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Universidad 2.0: innovación educativa en la universidad > george siemens

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Conectivismo_Siemens

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Entrevista a George Siemens, desarrollador del Conectivismo, para la revista Mexicana de Bachillerato a Distancia.

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Publicat em 31.1.2012 per Paola Andrea Dellepiane

Abstract:
‘CCK08’ was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices and the theory of Connectivism, proposed by George Siemens as a new learning theory for a digital age. It was convened and led by Stephen Downes and George Siemens through the University of Manitoba, Canada. Although the event was not formally advertised, more than 2000 participants from all over the world registered for the course, with 24 of these enrolled for credit. The course presented a unique opportunity to discover more about how people learn in large open networks, which offer extensive diversity, connectivity and opportunities for sharing knowledge.
Learners are increasingly exercising autonomy regarding where, when, how, what and with whom to learn. To do this, they often select technologies independent of those offered by traditional courses. In CCK08 this autonomy was encouraged and learning on the course was distributed across a variety of platforms.
This paper explores the perspectives of some of the participants on their learning experiences in
the course, in relation to the characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity. The findings are based on an online survey which was emailed to all active participants and email interview data from self-selected interviewees.
 

The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the
learners, the more the potential for their learning to be limited by the lack of structure, support and
moderation normally associated with an online course, and the more they seek to engage in
traditional groups as opposed to an open network. These responses constrain the possibility of
having the positive experiences of autonomy, diversity, openness and connectedness/interactivity normally expected of an online network. The research suggests that the question of whether a large open online network can be fused with a course has yet to be resolved. Further research studies with larger samples are needed, as is an investigation into the ethical considerations which may need to be taken into account when testing new theory and practice on course participants.

Jenny Mackness, Sui Fai John Mak, Roy Williams
Independent Consultant, jenny.mackness@btopenworld.com
Business Systems and Access Section, St George College, TAFE NSW-Sydney Institute,
suifai.mak@tafensw.edu.au
Department of Mathematics, University of Portsmouth, roy.williams@port.ac.uk

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Compartit em 5.7.2010 per Pablo Hermoso de Mendoza González

The National Research Council of Canada’s Institute for Information Technology (Learning and Collaborative Group) has started a research and development project exploring the Personal Learning Environment. The project researches how new technologies can be used in a personalized informal learning environment and this course in Critical Literacies forms part of the research in PLEs.

En 2008 George Siemens y Stephen Downes llevaron a cabo un curso en el que tomaron parte más de 2000 estudiantes, (solo 30 de ellos presenciales). El objetivo principal era experimentar e investigar sobre el aprendizaje. Las áreas fueron:

- Pedagogías en la red; Cambio Sistémico; Implicaciones políticas; Entornos personalizados de aprendizaje

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Compartit em 5.7.2010 per Pablo Hermoso de Mendoza González

Entornos personales, engagement, videojuegos y excedente cognitivo: el elearning “que mola” » El caparazon

Era el oficio, la responsabilidad con la propia profesión, el tema al que aludíamos, hace un tiempo, los que trabájábamos maniatados a sistemas cerrados de gestión de contenidos en elearning e intentábamos dirigir el “cognitive surplus” (excedente cognitivo), en honor a Shirky, que captábamos de nuestros “alumnos” hacia el universo que veíamos crecer para el conocimiento vivo:“Tendréis, cuando termine este (absurdo y aburrido) curso, algunos conceptos más sobre Recursos Humanos (o la especialidad correspondiente). Pero si queréis ser profesionales, en el contexto de la sociedad de la información (todavía no nos atrevíamos a llamarlo conocimiento) os aconsejo seguir publicaciones especializadas de bajo coste, como las que podéis encontrar en

Este recurso fué publicado originalmente en la comunidad Didactalia: material educativo.

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Publicat em 12.9.2009 per Rubén Vinagre Sáenz