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Distributed Network Learning FAQ

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Presentations on "Network Learning" and "Connectivism," especially those given to educators in a formal education context, seem to always elicit the same sets of questions and reactions. Many people who are interested in "Network Learning" have written insightful (and often long) replies to these concerns. This 'Distributed FAQ' is a way of bringing many of those responses together and allowing the community working on 'Network Learning' to identify those questions which are asked over and over. Please add your question (or links to good responses) below.

Contents

What is Network Learning?

Does the conception of knowledge change in Network Learning?

Is Network Learning or Connectivism actually a new theory of learning? of pedagogy?

  • Add a link to an article on this issue here

How does the role of the teacher change in a Network Learning environment?

  • Add a link to an article on this issue here

Does Network Learning have implications for specifying the learning task (i.e. content design)?

  • Add a link to an article on this issue here

How do I get students to take more responsibility for their own learning?

  • Add a link to an article on this issue here

What is the role of assessment on Network Learning?

  • Add a link to an article on this issue here

Do Network Learners learn 'better' or 'more'?

  • Add a link to an article on this issue here

Will adopting a Network Learning approach lead to increased plagiarism?

  • Add a link to an article on this issue here

Is Network Learning necessarily more complex? What are some ways to simplify teaching and learning with Loosely-Coupled tools?

Can Network Learning co-exist with our existing institutional structures?

What professional development opportunities are available for increasing my skills to engage more meaningfully with Network Learning?

  • Add links here

More links relating to networked learning?

The PLE Growth Model « Mollybob Goes To School
Nicely done model of a Personal Learning Environment. Well referenced (Vygotsky, Bandura, Knowles, et al) and grounded in theory, including a good definition of the distinction between a PLN and a PLE. [?]
Seven Habits of Highly Connected People ~ Stephen's Web ~ by Stephen Downes
eLearn: Feature Article
New structures of learning: The systemic impact of connective knowledge ...
Connectivism & Connective Knowledge
Welcome to the Connectivism and Connective Knowledge online course! Information on the development and delivery of the course will be shared on this site. [?]
Learning with 'e's: Hanging in there
This is one reason, I think, why personal learning environments (which tend to heavily represent informal learning approaches and are intrinsically motivated) are assuming an ever increasing importance in education. For it is within the PLE that students can truly pursue their own interests, motivate themselves to learn and generally capitalise on their talents and skills. [?]
Human » Blog Archive » Social notwork
This reflection began with the question ?should teachers be allowed to connect with students over SN?? This is an edu-technical issue ? ban or not ban. At a much deeper level, SN is about the potential to rock the boat of the restrictive, binary teacher ? student divide we are so comfortable with and used to. For now, we (can) run projects and tinker on the edges with SN occasionally bridging that divide. However, it can be very taxing and quite possibly (un)helpful in many ways to be a (traditional) teacher, connector, assessor, judge, evaluator, crying shoulder, confidante, ?buddy? and many other things to cohorts of students 24/7 online and face-to-face. Context rules ? let?s have a mature conversation about it. [?]
Harold Jarche » Learnstreaming and PKM
Dennis has a clear and simple definition for Learnstreaming ? publishing your learning activities online for the benefit of you and others. This is the basis of many blogs in our field and learnstreaming continues to expand with all the new applications such as micro-blogging, social bookmarks, and ?life-streaming? platforms like Posterous. [?]
Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning: LaaN vs. Social Constructivism
I will try to compare the Learning as a Network (LaaN) perspective/theory (basically a combination of connectivism complexity theory, & douple-loop learning) to the social constructivism theory. Social Constructivism is a theory of learning based upon the learners' social interaction & collaboration. Social constructivist theorists e.g. Vygotsky have extended the traditional focus on individual learning to address collaborative & social dimensions of learning. Whereas Piaget?s cognitive constructivism focuses on the individual mind, Vygotsky's social constructivism conceptualizes learning as more socially constructed. Vygotsky (1978) argues that all cognitive functions originate in, & must therefore be explained as products of social interactions and that learning was not simply the assimilation and accommodation of new knowledge by learners. According to Vygotsky, human cognitive structures are essentially socially constructed. Knowledge is not simply constructed it is co-constructed. [?]
AJET 21(1) Goodyear (2005) - educational design and networked learning: Patterns
Thinking in Mind: The Long Tail of Professional Development
One of the cool things that I have seen in the few months of my new role is how social tools have the potential to cause an amazing change in the nature of how Professional Development is accessed and delivered. And the really cool thing for me in this new position, is I get to see others come to a new understanding of this shift in professional learning. [?]
Networked learning - Wikipedia, the free encyclopedia
Tapped In - Papers and Presentations
Networked learning - WikiEducator
The Community Maturity Model - introNetworks Webinar Series with Rachel Happe

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