The Future of Social Learning: A Novel Approach to Connectivism

Smidt, Holm; Thornton, Matsu; Abhari, Kaveh

doi:10.24251/hicss.2017.256

Cited by 18 publications

(15 citation statements)

References 33 publications

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“…Esta teoría acepta, por primera vez, que el aprendizaje puede residir fuera de nosotros mismos bien sea en una organización o en una base de datos como en [12]. El proceso de aprendizaje implica la conexión de conjuntos de información con cierto nivel de especialización y con unas conexiones que son las que nos permiten aprender de manera que mejoren un estado actual de conocimientos según lo que se presente en [13].…”

Section: E Teoría De Conectivismounclassified

“…Bajo esta teoría, la interacción que se establecen entre los nodos de conocimiento se basa en la modificación veloz de las decisiones que se toman basado en ellos como en [13]. El pensamiento crítico emerge como una necesidad que permite distinguir entre información y conocimiento y que establece cuáles de ellos alteran el paisaje basado en determinadas decisiones.…”

Section: E Teoría De Conectivismounclassified

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La evaluación como instrumento de aprendizaje en programación de computadores usando Conectivismo y brain based learning

2020

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Este artículo compara la metodología tradicional de enseñanza de la programación frente a la teoría moderna del Conectivismo y su complemento con el aprendizaje basado en el cerebro (BBL) en un curso de programación de computadores de Ingeniería de Sistemas. A partir de los resultados cualito cuantitativos comparativos de evaluaciones escritas se estableció su impacto como instrumento de aprendizaje. Se procedió a trabajar con 16 grupos en paralelo, de 40 grupos en total en los semestres académicos del 2015 al 2018, de forma que se aplicara una metodología diferente de evaluación para compararlas a luz del objetivo propuesto. Los resultados demuestran alta favorabilidad hacia la metodología de evaluación apoyada en Conectivismo debido a varios factores: la tecnología como lenguaje natural de los jóvenes de hoy, el océano de respuestas que Internet puede brindar, el acceso a recursos y respuestas y los elementos teóricos que constituyen las bases del Conectivismo como teoría de aprendizaje. Se concluye que, en un ambiente controlado y usando la evaluación como instrumento de aprendizaje, se puede alcanzar la motivación requerida para un aprendizaje efectivo con los jóvenes de hoy a partir de las bondades que proporciona la teoría del Conectivismo apoyándose en Aprendizaje Basado en el Cerebro.

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Section: E Teoría De Conectivismounclassified

La evaluación como instrumento de aprendizaje en programación de computadores usando Conectivismo y brain based learning

2020

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“…Many existing networked learning environments have been implemented in post-secondary educational settings, such as distance education and higher education. Besides originating from the higher education context, it may be relatively easier to enact such networked learning with older learners as compared to younger learners due to the learner agency and self-regulation required [5]. A related issue is that existing pedagogical models for younger learners tend to focus on information or knowledge accumulation rather than productive interactions for learning [6].…”

Section: Introductionmentioning

confidence: 99%

Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment

Koh

Jonathan

Tan³

2019

Education Sciences

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Networked learning provides opportunities for learners to develop their critical thinking, an important 21st century competency, through dialogue with fellow learners to consider other perspectives and negotiate and critique ideas and arguments. However, much extant literature has not examined networked learning environments among younger learners nor the optimal conditions for enhancing critical thinking. Therefore, a study was carried out to investigate these conditions. A learning analytics networked learning environment was designed and 264 secondary three students participated in the 10-week long intervention as part of their English curriculum. Individual and collective social network metrics, critical reading scores, and self-reported survey data were used to quantitatively evaluate students’ critical reading performance in relation to their participation in networked learning. Results highlight several optimal conditions, notably that it is not just participation of the learner that enhances critical thinking but the learners’ reciprocity in replying and the distance of those posts in the network. Discussions and implications of the findings follow to provide insightful understanding of how the rich and complex settings of networked learning can enhance critical thinking capacities in secondary schooling.

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“…Connectivism, as a process of learning, requires new thinking where the focus is not merely on what is learned, but should also promote access to information, synthesis of opinions and concepts, critical evaluation and methods increasing the capacity for learning (Quinton & Allen, 2014;Smidt, Thornton, & Abhari, 2017). Siemens (2014) asserted that as the amount of knowledge in the world increases, knowledge has a halflife -the time span between when knowledge is acquired to when it becomes outdated, or obsolete.…”

Section: Connectivism Learning Theorymentioning

confidence: 99%

“…Therefore, connectivism is a learning theory that seeks to define learning as a process of navigating and updating knowledge in real-time through the medium of technology. In this theory, knowing information becomes less important than the connection to information sets or networks that are continuously changing as new information becomes available (Dunaway, 2011;Siemens, 2014;Smidt, Thornton, & Abhari, 2017).…”

Section: Connectivism Learning Theorymentioning

confidence: 99%

An examination of technology-based formative assessment feedback and the impact on student learning

Jacobs¹

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Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

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The Future of Social Learning: A Novel Approach to Connectivism

Abstract: Abstract

Cited by 18 publications

References 33 publications

La evaluación como instrumento de aprendizaje en programación de computadores usando Conectivismo y brain based learning

La evaluación como instrumento de aprendizaje en programación de computadores usando Conectivismo y brain based learning

Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment

An examination of technology-based formative assessment feedback and the impact on student learning

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