What we’re talking about#change11 #cooplit #mindamp #thinkknow 3D printing ai apple blue mars bruce sterling cory doctorow coursera curation economics facebook finance futurism gamification google high fidelity howard rheingold innovation kinect linden lab literature metameets metanomics microsoft minecraft moocs nmfs_f11 oculus rift peeragogy philip rosedale plenk2010 ray kurzweil robert scoble second life singularity singularity university stephen downes storify telepresence the well twitter virtual communities
Another thing to try out! http://paidcontent.org/article/419-google-tests-an-updated-look-for-its-search-pages/
Why do we Tumbl? In the end, we use Tumblr not because it’s a great way to connect with our readers (though it is that), or because we believe this or something like it is a part of a new way forward for interaction between publishers and audience (though we think that too). We use Tumblr because it’s fun and while, you know, you can’t eat fun, or trade it in for fistfulls of dollars to fund serious journalism, we believe there’s a value in doing things we like simply because we like to do them, and that hopefully our fellow Tumblrs will too.
(Archived post, 2-26-2009)
This year there will be once again a Connectivism Course, starting in September. Last year Connectivism and Connective Knowledge was a twelve week course that explored the concepts of connectivism and connective knowledge and explored their application as a framework for theories of teaching and learning.
I must admit that I just lurked around a bit last year. I was fascinated by the variety of communication and collaboration tools which were being used. As you still can see on the course site there was a blog, a wiki, Moodle, Elluminate sessions, video and in Second Life the Chilbo Community organized discussions and documentation.
It was a sometimes confusing experience, even for those who spent more time at the course than I did. There was a wrapup conversation about last year’s course (CCK08) which has been recorded.
One of the special characteristics of the course was that there seemed to be many many attendees. A small minority I guess attended the course in the context of some formal education, others just attended (for free) because they were interested.
I am not sure how many people actually went through the whole course. It is not very obvious either whether the two organizers got as much interaction between the participants as they wanted.
My impression was that the whole initiative was still presented very much as a course, which made people expect also a more classical approach with professors explaining in a rather linear way what connectivism is all about.
However, the course also wanted the participants to experience what it is to educate yourself in a networked world, and asking questions such as “what is the role of an expert in a networked world”.
There were more mundane issues as well, such as that it is rather essential to have a good microphone if one wants to communicate effectively in this networked environment.
A rather interesting question which popped up was that of “lurking”. Is it a failure when many people seem to be lurkers rather than active participants? Are they damaging the network by doing so? Or are they rather preparing themselves for the interaction, going through an important experience?
Anyway, one of the participants said: “At first it felt large but I seemed to be communicating with about 50 people.”
Discussion about words often are discussion about fundamental issues. Should we call the course a course, or rather workshops, or a series of events, regularly organized connections? But how would an university based on a conversation model look like?
Stephen Downes talked during the wrapup about serialized courses that you can subscribe to whenever you want and that will be delivered to you through RSS in the days and weeks that follow. Course content is prepared by a designer and then arranged for delivery over a period of time – serialized – according to your schedule.
RSS feeds can include links to external resources, embedded photos and videos, and community features. Course content is therefore distributed across the web.
Participation is also distributed. To take a course, simply subscribe to an RSS feed – there’s no registration fee, no sign-up, no overhead. If you decide, you can submit your own blog address or RSS feed and contribute your comments and content to the course.
George Siemens shared some insights and ideas about assessment. Now it was already a case that participants in the course were not necessarily evaluated by the University of Manitoba, but eventually by other universities who looked at the learning experience form their perspective.
What can assessment be in a networked world? Maybe a service such as evaluating how much of the required knowledge and skills you have for a certain profession and indicating what you still have to do in order to acquire the total package of needed skills?
The wrapup was for me very similar to my experiences reading course material and sporadically following course discussions: almost no clear answers but lots of questions. But that is of course a philosopher’s paradise. Where journalists need to present complicated situations in a simpler and more understandable way, philosophers show the complexity behind seemingly simple situations.
Anyway, I look forward to the new edition of the course. I hope I’ll have some more time now to participate, instead of just lurking!
(archived post, 8-25-2008)
I signed up for the Second Life Cohort of people attending a course about Connectivism. The social tools used as well as the content of the course seem very interesting.
The content: allow me to quote the course wiki:
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.
Okay, I guess this is still rather vague… I found this text by George Siemens, Connectivism: A Learning Theory for the Digital Age, which provides more answers. For instance:
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
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.
Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
Very nice, maybe, but others might say pretty obvious statements. However, attending the course could very well make things more interesting, not only because of better and more explanations by the experts, but because of the learning experience itself.
Social tools: The learning experience will be mediated by all kinds of social media tools. On the blog for this course I read that by the end of July 1,200 persons signed up for the course, which means that the course can be rightly called a MOOC or Massive Online Course, which makes it even more necessary to make clever use of social media technology.
Each week the course will include a series of readings, recorded presentations and podcasts. During the week, a “live session” will be held in elluminate. These sessions will include a combination of presentation and discussion. Asynchronous discussion will be held in Moodle. All events will be open to the public.
How Second Life is involved? Fleep Tuque, co-founder of the Chilbo community in Second Life, proposed to take advantage of the sense of “co-presence” one feels when meeting people in Second Life to hold weekly discussions about the Connectivism course and construct the Connectivism Village where members of the cohort can “live, learn, and play” in Second Life. What else we do is up to the group, but we may:
– Hold group or individual conversations in voice chat.
– Submit builds, objects, models or other projects as assignments for the Connectivism course.
– Invite other members of the Connectivism course to come visit our location in Second Life.
The Chilbo community is hosting the land and space in Second Life where the SL Cohort of the Connectivism course will be held. When the Chilbo Summer Fair wraps up at the end of August, the fairgrounds will be torn down to make way for the construction of the Connectivism Village.
In the SL Cohort there are more than 100 people now from all over the world. That is yet another fascinating aspect of the MOOC: people from all over the planet will gather in this experience.
Will it succeed? I sure do hope so, and will report about the Connectivism course here on MixedRealities.