Connectivism

Connectivism is a learning theory based on the notion that knowledge does not exist in the mind of a person but in systems whereby knowledge is accessed through people participating together in activities. Connectivism is a process of learning, creating connections and the development of networks in order to obtain knowledge.

The Principles of Connectivism

• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

http://en.wikipedia.org/wiki/Connectivism

Siemens introduced the subject of connectivism through a research paper. It has since then been scrutinized, utilized, accepted and rejected. Essentially it is the notion that connectivism is a new learning theory that has not been accepted widely. With some academics arguing that the subject is in fact a “pedagogical view” (Verhagen, Plon, 2006) and not a learning theory.

I believe that according to the readings I have sourced and studied that the theory of connectivism cannot be regarded as learning theory until furthur more extensive research and testing is performed. Untill then I do agree with Verhagen when he states it is a pedagogical view, however I don’t think the whole theory should be disregarded because of this.

I think connectivism is a great tool which should be used in all classroom’s in order to get students involved and sharing information, experiences and emotions with one another.

Thinking Hats Wiki

This was such a fantastic exercise as it forced me to think from different perspectives. There were some hats that I found easier than others. I was quick to come up for suggestions using the black (cautious), red (feelings) and green (creativity) hats but when it came to the white (facts), yellow (ideas), and blue (process) I found I needed to do some further research.

Because I was having trouble answering all the "hats" in the wiki I answered first what came easiest to me. I then stepped away from the computer and drew myself a mind map of sorts. In the mind map I drew each hat then recorded my ideas and thoughts accordingly.

See below for a picture of my "Hats Map"

I feel this exercise was reflective mainly of constructivism and connectivism because of the way all students were building on each others comments and thoughts. This alowed students to connect with each other, sharing existing and new knowledges. 

I think De Bono's six hats is a useful scaffolding tool as it allows people to take on a number of different "thinking" roles and promotes people to think in ways that may not have otherwise. 

Edward de Bono - discusses the Six Thinking Hats®

Blooms Taxonomy

Whilst reading and researching Blooms taxonomy I came across a few sites and videos that I thought others might enjoy. There are plenty of videos on youtube.com but a website I found particularly interesting is Blooms digital taxonomy site. This site offers different resources that can be used in accordance to the six steps. Enjoy!

TPACK

TPACK, or technological pedagogical and content knowledge includes ICT's into the pedagogical content knowledge (PCK) framework of Schulman. Schulman first introduced the phrase "pedagogical content knowledge" in 1967. This created a new wave of thinking and got academics debating the way in which teachers impart their knowledge towards the learner.

Schulman's framework can be divided into types of knowledge that teachers need to master, content knowledge, also known as "deep" knowledge of the subject itself, and knowledge of the curricular development.


The TPACK framework is a conceptual framework integrating educational technology by building on Schulman's PCK framework.The TPACK framework suggests that teachers integrate technology into their already established pedagogies. In doing this teachers are combining all the necessary tools needed to be successful in their learning approach. 

Activity Three: Reflection on Prensky's Ideas

According to Prensky's articles, learners today are much more impatient than those of the past. As teachers we are teaching a generation which is greatly overstimulated by media and ICT's. Because of this it is harder to engage students, especially the fringe dwellers or as Prensky refers to them; the students who "tune us out".

There is great substance in the "engage or enrage" argument. Students of today have so many creative and "fun" outlets. Due to the introduction of iPhones, iPads, laptops and other media students communicate on a much wider and more accessible level than those of the past. Students are more demanding and if something doesn't reach or interest them they will simply "tune out". 

The up-side to this argument is that because our students are so tech savvy we now have more tools (such as smart boards) to use in order to share knowledge and make it inclusive and interactive.

Activity Two: Multiple Intelligences

After completing the BGFL (Birmingham grid for learning) test I was given a circular table outlining the weakness's and strengths of my own learning abilities. This was also displayed in the Felder and Solomon test results and once again I found no surprises.

The information gathered by these tests can be used to inform my own learning design. The test shows that my highest intelligence areas are kinaesthetic and visual, this helps me within my own studies by pin pointing the kind of activities, environments and tools I need to utilise in order to maximise my learning potential.

If I were to use a test such as this one on my own students I would be able to profile how they think and pinpoint what tactics I need to use in order to stimulate their learning. However in a class of 30 it would be ignorant to think that one intelligence applies to all students. Lessons need to be designed in such a way that they cover equal amounts of the multiple intelligences so the reach of the knowledge being taught is greater. This can be achieved by using visual aids, talking and then doing class activities, therefore getting all students involved in the learning process using different areas of learning abilities.

Activity One: Learning Styles

According to Felder and Solomon my learning style is (from high to lowest) Visual, Global, Active and Intuitive. I learn best when interacting with others, I thrive on visual aids and jump from one topic to another at a speed. I learn best by "doing" and "seeing", I'm not good at sitting in lectures or being spoken to for long periods of time. I find I learn best when I can take frequent breaks or sit outside. I don't learn in the linear sense and have always absorbed information randomly. I found the results of the Felder and Solomon to be spot on when indicating my learning styles.

With the diverse range of learning styles I think it would be difficult to cover each students style throughout every class and every topic. In attempting to do this I would endeavor to incorporate a range of methods throughout a single lesson. A way of doing this would be to verbally explain the topic but use images and diagrams throughout the talk, then demonstrate, then encourage children to gather in groups, discuss and present the topic in their own words or through other media such as power point, smart-boards or iPads. 

ICT's are a fantastic medium for students today, information is at their finger tips and I think its important to always utilize these materials. ICT's can be used to help students interact and explain their findings, for examples, using education software or creating interactive presentations on a topic.

The profiling questions as used in the learning styles quiz would be an excellent way to profile students. Asking questions such as "What helps you to learn?" and "How do you find information." can tell allot about the way people learn and the mediums they use to do so.

ICT's support a broad range of learning styles as they offer a vast medium of information through the written word, pictures, programs and videos. This covers a large amount of learning methods.

Good Game: Edutainment, S5 Ep 14