"The web is two-way, push and pull." p12
"...it (the Web) is the first medium that honors the notion of multiple intelligences." p12
"The Web affords the match we need between a medium and how a particular person learns." p 12
"...it (the Web) leverages the small efforts of the many with the large efforts of the few." p 12
"Our challenge and opportunity, then, is to foster an entrepreneurial spirit toward creating new learning environments - a spirit that will use the unique capabilities of the Web to leverage the natural ways that humans learn." p 13
"The first dimensional shift has to do with literacy and how it is evolving. Literacy today involves not only text, but also image and screen literacy." p 13
"The new literacy, beyond text and image, is one of information navigation. The real literacy of tomorrow entails the ability to be your own personal reference librarian- to know how to navigate through confusing, complex information spaces and feel comfortable doing so. 'Navigation' may well be the main form of literacy for the 21st century." p 14
"Acquiring this expertise requires learning the explicit knowledge of a field, the practices of its community, and the interplay between the two." p 15
"Much of knowing is brought forth in action, through participation- in the world, with other people, around real problems." p 15
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3).
"In connectivism, the starting point for learning occurs when knowledge is actually through the process of a learner connecting to and feeding information into a learning community." p 2
"According to connectivism, knowledge is distributed across an information network and can be stored in a variety of digital formats." p 2
"Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information." p 2
"Learning is considered a '...knowledge creation process...not only knowledge consumption.' " p 2
"Constructionism contends that learning occurs through learners' engaging in creative experimentation and activity." p 6
"Learning, therefore, is considered an interaction between the individual and his or her environment, a relational understanding. By extension, Papert asserts that the computer's role in learning ought to be enabling, as a means for children to use knowledge." p 6
"The rapid development of technology and exponential growth in the use of the Internet, along with Web 2.0 and mobile developments, make new and different educational structures, organizations, and settings a possibility." p 9
"The role of the tutor will not only change,but may disappear altogether." p 9 REALLY???
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITFORUM for Discussion, 1-26.
"The popularization of the World Wde Web as a medium of commerce, communication, information sharing, and education has raised the profile of networks s a means of human organization." p 5
"Yet even though learners embrace technology and institutions are experimenting with potential responses, there exists concerns that they (the learner) do not possess the skills to compete in a global economy (Augustine, 2007, pp. 25-26). Skills needed for tomorrow's society have been detailed by the American Library Association (2000) as information literacy skills, that is, the ability to work with and function in high-volume information environments. Henry Jenkins (2006) suggests that the requisite new skills go beyond managing information and include forming networks and collaborating (p. 6)." p 6
"Students entering higher education today, researchers note, possess a different view of technology due to lifelong immersion in a digital, medi-rich, and networked world." p 6
"The blending of formal and informal, structured and unstructured, expert and amateur, is a vital task for educators - not simply to perpetuate existing models of education or to pursue activist agencies, but to prepare learners for active engagement in a world not defined by structured cause-effect relationships, but by one that emerges through 'manifold interactions among constitutive elements' (Madin, 2008, p. 49)." p 14
"Education faces an equally frustrating challenge of overlaying new opportunities on top of limitations that no longer exist." p 14
"Several educators have put forward models of educator and learner roles and interaction in a technologically enabled era; these include John Seely Brown's (2006) notion of studio or atelier learning, Clarence Fisher's (n.d.) notion of educator as network administrator, Curtis Bonk's (2007) notion of educator concierge, and my own notion of educator as curator." p 15
"The concierge serves to provide a form of 'soft' guidance - at times incorporating traditional lectures and, in other instances, permitting learners to explore on their own." p 16
"The ongoing growth of the Internet for teaching and learning will likely continue to raise networks as a prominent means of representing knowledge and the learning process." p 17
synthesis: Education and knowledge are built on networks. Not a new concept, as the "ivy leage" have used networks as a building block to attract students for generations.
No comments:
Post a Comment