Rv: Connectivism: Online course, OERs, Pedagogy, and more
Luis Gutiérrez C
De: George Siemens <gsie...@elearnspace.org>
Para: luisgut...@yahoo.es
Enviado: martes, 17 de junio, 2008 15:54:10
Asunto: Connectivism: Online course, OERs, Pedagogy, and more
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June 18, 2008
Stephen Downes and I will be offering an online course starting September through University of Manitoba on Connectivism and Connective Knowledge. The course is available for credit (enrollment is required) or for personal interest (no fee). All discussions and learning resources will be freely available. More information on how the course is run, weekly topics, etc., is available on the course wiki. If you are interested, you can sign up here in order to receive more information on participating or enrolling.
If for some reason the above link to the wiki doesn't work, it is also available here: http://ltc.umanitoba.ca/wiki/Connectivism
We've set up a course blog for our Connectivism and Connective Knowledge online course. The intention of the blog is to open up the conversation around course design and delivery and changing value points in education. The transparency will hopefully capture some of our (Stephen Downes and myself) thinking around course design and foster interaction with others on ways to improve delivery.
We’re hoping that this course will serve at least three purposes:
1. To address the questions about value points in education and the role of learners and faculty in large scale open courses
2. To model alternatives to existing course design and delivery models. These alternatives are defined by openness, innovation, active participation, connectedness, and learner autonomy.
3. To expound connectivism as a learning theory and provide a forum for critical
thought, debate, and consideration of future steps in research and implementation.
Reflections on Africa: "My understanding of education and learning technologies is largely confined to European, Canadian, Australian, and American contexts. While I have frequent informal interactions with individuals from other regions, my understanding of the unique challenges facing these areas is limited. In particular, I’m largely unfamiliar with African, Russian, Asian, Middle Eastern, and South American use of information communication technology for teaching and learning. These are all areas on my "must go to" list."
Cute Kitten Syndrome: Open Educational Resources: "Educators are periodically afflicted with a psychological condition called "Cute Kitten Syndrome". This syndrome manifests itself as evoking perceived universal favor for an idea or concept and with those opposing cast as lacking some key element that comprises humanity. I mean, really, who doesn't love cute furry kittens? If a person is to speak against open educational resources (OERs), they are essentially revealing their callus nature. But, I must say a few critical things..."
Pedagogy First? Whatever: "In dealing with faculty and instructional designers, a series of almost default phrases are vocalized once technology is mentioned: "We need to start with pedagogy"..."It's pedagogy first".
Or, whenever I'm in a meeting and someone says "pedagogy first", the apparently genetic instinct to nod viciously is enacted by everyone around the table. "Yes, that is right. We need to have priorities here. Let's tame technology and focus instead on what we already know and are comfortable with. Let’s ensure that technology does not get away from the tried and true method of containing innovation and new approaches.”
On the surface, I share this sentiment. I've used it many times as well. It's a nice comforting way of letting people know that we are people with good priorities. We are not from the dark side. Come a
little closer to the edge. We are just like you.
Another one of my favorite conversations that cause me to feel with warm, glowing edu-speak goodness: "We need to design our course/program on sound pedagogy".
But my angst can no longer be contained... "
I mean, where did we think this was going?: "But then, what were we expecting? What did we think would happen when learners started using the web for creating and accessing content? When they started creating social networks to assist each other in learning? What did we think would happen when large distributed, global conversations started to occur around how to teach? What did we expect would happen to classrooms when the walls became increasingly permeable and learners could directly access video and audio recordings of experts? What did we think would be the final outcome of a tremendous shift in control over what and how our learners deal with content, each other, experts, and the rest of the world? Did we actually think that we could have a revolution within the confines of existing structures?"
Networks are getting faster: "The network trend has since continued and even accelerated. del.cio.us, Myspace, Facebook, ustream, and Twitter represent an acceleration of information sharing on par with the distinction between a traditional newspaper and blogs. Growing up, my information network was slow, but social contact was high. In early school years, the information network accelerated, at the expense of humanness of the exchange. In university, both information and social networks grew in intensity but did so separately. And with the growth of network tools for learning, socialization, and information exchange, the world became rather small."
Enviado desde Correo Yahoo!
La bandeja de entrada más inteligente.
Kimberly Brown
This looks good.
Kimberly