we tend to underspecify because we're exploring, experimenting, and can provide immediate course corrections. We might type a quick prompt, see what the AI produces, and refine from there. This exploratory approach works when you're actively engaged
indeed. as mentioned above too. n:: My sense that this is a learning mode akin to the haptic feedback of working on things by hand.
On leaving document as object behind, to be replaced by a diff perception of knowledge objects. Have to read in more detail to see what it actually posits.
Diderot understood that the container shapes the contents. The Encyclopédie was a collection of facts, yes, but more fundamentally it was an argument about how knowledge should be organized. Cross-references between entries were themselves a form of commentary, connecting ideas that authorities wanted kept separate.
Posits the original encyclopedia was both a k organising attempt and a network of references between ideas, thus bringing them together
Überholtwerden unvermeidlich. Beweis eines Lernerfolgs.
nice. it is unavoidable that some notes will become obsolete / get surpassed. It is proof of a learning success.
This makes the volume of notes less a 'hoard' of knowledge, more a measure of the length of your learning journey?
de werkelijkheid past niet in hokjes. Betekenis ontstaat uit verbindingen, niet uit categorieën
connectivism [[Netwerkleren Connectivism 20100421081941]]
Georges-Louis Leclerc, Comte de Buffon. Hij kijkt naar dezelfde natuur en ziet iets anders. Buffon schrijft: "De ware en enige wetenschap is de kennis van feiten." Hij gelooft niet in de strakke hokjes van Linnaeus. De natuur, zegt Buffon, is continu. Soorten vloeien in elkaar over. Wat telt zijn niet de categorieën, maar de relaties.
Leclerc looks at species as more of a continuum, a set of relationships.
It may seem strange that I like remembering who recommended things to me, after the fact. To me, that's part of my sensemaking and ongoing relationship deepening habits.
Yes! key part of social filtering. Recommendations and source, in ones network is a key piece of metadata. I think it's not just likable but necessary.
Five types of wayfinding behaviors exist in PSKNThis study identified five types of wayfinding behaviors in PSKN for learners: creating nodes, finding important nodes and forming cognitive maps, connecting important nodes, and finding and filtering information. Our findings verified the diversity of wayfinding in the PSKN. Previous studies have focused on wayfinding difficulties, such as information evaluation (Kammerer et al., 2013; Kiili et al., 2020), resource disorientation (Wang et al., 2022) and technical difficulties (Kop, 2011; Li et al., 2016). However, few studies have examined technological factors influence the ways learners access resources in connectivist learning, such as the PSKN. Four wayfinding behaviors were defined in this study based on a connection-forming model (AlDahdouh, 2018). We further defined a new wayfinding behavior, creating nodes, in the PSKN, with three types of creating behavior: learning communities, knowledge nodes, and course knowledge bases. Consistent with previous studies, the results demonstrated that generating knowledge nodes facilitated learners acting as teachers or content producers (Griesbaum, 2014), contributing to more connections (Duan et al., 2019; Yu et al., 2019).Furthermore, we revealed creation of behavior-supported indirect wayfinding for individuals, through which learners can navigate the network and identify diversity nodes effectively (Kizito, 2016). Our results indicated that all learners navigated the PSKN and oriented additional nodes. Compared with previous studies, this study found that creating nodes was an essential wayfinding feature in the PSKN. This may be because, with the increase in network connectivity, resource navigation moved from relying on pre-existing nodes to wayfinding by creating nodes to identify more important nodes and make connections. This reflects a change in the role of learners during the wayfinding process, that is, a gradual move from finding to creating nodes. This also means that indirect wayfinding was a crucial wayfinding feature, and creating nodes was a critical behavior in the PSKN. Moreover, as the connection proceeds, the learner becomes like a teacher, and creating nodes becomes a critical wayfinding behavior in connectivist learning.
Five types of wayfinding in PSKN: 1) node creation 2) finding key notes, 3) forming mental maps 4) making a connection between nodes deemed important 5) finding/filtering information. Note how these 5 are also, in a different way perhpas, core elements of my [[PKM Personal Knowledge Management 20041004192620]] First mentioned, the creation of nodes is a novel type defined by this study. Three types of creation behaviour are involved: learning communities, knowledge nodes, and course knowledge bases. These there are common in pkm circles too, vgl Discord servers some have started, or DF platform, published notes and vids e.g.
differences in wayfinding behavioral patterns between high- and low-performing learners." Most interesting to me is the finding that "creating nodes was an essential wayfinding feature in the PSKN." The best way to make connections is to contribute. "As the connection proceeds, the learner becomes like a teacher, and creating nodes becomes a critical wayfinding behavior in connectivist learning."
Om je te oriënteren in een persoonlijk social kennisnetwerk is het creëren van nodes van groot belang. Maw je moet actief het sociale kennisnetwerk mede vlechten. Netwerkleren betekent connecties maken.
Vgl [[Wie deelt bestaat 20130131133926]] only nodes that share (i.e. contribute) exist in the general perception of the network. Wrt [[Netwerkleren Connectivism 20100421081941]]
Chatti notes that Connectivism misses some concepts, which are crucial for learning, such as reflection, learning from failures, error detection and correction, and inquiry. He introduces the Learning as a Network (LaaN) theory which builds upon connectivism, complexity theory, and double-loop learning. LaaN starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN).[18]
Learning as a Network LaaN and Personal Knowledge Network PKN , do these labels give me anything new?
Mohamed Amine Chatti: The LaaN Theory. In: Personalization in Technology Enhanced Learning: A Social Software Perspective. Aachen, Germany: Shaker Verlag, 2010, pp. 19-42. http://mohamedaminechatti.blogspot.de/2013/01/the-laan-theory.html I've followed Chatti's blog in the past I think. Prof. Dr. Mohamed Amine Chatti is professor of computer science and head of the Social Computing Group in the Department of Computer Science and Applied Cognitive Science at the University of Duisburg-Essen. (did his PhD at RWTH in 2010, which is presumably how I came across him, through Ralf Klamma)
them build a network of connected knowledge
'build a network of connected knowledge' this seems to subscribe to the K as object view, woven into a network of connections. As opposed to connectivism (Siemens, Downes) [[Netwerkleren Connectivism 20100421081941]] where the network is the knowledge itself.
Siemens (2002) notes that learner-learner interactions in an e-learning course can be viewed as a four stage continuum:
Communication People ‘talking,’ discussing Collaboration People sharing ideas and working together (occasionally sharing resources) in a loose environment Cooperation People doing things together, but each with his or her own purpose Community People striving for a common purpose
connectivism
connectivism
“a learning theory for the digital age”
Connectivism, digital literacy, and games. Components, connectors, and data
Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012.
Full article available on EDSCO.
Article presents characteristics of MOOCs such as varied definitions of "openness," barriers to completion, and structure. Concept of MOOCs is connectivist by design, yet researchers found that pedagogical application typically takes one of two approaches: either directed instruction stemming from cognitive-behaviorist or social constructivism. Rating 7/10
digitally mediated networked learning
It's interesting to make this distinction. While I recognize that networked learning pre-dates the rise of the web, I suspect many students and educators would equate "network" with "the internet" at this point (and the internet means "Web 2.0" - that is, a collaborative space where the user/creator distinction is blurred).
A look at Connectivism
EthosandPractice of a ConnectedLearningMovement:Interpreting Virtually ConnectingThrough AlignmentwithTheory andSurveyResults
Visit this annotation to join the conversation on top of this article, Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results", by Maha Bali, Autumm Caines, Helen DeWaard, and Rebecca J. Hogue.
(Note that the article can’t be annotated at its default location in the OLJ website as the PDF reader there is not annotation enabled. You can download the PDF from OLJ and open in Chrome with the Hypothesis extension loaded to annotate locally; annotate the PDF hosted on docdrop.org; or at its hosted location on Terry Elliot’s RhetCompNow website.)
Both of these learning theories have a place in the spectrum of adult learning for the next generation of learners, however, with the increasing influence of social media and other connecting forces, and with the advent of Smartphone technology, communities are emerging where a clustering occurs of similar affinities (areas of interest), coupled with technology that is allowing an open environment of interaction, sharing, dialoguing and thinking together (Siemens, 2005).
This article provides comparisons and contrasts between andragogy and transformative learning theory. It examines how the next generation of adults will learn, interact and share, therefore creating a more customized learning experience and adding personal meaning to the lives of the learners. 8/10
What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?
Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?
A PLN is a self-directed system meant to support lifelong learning through the development, maintenance, and leveraging of digital networks.
content as the center of learning
vs. connection and creation as the center of learning. Of course, you deal with content as a teacher but it through the learner connections that we educe learning.
learning is the act of recognizing patterns shaped by complex networks
Knowledge is, on this theory, literally the set of connections formed by actions and experience.
the learning is the network
The capacity to know is more critical than what is actually known
Secondly,instructionaldesigners,duetothedevelopingcomplexityoftoolsandavailabilityofopeneducationresources,playaneducationalroleofdirectingeducatorstotoolsandresources.Thesetwofoundationalchanges,whilepresentedhereasaconceptualdiscussionandinneedofadditionalexperimentationandevaluation,mayserveasleversforbroaderchangeswithintheacademy