis when you have the original materials? And what’s more: who am I doing it for?). I like mapping but didn’t find a real sharing in the group up to now.
What I really want to share this week is thi presentation:
It is an experience in designing courses in Moodle based on social constructivism with two connective features: sharing and being reactive.
September 4, 2008
…and here’s where we all live.
A map of the course created by Matthias Melcher.
August 30, 2008
Here is a mapping adaptation from the article by Stephen Downes.
August 1, 2008
This video, Connected, was produced by ACU students, faculty and staff to visualize a new kind of learning environment. It’s an exciting vision that is quickly becoming a reality.
The video (17 min) is someone cheesy in parts, sounds more like an iPhone advertisement than a video for education, and still tries to squeeze technology into an existing model. But, it’s an interesting look at how we can improve information access and interaction when our systems are conceived in line with our devices. (George Siemens)
June 20, 2008
This blog aims at supporting my second online experience for the following course starting on September 7th.
Connectivism and Connective Knowledge is a twelve week course that will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. It will outline a connectivist understanding of educational systems of the future.
George Siemens and Stephen Downes – the two leading figures on connectivism and connective knowledge – will co-facilitate this innovative and timely course.