Overview
- We should consider learning as a chao system and study like the ways they study chao systems in terms of the meaning of knowing, the interaction/communication patterns, etc.
- "the assertion that learning is primarily a network forming process" (p. 15). Connectivism considers knowledge connective.
- Co-creation: build on/with the work of others
- Dissemination: analysis, evaluation, and filtering elements through the network
- Communication of key ideas
- Personalization: internalization, dialogue, or reflection
- Implementation: action, feedback
Connective knowledge networks possess four traits (p. 16):
- Diversity. Is the widest possible spectrum of points of view revealed?dy
- Autonomy. Were the individual knowers contributing to the interaction of their own accord, according to their own knowledge, values and decisions, or were they acting at the behest of some external agency seeking to magnify a certain point of view through quantity rather than reason and reflection?
- Interactivity. Is the knowledge being produced the product of an interaction between the members, or is it a (mere) aggregation of the members’ perspectives?
- Openness. Is there a mechanism that allows a given perspective to be entered into the system, to be heard and interacted with by others?
- democratic and diverse (p.47)
- dynamic and capable of evolving, adapting, and responding to external change
Stages of Knowledge Construction (p.45)
The staged view of Connectivism about how individuals encounter and explore knowledge in a networked/ecological manner (from the basic moves to the more complex):
- Awareness and receptivity: acquire, access.
- Connection forming: form network, filter, select, add.
- Contribution and involvement: become a visible node, acknowledge by others, reciprocate, share.
- Pattern recognition: recognize emerging patterns and trends.
- Meaning-making: act/reform view points/perspectives/opinions.
- Praxis: tweak, build, recreate one's network/meta-cognition, reflect, experiment, act, evaluate.
- Informal, not structured
- Tool-Rich
- Consistency and time
- Trust
- Simplicity
- Decentralized, fostered, connected
- High tolerance for experimentation and failure
- a space for gurus and beginners to connect,
- a space for self-expression,
- a space for debate and dialogue,
- a space to search archived knowledge,
- a space to learn i n a structured manner,
- a space to communicate new information and knowledge indicative of changing elements within the field of practice (news, research), and
- a space to nurture ideas, test new approaches, prepare for new competition, pilot processes.
Ecologies are nurtured and fostered… instead of constructed and mandated.
Skills our learners need (p. 113):
- Anchoring. Staying focused on important tasks while undergoing a deluge of distractions.
- Filtering. Managing knowledge flow and extracting important elements.
- Connecting with each other. Building networks in order to continue to stay current and informed.
- Being Human together. Interacting at a human, not only utilitarian, level…to form social spaces.
- Creating and deriving mearning. Understanding implications, comprehending meaning and impact.
- Evaluation and authentication. Determining the value of knowledge…and ensuring authenticity.
- Altered processes of validation. Validating people and ideas within appropriate context.
- Critical and creative thinking. Question and dreaming
- Pattern recognition. Recognizing patterns and trends.
- Navigate knowledge landscape. Navigating between repositories, people, technology, and ideas while achieving intended purposes.
- Acceptance of uncertainty. Balancing what is known with the unknown…to see how existing knowledge relates to what we do not know.
- Contextualizing (understanding context games). Understanding the prominence of context…seeing continuums…ensuring key contextual issues are not overlooked in context-games.
Siemens, G. (2006). Knowing Knowledge. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
