George Siemens ja Connectivism
30.11.2005 klo 15:47 | WEB 2.0 & Social Softwares Konnektivismi
George Siemens (Instructor, Red River College, Manitoba, Kanada) julkaisi noin vuosi sitten Elearnspacen sivuilla paljon keskustelua herättäneen artikkelinsa Connectivism: A Learning Theory for the Digital Age. Artikkeli on julkaistu myös International Journal of Instructional Technology & Distance Learning lehden vuoden 2005 ensimmäisessä numerossa. Siemensiä arvosteltiin tuoreeltaan lähinnä siitä ettei hänen ehdotuksensa täyttänyt oppimisteorian vaatimuksia. Tämä keskustelu jäi kuitenkin nopeasti omaan arvoonsa ja esiin ovat myöhemmin nousseet muut verkko-opetuksen ja -oppimisen kannalta merkityksellisemmät seikat. Toivon voivani jossain lähitulevaisuudessa palata yksityiskohtaisemmin Siemensin kirjoituksiin ja niistä käytyyn keskusteluun. Tässä yhteydessä teen vain hänen artikkeleidensa listauksen.
George Siemens kirjoittelee ahkeraan kahdella verkkosivustolla:
1. Elearnspace, jonka Articles osastosta löytyvät ilmeisesti kaikki hänen parin viime vuoden aikana kirjoittamansa artikkelit. Sen lisäksi hänen pitää Elearnspace -nimistä blogia, jossa julkaistut (lyhyehköt) merkinnät viittaavat useimmiten muualla verkossa käytävään kiinnostavaan keskusteluun tai verkkoresursseihin.
2. Connectivism -sivusto, joka koostuu blogista, wikistä ja keskusteluosiosta. Blogissa hän kirjoittelee sangen aktiivisesti Konnektivismi -hahmotelmansa yksityiskohdista ja uusista ideoistaan tai muiden ideoista. Wiki osio on vielä melkomoinen raakile ja monilta osin pelkkiä otsikoita. Pari viikkoa sitten sinne kuitenkin ilmestyi ensimmäinen laajempi sisältökokonaisuus Cool-Connections. Näyttäisi lähinnä siltä että se on tai siitä on tulossa laajahko yhteenveto konnektivismista ("I just finished delivery a presentation to Australia on connectivism and the role of networked learning")
George Siemensin artikkelit
1. Learning Ecology, Communities, and Networks - Extending the classroom 17.10, 2003
"Summary: Learner-centered, lifelong learning has been the cry of knowledge society visionaries for the last decade. Yet learning continues to be delivered with teacher-centric tools in a twelve week format. Society is changing. Learners needs are changing. The course, as a model for learning, is being challenged by communities and networks, which are better able to attend to the varied characteristics of the learning process by using multiple approaches, orchestrated within a learning ecology."
2. Larning Management Systems:The wrong place to start learning 22.11, 2004.
"Introduction: Learning Management Systems (LMS) are often viewed as being the starting point (or critical component) of any elearning or blended learning program. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today."
3. Connectivism:A Learning Theory for the Digital Age 12.12.2004
"Introduction: Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42). "
4. Learning Development Cycle:Bridging Learning Design and Modern Knowledge Needs 12, 7.2005.
"Abstract:Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies."
5. Connectivism: Learning as Network-Creation 10,8. 2005.
"Abstract: Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process."
Artikkeli on julkaistu marraskuussa 2005 myös Learning Circuits -verkkopalvelun sivuilla
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