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Links 1 through 10 of 56 by Vance Stevens tagged connectivism

 "have you ever thought about how completely irrelevant structured learning is?"  "The formal learning process is irrelevant for meaningful learning." focus on connections, not networks.  "Connections are expressions of networks." Courses need to be more granular than they are now, open.  What is social? (it's like ether, doesn't necessarily pre-exist, it forms and reforms with each individual action, continually created and recreated. "if we wish to understand the process of sensemaking our field needs a dramatic and fundamental reorientation to understanding connections"

"a course is ... preexisting combination of connections, so you are highlighting certain elements and deselecting others"  But when there is an astonishing level of abundance this doesn't work anymore, it's an abundance of opportunities to interact (11 min). Why is open social learning important, why open important? 13 min) - students can adapt adjust, inject own perspectives which will then change the system. 

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I’ve concluded that most of the hype around social media is nonsense and that people, particularly the self-proclaimed social media elite are clothing-less. Sure, I’ll still continue to participate in those spaces periodically – as soon as this post is done, I’ll tweet it and share it on G+. Beyond that, however, social media is getting credit for things it’s merely flowing, not actually creating.

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This is a thoughtful piece with interesting recommendations, including a rationale for minuscule MOOC

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Kop, R. (2011). The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course. International review of open and distance learning Vol 12, No 3 (March, 2011).

Special Issue - Connectivism: Design and Delivery of Social Networked Learning

Rita Kop National Research Council of Canada
Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
Keywords: Connectivism; networked learning; learner autonomy; presence; critical literacies

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Here is the link to the talk given by Etienne Wenger to Lancaster University, UK last month – Learning in and across landscapes of practice.

This is a long talk and there is a lot in it to digest. Etienne talks about social learning theory, identity, communities of practice, power, knowledge and learning in the 21st century – too much to comment on here – but these are some of the notes I jotted down (for my own purposes – not intended as a report) at the time.

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Digital Tools For Digital Literacies by NIK PEACHEY

One of the concurrent plenary sites Beyza Yilmaz linked to in her PowerPoint to accompany our visit with Nik Peachey in the April 10 2011 ISTEK conference recap with

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Vol 12, No 3 (2011)
Special Issue - Connectivism: Design and Delivery of Social Networked Learning

Interconnecting networks of practice for prof'l learning
Mackey, Evans
The challenges to connectivist learning on open online networks: Learning experiences during a MOOC
Emergent learning and learning ecologies in Web 2.0
Williams, Karousou, Mackness
EduCamp Colombia: Social networked learning for teacher training
Leal Fonseca
Three generations of distance education pedagogy
Anderson, Dron
Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice
Conole, Galley, Culver
Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
Proposing an integrated research framework for connectivism: Utilising theoretical synergies

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This is the network of connections Google uses to identify relevant social search results. It is based on a combination of the following:

* Direct connections from your Google chat buddies and contacts (112, with content: 58)
* Direct connections from links through Google Profiles or Connected accounts (535)
* Secondary connections (792) that are publicly associated with your direct connections

In addition to web pages from your social connections, posts from your Google Reader subscriptions may also appear in your social search results.

This is a recent snapshot of your social connections. Changes you make to your connections will be reflected in the next snapshot

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The Downes-Siemens course has become a landmark in the small but growing push toward "open teaching." Universities such as the Massachusetts Institute of Technology have offered free educational materials online for years, but the new breed of open teachers—at the University of Florida, Brigham Young University, and the University of Regina, among other places—is now giving away the learning experience, too.

"We have to get away from this whole idea that universities own learning," says Alec V. Couros, who teaches his own open class as an associate professor of education at Regina, in Saskatchewan. "They own education in some sense. But they don't own learning."\\Parry, Marc. Online, Bigger Classes May Be Better Classes: Experimenters say diversity means richness. In 'Open Teaching': When the World Is Welcome in the Online Classroom - Technology - The Chronicle of Higher Education, August 29, 2010.

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