Lifelong Learning In The Digital Age

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Information about Lifelong Learning In The Digital Age

Published on March 15, 2008

Author: Silver_Tomorrow

Source: slideshare.net

Description

Slides from presentation at Beyond Boundaries 2007 on Connectivism

Lifelong Learning in the Digital Age: Michael Crawford and Christine Crawford Instructional Design and Technology UND Using Connectivism and Technology in the Classroom

Introductions How I heard about it

How I heard about it

My Network CU PZ FB WR DG J CDB LP AN NMC SL GS Conn Rick V Lori S MG AN JS SG JG

The Goals Foundations Teach the basic concepts of Connectivism Decreasing half-life of knowledge Define and describe networks Define their implications for the classroom tools How they (the implications) effect lifelong learning

Foundations

Teach the basic concepts of Connectivism

Decreasing half-life of knowledge

Define and describe networks

Define their implications for the classroom

tools

How they (the implications) effect lifelong learning

Foundations Behaviorism - “black box” of behaviorism (we don’t know what happens inside, so we just focus on the behavior). Cognitivism - Ausubel and others presented a computer-processing model (inputs, processing, coding for retrieval and outputs). Constructivism - More recently, constructivism has been presented as a free-floating theory of learning as an individually constructed experience. Connectionist – the connection strengths among processing units which allows a pattern to be activated But…they can’t support the knowledge explosion without some new way to understand learning.

Behaviorism - “black box” of behaviorism (we don’t know what happens inside, so we just focus on the behavior).

Cognitivism - Ausubel and others presented a computer-processing model (inputs, processing, coding for retrieval and outputs).

Constructivism - More recently, constructivism has been presented as a free-floating theory of learning as an individually constructed experience.

Connectionist – the connection strengths among processing units which allows a pattern to be activated

But…they can’t support the knowledge explosion without some new way to understand learning.

Cognitivism Constructionism Connectivism

Connectivism - What is it? 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. Why do I care?

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.

Why do I care?

What is knowledge? Soft knowledge Rapidly changing Hard knowledge Relatively consistent over time

Soft knowledge

Rapidly changing

Hard knowledge

Relatively consistent over time

 

1938 Behaviorism 1969 Social Learning 1978 Social Development

Half-life of knowledge

ALL knowledge? Encyclopedia- The idea of collecting all of the world's knowledge into a single work was an elusive vision for centuries. Many writers of antiquity (such as Aristotle) attempted to write comprehensively about all human knowledge. One of the most significant of these early encyclopedists was Pliny the Elder (first century CE), who wrote the Naturalis Historia (Natural History), a 37-volume account of the natural world that was widely copied in western Europe for much of the Middle Ages. -wikipedia.org

Encyclopedia-

The idea of collecting all of the world's knowledge into a single work was an elusive vision for centuries. Many writers of antiquity (such as Aristotle) attempted to write comprehensively about all human knowledge. One of the most significant of these early encyclopedists was Pliny the Elder (first century CE), who wrote the Naturalis Historia (Natural History), a 37-volume account of the natural world that was widely copied in western Europe for much of the Middle Ages.

-wikipedia.org

 

What is Learning?

Networks What is a network? How do we build networks? How do we develop networks? How do we maintain networks? (by applying the principles of Connectivism) What networks have you found to be most beneficial?

What is a network?

How do we build networks?

How do we develop networks?

How do we maintain networks?

(by applying the principles of Connectivism)

What networks have you found to be most beneficial?

 

 

 

Tools Blogs Wikis E-books (Knowing Knowledge) What else?

Blogs

Wikis

E-books (Knowing Knowledge)

What else?

The digital native disconnect & knowledge management Prenksy‘s “digital natives” Charactoristicss of entering students High tech / limited exposure Low discernment Social oriented use of tech Uninformed unsophisticated knowledge consumers Desired traits of Graduates Lifelong learners Intelligent knowledge consumers Basic knowledge and ability to adapt Learning and networking technology use

Prenksy‘s “digital natives”

Charactoristicss of entering students

High tech / limited exposure

Low discernment

Social oriented use of tech

Uninformed unsophisticated knowledge consumers

Desired traits of Graduates

Lifelong learners

Intelligent knowledge consumers

Basic knowledge and ability to adapt

Learning and networking technology use

Incorporating How do we incorporate Connectivism into our learning environments?

How do we incorporate Connectivism into our learning environments?

Implications How does the difference between types of knowledge effect how you teach?

How does the difference between types of knowledge effect how you teach?

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