22 Matching Annotations
  1. May 2023
    1. 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)

  2. Oct 2022
    1. 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.

  3. Apr 2022
    1. 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

  4. Nov 2021
  5. Aug 2021
    1. “a learning theory for the digital age”

      Connectivism, digital literacy, and games. Components, connectors, and data

  6. Oct 2020
    1. 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

  7. Jul 2020
    1. 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).

  8. Mar 2019
  9. Feb 2019
  10. Jan 2019
    1. 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.)

  11. Nov 2018
    1. 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

  12. Jul 2018
  13. Apr 2016
    1. A PLN is a self-directed system meant to support lifelong learning through the development, maintenance, and leveraging of digital networks.
  14. Jan 2016
    1. 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.

  15. Aug 2015
    1. Secondly,instructionaldesigners,duetothedevelopingcomplexityoftoolsandavailabilityofopeneducationresources,playaneducationalroleofdirectingeducatorstotoolsandresources.Thesetwofoundationalchanges,whilepresentedhereasaconceptualdiscussionandinneedofadditionalexperimentationandevaluation,mayserveasleversforbroaderchangeswithintheacademy