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Connectivism
Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age. Learning does not simply happen within an individual, but within and across the networks. What sets connectivism apart from theories such as constructivism is the view that "learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing". Connectivism sees knowledge as a network and learning as a process of pattern recognition. Connectivism has similarities with ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Massive Open Online Course
A massive open online course (MOOC ) or an open online course is an online course aimed at unlimited participation and open access via the World Wide Web, Web. In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and teaching assistants (TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in distance education, first introduced in 2008, that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC". Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as Open content, open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning Theory (education)
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained. Behaviorists look at learning as an aspect of Operant conditioning, conditioning and advocating a system of rewards and targets in education. Educators who embrace Cognitivism (learning theory), cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory. Those who advocate constructivism (learning theory), constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on the ofte ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
George Siemens
George Siemens is a Canadian expatriate professor of psychology at the University of Texas at Arlington and professor and director of the Centre for Change and Complexity in Learning at the University of South Australia. He is known for his theory of connectivism, which seeks to understand learning in the digital age. He played a role in the early development of massive online open courses (MOOCs). Education Siemens earned his PhD in psychology at the University of Aberdeen in 2011 under the supervision of Frank Rennie, Martin Weller, and Robin Mason. His thesis developed the Sensemaking Wayfinding Information Model (SWIM) to understand individual behavior in social networks. Career Siemens joined the faculty and staff of The University of Texas at Arlington in December 2013 as the executive director of the Learning Innovation and Networked Knowledge Research Lab or LINK Lab, which opened in spring of 2014. Siemens commenced his role at the University of South Australia i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Self-organization
Self-organization, also called spontaneous order in the social sciences, is a process where some form of overall order and disorder, order arises from local interactions between parts of an initially disordered system. The process can be spontaneous when sufficient energy is available, not needing control by any external agent. It is often triggered by seemingly random Statistical fluctuations, fluctuations, amplified by positive feedback. The resulting organization is wholly decentralized, :wikt:distribute, distributed over all the components of the system. As such, the organization is typically Robustness, robust and able to survive or self-healing material, self-repair substantial perturbation theory, perturbation. Chaos theory discusses self-organization in terms of islands of predictability in a sea of chaotic unpredictability. Self-organization occurs in many physics, physical, chemistry, chemical, biology, biological, robotics, robotic, and cognitive systems. Examples of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructivism (learning Theory)
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they ''construct'' their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development. Background Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences. While behaviorism focuses on understanding what students are doing, constructivism emphasizes the importance of understanding what students are thinking and how to enrich their thinking.Seifert, Kelvin & Sutton, Rosemary. Educ ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Stephen Downes
Stephen Downes (born April 6, 1959) is a Canadian philosopher and commentator in the fields of online learning and new media. He has explored and promoted the educational use of computer and online technologies since 1995. He gave the 2004 Buntine Oration and was a presenter at the February 2007 Online Connectivism Conference. In 2008, Downes and George Siemens designed and taught an online, open course reported as a "landmark in the small but growing push toward 'open teaching - widely considered the first massive open online course (MOOC). Born in Montreal, Quebec, Downes lived and worked across Canada before joining the National Research Council of Canada as a senior researcher in November 2001. Currently, he is a researcher at the NRC's Digital Technologies Research Centre in Ottawa. Downes was the winner of the Edublog Award for Best Individual Blog in 2005 for his blog OLDaily. He is Editor at Large of the ''International Journal of Instructional Technology and Distan ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructivism (philosophy Of Education)
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they ''construct'' their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development. Background Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences. While behaviorism focuses on understanding what students are doing, constructivism emphasizes the importance of understanding what students are thinking and how to enrich their thinking.Seifert, Kelvin & Sutton, Rosemary. Educ ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Enactivism (psychology)
Enactivism is a position in cognitive science that argues that cognition arises through a dynamic interaction between an acting organism and its environment. It claims that the environment of an organism is brought about, or enacted, by the active exercise of that organism's sensorimotor processes. "The key point, then, is that the species brings forth and specifies its own domain of problems ...this domain does not exist "out there" in an environment that acts as a landing pad for organisms that somehow drop or parachute into the world. Instead, living beings and their environments stand in relation to each other through mutual specification or codetermination" (p. 198). "Organisms do not passively receive information from their environments, which they then translate into internal representations. Natural cognitive systems...participate in the generation of meaning ...engaging in transformational and not merely informational interactions: ''they enact a world''." These authors ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Situated Cognition
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. Situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual knowledge. In essence, cognition cannot be separated from the context. Instead, knowing exists ''in situ'', inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual's increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. History While situated cognition gained recognition in the field of educational psychology in the late twentieth century,Brown, Collins, & Duguid, 1989 it shares many principles with older fields such as critical theory, anthropology ( Jean Lave & Etie ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Socially Distributed Cognition
Distributed cognition is an approach to cognitive science research that was developed by cognitive anthropologist Edwin Hutchins during the 1990s. From cognitive ethnography, Hutchins argues that mental representations, which classical cognitive science held that are within the individual brain, are actually distributed in sociocultural systems that constitute the tools to think and perceive the world. Thus, a native of the Carolina Islands can perceive the sky and organize his perceptions of the constellations typical of his culture (the groupings of stars are different than in the traditional constellations of the West) and use the position of the stars in the sky as a map to orient himself in space while sailing overnight in a canoe. According to Hutchins, cognition involves not only the brain but also external artifacts, work teams made up of several people, and cultural systems for interpreting reality (mythical, scientific, or otherwise). Distributed cognition theory is pa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Learning Theory
Social learning theory is a psychological theory of social behavior that explains how people acquire new behaviors, attitudes, and emotional reactions through observing and imitating others. It states that learning is a cognitive process that occurs within a social context and can occur purely through observation or direct instruction, even without physical practice or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is consistently rewarded, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist. The theory expands on traditional behaviorism, behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual. Albert Bandura is widely recognized for develop ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Like Button
A like button, like option, or recommend button is a feature in communication software such as social networking services, Internet forums, news websites and blogs where the user can express that they like or support certain content. Internet services that feature like buttons usually display the number of users who liked the content, and may show a full or partial list of them. This is a quantitative alternative to other methods of expressing reaction to content, like writing a reply text. It is the most used feature on social media. Some websites also include a dislike button, so the user can either vote in favor, against or neutrally. Other websites include more complex web content voting systems; for example, five stars or reaction buttons to show a wider range of emotion to the content. Implementations Vimeo Video sharing site Vimeo added a "like" button in November 2005. Developer Andrew Pile describes it as an iteration of the "digg" button from the site Dig ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
