IRRODL Volume 12, Number 3; Special Issue: Design and Delivery of Social Networked Learning
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Connectivism
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Three generations of distance education pedagogy (RT @francesmorgans: Just read Anderson and Dron's 3 gens of distance education pedagogy.
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IRRODL: Connectivism: Its place in theory-informed research and innovation in technology-enabled learning.
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Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its applicability and effectiveness in a variety of educational contexts is advanced. In particular, a high premium should be placed on context-specific research that is aimed not only at developing general principles but also at improving practice in local settings.
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The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
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This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences
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In 2004, connectivism was presented as a new theory of learning that addresses learning in complex, social, networked environments. Since that time, numerous articles, open online courses, and online conferences have ...
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Sometime last year, Grainne Conole and I managed to convince Terry Anderson to issue a call for papers for a special IRRODL issue on connectivism. IRRODL is one of the most cited (if not the most cited) journals in ...
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Connectivism claims to be a powerful new learning theory that exploits the power of networks and networking to support learning. The term was first coined in 2004 by George Siemens (Athabasca University), who along with ...
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Emergent learning and learning ecologies in Web 2.0 (Special Issue - Connectivism: Design and Delivery of Social Networked Learning.
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Connectivism and dimensions of individual experience (Tschofen & Mackness (2012) "Connectivism and dimensions of individual experience" [.pdf] IRRODL, 13(1)...
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Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs).
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Via Scoop.it - aectConnectivism: Its place in theory-informed research and innovation in technology-enabled learning...Via www.irrodl.org... ...
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By Claude Almansi ...
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This paper seeks to describe the theory of connectivism as a learning theory that provides a useful framework for understanding how students learn information literacy.
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Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue.
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Lo más votado: IRRODL Vol 12, No 3 (2011) Special Issue - Connectivism: Design and Delivery of Social Networked ...
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The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies.
's comment June 30, 2011 2:02 AM
I love that this paper has an MP3 downloading option!!!
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IRRODL The International Review of Research in Open and Distance Learning: Special issue on Connectivism.
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Perhaps I should rename this category #Dissertation topics.