All Discussion Threads

April 8 Audio Recording

Stephen Downes, CCK11, April 8, 2011.
April 8 Audio

Patterns of Change

Stephen Downes, Stephen's Web, April 6, 2011.
Change is with us every day. Life would not be possible without it. Change may seem chaotic and unpredictable, but most change occurs in patterns that we can see and recognize. This post isn't an attempt to be the final word on patterns of change. Rather, it is an attempt to introduce the idea and encourage people to think systematically about

Networking Distributed Public Expertise: Strategies for Citizen Sourcing Advice to Government

William H. Dutton, SSRN, April 5, 2011.
This is a really good paper not just on learning but on governance in general. Don't skip this one. Bill Dutton gets this right. "The very notion of crowds and crowd sourcing is misleading.ii In order to capture distributed intelligence, networks of individuals must be cultivated and managed. As argued in this paper, they are not crowds. Networking platforms and management strategies must be carefully developed to capture the value of distributed expertise." He makes a subtle point, ....

Are you MOONing or MOOCing ?

Ken Anderson, 1255 - Janus, March 22, 2011.
I find the idea of MOONing a better fit that MOOCing. Has the term been used anywhere

Further Thoughts on the Challenge of Connectivism in the Workforce Learning Process #CCK11

BrainySmurf, 1118 - Communication, Learning and Coaching to Drive Behavioral and Organizational Change, March 18, 2011.
Thanks, Skip, this is so relevant to my own aha moments this week. First, I have access to WebEx and SharePoint and use both daily for "business learning". They are two of the best tools I've ever had access to in my workplace and have fundamentally changed how I work (for the better). Many of my WebEx sessions (comparable to Elluminate) start out spontaneous and unscripted, but allow me to add the visual component to working with a colleague at a distance on some document or ....

CCK11, this week being mobile

LeahGrrl, 1110 - Multilitteratus Incognitus, March 17, 2011.
When I was in graduate school, there was no "web" yet, just Gopher and so on. But to study for doctoral exams we formed a group with paper-based summaries, tools, ideas, and so on. That was so successful that we kept meeting through the writing of our dissertations, and I suspect that's why so many of us completed our work as opposed to many doctoral candidates who do not. I can only imagine how much more helpful it would have been to have Google Docs. Great

Wednesday Session With Zaid Ali Alsagoff

Stephen Downes, CCK11, March 16, 2011.
The Elluminate recording is available, as is the MP3 recording (link below).

The happy network, the fairy tale (part two) #cck11

Stephen Downes, 1094 - connectiv, March 16, 2011.
Good question. My first instinct is to disconnect the troll. But perhaps you have a better

Educational Projection: Supporting Distributed Learning Online

Stephen Downes, Stephen's Web, March 16, 2011.
Slides, audio and video available. Abstract: With the development of the personal learning environment, the open online course, and informal learning outside the institution, teachers and professors may be wondering what they can do to support education in this new environment. In this talk we will examine the mechanisms educational providers and institutions can employ in order to project learning resources and services into the community and workplace where they are needed. The talk will ....

Kuhnian revolution #cck11 Agent in/is the network

Jonas Backelin, 1094 - connectiv, March 12, 2011.
[This was poted to http://connectiv.wordpress.com/2011/03/10/kuhnian-revolution-cck11-agent-inis-the-network/#comment-193] Hi Jaap, My perspective on the section, I quoted from or facilitator session with George Siemens, is that new knowledge has to have 'personal meaning'. During some reading of 'inquiry-based learning' I also came across Kuhn's cognitive perspective. Inexperienced learners acquire new knowledge about a phenomenon during inquiry (..probably as an ....

#CCK11 Tech Support

rose, 1186 - Connectivism-2011 (per alQpr), March 11, 2011.
Thanks for this Alan Looks like a blog is the only way :-) Sledgehammer to crack nut comes to mind but maybe that just reflects my attitude to blogging i.e. I only do it on special occasions. Others treat it

Non-Symbolic Information #cck11

Tereza Elisabeth, 1094 - connectiv, March 11, 2011.
Olá Jaap, li a sua postagem e segui as indicações do hipertexto, e desta forma a partir de você, aconteceu a minha postagem de hoje. :)

The genius of not over-complicating connections CCK11

Tereza Elisabeth, 1220 - Library of Aethers, March 11, 2011.
Olá, gostei Muito da Reportagem apresentou VOCÊ Que, de Zadie Smith. A Informação e de suma importância, MAS Informação qua? um de particularidades SUAS? expostas não

Wednesday Audio Recording

Stephen Downes, CCK11, March 10, 2011.
The audio recording for Wednesday's session is now available. I've also included Friday's recording in this

Relational Learning - Say What?

LeahGrrl, 1186 - Connectivism-2011 (per alQpr), March 9, 2011.
Alan, thank you for posting this for those of us not in the Facebook group. It was great to read something embodied and

Progress and Learning in cck11

Ken Anderson, 1186 - Connectivism-2011 (per alQpr), March 8, 2011.
I think grouper is the proper word, as in by becoming fluent you become influential, and through your influence your fluency tends to grouping behaviour, in that you, as influencer, become a grouper of nodes. The term grouper should not be confused with the species of fish. Fish, by their nature, are schooled in the art of connected networking. Their schooling activity is in fact a hereditary development that helps to perpetuate the species, by protecting it from predators like groupers. By ....

What would you do?

Stephen Downes, 1216 - Con sabor educativo, March 8, 2011.
I would be curious to see how participants in the course respond to this. It should be noted that the purpose of one theory isn't to repair faulty implementations of another theory. So connectivism isn't intended to fix a specific problem in the way constructivism is being applied. That said, we can use this example as a way of highlighting the danger of depending on a single source for teaching and learning. A teacher has an overpowering influence in the developmental life of a child,....

belated

Stephen Downes, 1092 - Mooking About, March 8, 2011.
I agree with this: "As for analytics, numbers / data don't lie but are not always complete (insufficient data), subject to being applied out of context and can be manipulated. Word is that the Gates Foundation has done just that with some of the analytics massaged data used to support Foundation positions on education. Caveat emptor."

Networked Blogs

Vanessa Vaile, Facebook, March 8, 2011.
I saw an interesting post in the CCK11 Facebook group (you have to be logged into Facebook to view it) that said " if you add your blog to the Networked Blogs app, you can then syndicate it to auto-post to the group." You can find information about the Networked Blogs app on this page. It's a good idea - create a list of blogs and feed them into a Facebook group. The Connectivism Facebook group is itself a thing of interest, operating completely outside the scope of the course facilitators ....

Progress and Learning

Stephen Downes, Half an Hour, March 7, 2011.
I commented, here, "The best learning I've ever done has been on my own, working through a hard problem, by reading and then writing, either text, or software, or derivations. This is also the hardest learning I've done; most of the people I could talk to don't understand it well enough to explain it, and attempting to work it through leads to more confusion than clarity."

What Networks Have In Common

Stephen Downes, Half an Hour, March 7, 2011.
David T. Jones asks, "Does connectivism conflate or equate the knowledge/connections with these two levels ("neuronal" and "networked")? Regardless of whether the answer is yes or no, what are the implications that arise from that response?" The answer to the first question is 'yes', but with some

#CCK11 Educator's Role in an online-learning course or network

rose, 1162 - Learner Weblog, March 4, 2011.
Just doing a quick hop round various posts after an incredibly busy week where cck11 has been on backburner. On the subject of the educator's role I think we need to consider all the people involved in delivery of online distance learning many of whom wouldn't consider themselves educators necessarily but they are all vital to the successful delivery of a course. A UK model such as Open University or on a smaller scale my own institution will involve administrators, advisors, learning ....

Connected Knowledge and the language barrier

jaap, 1110 - Multilitteratus Incognitus, March 4, 2011.
This is a good point. But there is more in it. A blogpost in a non English language often comes from members from other cultures with different views. In that way members only reading English do miss a lot of the 'weak ties' and challenging information from foreign people. Even education and science in non-English countries differs from that in English countries. The education system and the content of education differs. In USA far more people seem to believe constructivistic ....

#CCK11: Mapping the Complexity of Knowledge

Ken Anderson, 1154 - Communications & Society, March 3, 2011.
I am wondering about the study of complex adaptive systems, and wondering if the systems approach is sufficient. I understand the argument in CAS to be input-process-output, where output cannot be predicted due to the complexity of the process. This view of CAS suggests that inputs are external to the process. I wonder what new understandings could be reached, if inputs were considered to be part of the process, and not external to it? I have to think this through, but I wonder if anyone ....

#CCK11 Moving beyond Connectivism

Ken Anderson, 1242 - Ken's World, March 3, 2011.
Hello Ken (yes, I am addressing myself here :-) I wonder at the need to move beyond connectivism at such a seemingly early stage in the discussion. Is it merely the apparent emotive nature of the word, the disagreements that it produces, that lead you to seek a different language framework? Is it the value linkages that connectivism has spawned, the linkage of influential = undesirable in the distribution of

In Defense of Ideology

Ken Anderson, 1186 - Connectivism-2011 (per alQpr), March 3, 2011.
Hi Alan. So your value is stated this way: >With regard to social networking this ideological tendency causes me to prefer a more equal distribution of connections (subject to consistency with the wishes of the participants) as a goal in its own right whenever that does not conflict with other goals. Can I ask you why you value a more equal distribution of connections? Could you flesh this out a bit more? Thanks

Presentations I've recently enjoyed watching

George Siemens, elearnspace, March 2, 2011.
If you haven't been following the learning analytics conference you've been missing out on a treat. You can get some sense of it from these presentations. You'll want especially to view Terry Anderson's and Jon Dron's presentations, which depict connectivism as a 'third wave' of distance learning development, and which postulate a 'fourth wave' consisting of analytics and 'soft' learning support. It's an elegant theoretical move and one well ....

Facebook: A Virtual Coffeehouse???

LeahGrrl, 1117 - CCK11 - Abdullah's Open Window, February 28, 2011.
I've had a bad experience with Facebook, which is why I closed my account last year and probably will not open a new one, even with your encouraging and optimistic ideas here. I do wish sometimes I could participate in the CCK group on Facebook, it seems active and engaged and I would like that. Yet it's quite unlikely I'll ever go back, even if it would be good in some ways. The difference between Facebook and a coffeehouse is that a coffeehouse doesn't constantly bombard you ....

Friday Audio Recording

Stephen Downes, CCK11, February 25, 2011.
Audio recording from Friday's

Use Twitter #Hashtags to Amplify Your Learning!

LeahGrrl, 1200 - ZaidLearn, February 25, 2011.
This overview of Twitter is pretty helpful to me; thank you for posting it. I signed up for Twitter and have been using it for the CCK2011 postings, but I'm not quite seeing its value. For instance, it seems that for every tweet, there are a dozen re-tweets that show up and clog my Droid. It's kind of frustrating to see that endless repetition. Also, usually the tweets are just links with no commentary, so I don't have a good idea what might be in my areas of particular interest. ....

Learning Theories in CCK11

Ken Anderson, 1186 - Connectivism-2011 (per alQpr), February 25, 2011.
I think that looking at what we value as important in learning is critical to a deeper understanding of connectivism. It is probably useful to get away from thinking of connectivism as a theory and move towards thinking of it as an ideology, as you

Groups vs Networks in CCK11

Ken Anderson, 1186 - Connectivism-2011 (per alQpr), February 25, 2011.
Hi Alan I wonder if Stephens Downes preference for mesh networks is connected to an egalitarian ideology, in the sense of a 'classless society', which, in network-speak might be the equivalent of 'all nodes are the same'?

Who needs textbooks?

Cable Green, , February 24, 2011.
Cable Green - our guest presenter the past Wednesday - forward a link to this blog post and asked us to share with course participants. The post details the media response to Washington State's digital textbook initiative...

Higher Ed sponsored PLEs...an oxymoron?

Stephen Downes, 1110 - Multilitteratus Incognitus, February 24, 2011.
There's a discussion being conducted right now - Cable Green talked about it - under the heading of Open Educational Resources University, where this subject comes up explicitly. There are, it seems to me, two major schools of thought in the field - one in which OERs are 'produced' by publishers and universities, in order to ensure quality, etc., and funded through some sort of sponsorship program or even by charging students fees, and the other in which OERs are created by ....

Wednesday Recordings

Stephen Downes, CCK11, February 24, 2011.
Wednesday session recordings are now available. Here's a summary, with links, by Tracy

I Won The Lottery: My Name Was Picked! #CCK11 #ELTchat #education #edtech #edreform #Teachers #technology #ukedchat #elearning #lrnchat

Tereza Elisabeth, 1087 - Profesorbaker's Blog, February 22, 2011.
olá, eu escrevi no seu blog, mas não encontrei as respostas. gostaria de esclarecer que me posicionei sobre o uso da tecnologia, que os médicos na atualidade para opinarem um diagnóstico lançam inicialmente de resultados de exames. A educação está a lançar mão da tecnologia

Distributing the Dialogues

Ken Anderson, 1186 - Connectivism-2011 (per alQpr), February 22, 2011.
Hi Alan Thanks for the idea of distributing the discussions away from this forum. It's probably a good idea. I find that here the discussion is being steered in certain directions (mesh networks are the best, for example) without much debate on the issue. I feel that I am being asked to "take my word for it". Hopefully I can contribute to a discussion on your blog, but I may have to lurk for awhile, as my limited neural network capacity is required for the completion of some other ....

My PLE Personal learning Environment #cck11

Tereza Elisabeth, 1094 - connectiv, February 22, 2011.
Olá Jaap você escreveu no meu blog "Pupils need a few basic skills and some knowledge. If we start with what students will need we will have to change the curriculum. They must much to learn because others find it useful. translate (but i don't now how good by google) 21 février 2011 23:44" Inicialmente obrigado! ë muito bom ter alguém que lê as nossas reflexões; E eu achei muito engraçado, pois aquela postagem foi uma espécie de desabafo!!! por não concordar com alguns ....

Week04: What Makes Connectivism Unique? (#CCK11)

Tereza Elisabeth, 1225 - Swedinbalchik's Blog » CCK11, February 22, 2011.
Hi, eu gostei muito dos verbos utilizados: Social construtivismo = relacionar e reinterpretar Teoria da atividade = reutilizar Teoria ator-rede= negociar Conectivismo=

CCK11: Done!

Stephen Downes, 1143 - Connexions, February 22, 2011.
"Still," writes Leah, "I don't feel like just an activated node. I don't feel like a dispassionate conduit of connections." Fair enough. You're not a neuron, you should expect to have a deeper experience than one. But what do you feel like? What we feel like depends a lot on our perception of the world. Feeling is not value-neutral. Even our most basic feelings - hunger, anger, love - would be undifferentiated pains were it not for the context of understanding in which they are ....

Learning Networks In Practice

Stephen Downes, Emerging Technologies for Learning, Volume 2, February 21, 2011.
The link to one of the readings, Learning Networks In Practice, has expired with the closure of BECTA. Rather than following the corporate URL merry-go-round, I'll just place the version of record for the paper on my own website, available here. A copy also remains in the National Archives, and NRC has its own

CCK11 As I Err I Learn

LeahGrrl, 1237 - CCK11Networking With Carol, February 20, 2011.
Carol, you're successful at getting your blog in the blogroll. :) I will check out your blog; I know how you feel, sometimes it's like caroling down the street by yourself. Best,

February 11 Audio

Stephen Downes, CCK11, February 17, 2011.
Uploaded here:

Wednesday Seminar

Stephen Downes, CCK11, February 17, 2011.
The audio for Wednesday's seminar has been uploaded and is now

#cck11 - Semana 5 - o voo da Aprendizagem

Tereza Elisabeth, 1219 - lúcidaTranslúcida #CCK11, February 17, 2011.
Respondo aqui ao Jaap, e agradeço a sua visita no meu blog. Jaap, os alunos gostam de receber, mas quem não gosta de receber? o antigo molde educacional, embora ainda vigente nos acostumou a esta experiência de acomodação, como também hierárquica. O que nos difere, entre eu e você, possivelmente são os ambientes sócio-econômicos de vidas, de aprendizagem... De oportunidades.. Conto a você dois exemplos: 1- Estabeleci com os alunos que ( presencial) caso atrasados deveriam ....

#CCK11 gRSShopper vs Moodle – Any thoughts?

Stephen Downes, 1074 - eConnections, February 16, 2011.
As gRSShopper is an ongoing work in progress, far more a research project than any sort of commercial application, I would be interested in feedback. I agree that there is a familiarity people have with Moodle. But I would like those comfortable with Moodle to consider a world in which courses are offered through a variety of platforms - Moodle, Sakai, Blackboard, Desire2Learn, and many others. In such a case, really, people need their own personal platform - right now available only as ....

Connectivism Already Happened: Practitioners – Let's Explain It... Now – While We Still Have A Job... #CCK11 #ELTchat

Stephen Downes, 1087 - Profesorbaker's Blog, February 16, 2011.
This: "The members of my PLN, all of my diverse PLN entities, are using technology, for their own autonomous Continuous Professional Development, and for providing technology-enhanced, engaging, fun, learning experiences for students." Is my experience as well. I think it's important to keep in mind that a theory like connectivism isn't a movement. It isn't a political campaign. It's not seeking converts. The point of a theory like connectivism is to describe what is ....

Six Tweets on Self

Stephen Downes, Half an Hour, February 15, 2011.
I've been exploring the implications of some connectivist ideas recently, and in particular the idea the knowledge is created externally through the creation of networks of artifacts in society. What's important here, I think, is to understand that this external knowledge is not the same as, nor an extension of, the knowledge we have in the brain. The one is a network of artifacts, the worther is a network of neurons. The one is composed of words and sentences, pictures, concepts and ....

Information not in a head #cck11

Stephen Downes, 1094 - connectiv, February 15, 2011.
I think we should be clear when we talk about 'storing information outside the brain'. This does not mean there is nothing happening inside the brain. Rather, it means that we need to be clear that there is the set of traditional knowledge artifacts - words, sentences, pictures, etc. - that form an external network. Our brain, taken as a single entity, may be thought of as belonging to that network. But inside our brain is a separate network, composed not of words and pictures, but ....

#CCK11 – Week 4: A Dog Can Not Lie #ELTchat

Stephen Downes, 1087 - Profesorbaker's Blog, February 15, 2011.
This is a great video. It's not really Wittgenstein, of course, but rather a well-acted version of Wittgenstein. And I doubt that he would touch on all of the major elements of his philosophy in a single lecture. Still. It's just this sort of thing I think that we still have a very hard time grasping, that meanings and uses of words are the same, that they are phenomena in the external world, not located inside the mind like some sort of