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Presented to EC & I 831
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Roots of Connectivism
September 29, 2009EC&I 831
“What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual...”
Institute of Education, London, 2007
Roots of Connectivism
1. Psychological/social/learning theory
2. Philosophy of Mind/Connectionist/Artificial Intelligence
3. Brought together/unified (corrected) in neuroscience
1. Psychological/social/learning theory
2. Philosophy of Mind/Connectionist/Artificial Intelligence
3. Brought together/unified (corrected) in neuroscience
Behaviourism
Concept: Learning is a change in behaviour…mind is a black box
Figures: Pavlov, Thorndike, Watson, Skinner
B.F. Skinner
Epistemology/Pedagogy
Knowledge is objective, but secondary to behavioural considerations
Teaching is stimulus/response-based (conditioning)
Behaviourism
Cognitivism
Concept: information processing, metacognition, thought process, knowledge is organized/organizable
Figures: Ausubel, Gagne, Bandura, Bruner (both socially-focused)
Cognitivism
Motivation– Attribution– Self-efficacy– ARCS
• Attention• Relevance• Confidence• Satisfaction
Epistemology/PedagogyKnowledge is objective, acquired through
cognition (objectivistic)
Information processing: attention to STM, LTM, and interaction between systems (encoding, retrieval, cognitive load)
Cognitivism
Constructivism
“Knowledge constructed by learners as they attempt to make sense of their experiences”
Driscoll
Piaget
Piaget: – Process of development– Stages of development
“I think that all structures are constructed and that the fundamental feature is the course of this construction: Nothing is given at the start, except some limiting points on which all the rest is based. The structures are neither given in advance in the human mind nor in the external world, as we perceive or organize it.”
Social Constructivism
Vygotsky– Language (symbols)– Social and cultural context
Constructionism
Concept: people learn through making things – “creative experimentation”
Learning vs. Teaching“find ways in which the technology enables
children to use knowledge”
Seymour Papert
Situated Learning
Concept: “learning as it normally occurs is a function of the activity, context and culture in which it occurs”
Brown, Lave, Wenger
Activity Theory
Concept: “More than ever there is a need for an approach that can dialectically link the individual and the social structure”
“Transcending Context”
Leont’ev (based on Vygotsky)Engeström (in current iteration – expansive
learning)
Epistemology/pedagogy
Knowledge is personally constructed, socially generated, contextually held
Teaching is indirect, supportive, learner-driven, experiential
Constructivism
1. Psychological/social/learning theory
2. Philosophy of Mind/Connectionist/Artificial Intelligence
3. Brought together/unified (corrected) in neuroscience
Move from folk psychology
To scientific psychology (neural net view of learning/knowledge)
Philosophy of mind (Churchland, Clark, Damásio)
Connectionism
Concept: Learning - neural networks, not symbol processing
Figures: – Early: Thorndike (behaviourist)– More recently modular models of learning
(Minsky), and AI focus: Bechtel, Abrahamsen, Pinker, Churchland, Hebb
1. Psychological/social/learning theory
2. Philosophy of Mind/Connectionist/Artificial Intelligence
3. Brought together/unified (corrected) in neuroscience
Neuroscience as parent science for learning
Biological views of learning
“It appears that complex and distributed systems of neurons are implicated in learning, with some systems centrally involved with the development and representation of a memory trace, and others peripherally involved in the expression of learned behaviour”
Donegan & Thompson
“To the neuroscientist, learning is a whole-person/whole-brain activity what confounds received organizations”
Theodore Marchese
Epistemology/Pedagogy
?
Connectionism/Neuroscience
Networked Learning
Learning in relationship to knowledge and mind
Distributed – Hutchins – Not “in skull”– Spivey et. al. – “not always inside brain”– Bereiter – “knowing outside the mind”
Externalization – Wittgenstein, Vygotsky
Socialization & negotiation – Papert, Piaget, Bruner, Bandura
“The intelligences…are distributed…across minds, persons, and the symbolic and physical environments”
Roy Pea
Connectivism
Knowledge & learning as networked and emergent
SynchronicityAmplification
Resonance
Undiscovered public knowledge
When connections are weak…not more research, but better connections
Undiscovered public knowledge: systems of information that are similar but
distinct or not normally connectedDon Swanson
Participatory sense making
Our world makes sense through our interaction with information and others
....(and in turn, their interactions with information and others)
De Jaegher, Di Paolo, 2007
Depth and diversity of connections determines understanding
Frequency of exposure
Integration with existing ideas/concepts
Strong and Weak Ties
Determining understandingDetermining understanding
The primacy of the connection
Connections are to learning as atoms are to the physical world…
What connections are
How they form
What attributes/structure they exhibit at formation
What various formations mean
How attributes of connections reflect learning
But what about technology?
New media adds new opportunities for connections/relations, enacting latent ties
Haythornthwaite, 2002
Extension of mind
External mind
Epistemology/pedagogyKnowledge as constellation of connections
Sensemaking/wayfinding
Network (social/technological) as assistive cognitive agent
Technology as externalization/extension
Connectivism
Thinking about tomorrow
Given the changes in how we interact with content and each other (make sense) and growing mediative role of technology, how should we change the educational process?
CCK08 & CCK09, EC & I831, OSIWA mindsets of design
Learnometer?
Physical device, network aware:-Active search-Semantic analysis-Location-aware-Tracks connections-Links conceptual development-Meaningful metrics
Newsletter: www.elearnspace.org