Change MOOC #CCK11 #CCK12

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It is currently 18 May 2012 19:56

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    Last post by matbury View the latest post
    28 Jan 2012 17:12
  • Week 1: What is Connectivism? (January 23 - 27, 2012)
    At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Knowledge is, on this theory, literally the set of connections formed by actions and experience. Source: http://cck12.mooc.ca/week1.htm
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    Last post by Joanne View the latest post
    30 Jan 2012 19:49
  • Week 2: Patterns of connectivity (January 30 - February 3, 2012)
    Unfortunately, it's difficult to find a comprehensive introductory resource detailing structures of networks online. Many excellent articles exist...but are behind pay walls. (If you have access and are interested in exploring, start with Barabasi, Watts, Granovetter). The articles listed below will provide a bit of an introduction. We will go into greater depth during our live discussion this week (time to be posted). During the live session, we will explore in greater detail terms such as: strong/weak ties, hubs, scale-free networks, small worlds, centrality, etc. - Source: http://cck12.mooc.ca/week2.htm
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    Last post by mark_mcguire View the latest post
    02 Feb 2012 18:16
  • Week 3: Connective Knowledge (February 6 - 10, 2012)
    In knowledge that could be described as connective, a property of one entity must lead to or become a property of another entity in order for them to be considered connected; the knowledge that results from such connections is connective knowledge. Connective knowledge requires an interaction. More to the point, connective knowledge is knowledge of the connection. -Source: http://cck12.mooc.ca/week3.htm
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  • Week 4: What Makes Connectivism Unique? (February 13 - 17, 2012)
    What makes Connectivism distinct from other learning theories? That's going to be the subject of week 4 in the course -- the short version, though, is that connective knowledge is grown, not built, it is natural, not intentional, and it is inherent, not representative. We examine the differences between Connectivism, Activity Theory, Actor Network Theory (ANT) and Connectivism and Constructivism. Each of these are complex topics that require more in-depth discussion than we have time for this week. However, recognizing these theories and how they are related to each other is important in order to situate connectivism. - Source: http://cck12.mooc.ca/week4.htm
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  • Week 5: Groups, Networks and Collectives (February 20 - 24, 2012)
    Summary page: http://cck12.mooc.ca/week5.htm
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  • Week 6: Personal Learning Environments & Networks (February 27 - March 2, 2012)
    A Personal Learning Network is a structure that reflects relatedness to other people. A Personal Learning Environment is the technical environment that supports this structure. Information sources (such as Google or databases) can be part of a PLN. A PLN is grown by adding new people or connections. A PLN is a reflection of social and information networks (and analysis methods). - Source: http://cck12.mooc.ca/week6.htm
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  • Week 7: Complex Adaptive Systems (March 5 - 9, 2012)
    Complex adaptive systems (CAS) are a significant shift in thinking. Instead of seeing the world as a mechanistic structure that produces set outcomes, CAS states that multiple interacting elements respond continually to feedback from each other and the environment. As such, it is difficult to predict outcomes. This limitation suggests that since outcomes are not always knowable, our attention is best served when directed at the elements interacting and the nature of their interactions. - Source: http://cck12.mooc.ca/week7.htm
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  • Week 8: Power & Authority (March 12 - 16, 2012)
    Networked technologies have changed power and authority. This, networked learning has a great deal in common with approaches to learning that focus on personal empowerment and freedom. - Source: http://cck12.mooc.ca/week8.htm
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  • Week 9 - Openness & Transparency (March 19 - 23, 2012)
    In order for connections to form, openness is important. But how open? Is there such a thing as too open? Should all content and materials be freely available? What value does a university gain from keeping research "closed"? What about teaching? Should that be open as well? Transparency is related to openness. Openness is most often related to content. Transparency, in contrast, involves making our learning explicit through forums, blogs, presentations, podcasts, and videos. Throughout this course, I've made the statement that "when you are transparent in your learning, you are teaching others". Most people, however, are uncomfortable taking the risk of posting half-baked ideas publicly. Trust and personal sense of security is important for learners. Learning is an act of vulnerability. Given the somewhat intense flame-wars that arise online or the rude level of discourse (have a look at the comments of any popular YouTube video) in forums, feelings of vulnerability trump participation. - Source: http://cck12.mooc.ca/week9.htm
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  • Week 10: Net Pedagogy: The role of the Educator (March 26 - 30, 2012)
    How often do we read about the importance of teachers in education? It must be every day, it seems. We are told about "strong empirical evidence that teachers are the most important school-based determinant of student achievement" again and again. The problem with the educational system, it is argued, is that teachers need to be held accountable. The problem with focusing on the role of the teacher is that it misses the point. Though there may still be thousands of people employed today with the job title of "teacher" or "educator", it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals. With new technology, with new pedagogy, and especially from a connectivist perspective, the role - or roles - of the educator is changing dramatically. - Source: http://cck12.mooc.ca/week10.htm
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  • Week 11: Research & Analytics (April 2 - 6, 2012)
    The growth of data surpasses the ability of organizations or individuals to make sense of it. This concern is particularly pronounced in relation to knowledge, teaching, and learning. Learning institutions and corporations make little use of the data learners "throw off" in the process of accessing learning materials, interacting with educators and peers, and creating new content. In an age where educational institutions are under growing pressure to reduce costs and increase efficiency, analytics promises to be an important lens through which to view and plan for change at course and institutions levels. Corporations likewise face pressure for increased competitiveness and productivity, a challenge that requires important contributions in organizational capacity building. - Source: http://cck12.mooc.ca/week11.htm
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  • Week 12: Changing views, changing systems: From grassroots to policy (April 9 - 13, 2012)
    The last several decades have brought about significant change in the information cycle (creation, validation, sharing, repurposing) and in how people interact with each other. Each era creates institutions that reflect the information-based needs they face. Libraries in Alexandria, the Academy in Greece, churches in the middle ages, and schools/universities (~800 years ago). If we want to understand the institutions a society will create, we must first understand the nature and attributes of information of that era. And that's what we've been doing so far in CCK11. - Source: http://cck12.mooc.ca/week12.htm
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