As I indicated in part one, my interest in and authorship of Web 2.0 educational activities has led me to George Siemens' evolving model of "Connectivism".Here's a sampling so that you get the gist:
*The strong reflexive and iterative aspects of learning contribute to its frequent misclassification as largely a content consumption process.
*Learning is not the content consumption process the formal education system perceives it to be.
*Instruction is currently largely housed in courses and other artificial constructs . . . Moving towards a networked model requires that we place less emphasis on our tasks of presenting information, and more emphasis on building the learner’s ability to navigate the information.
*Blogs, wikis, and other open, collaborative platforms are reshaping learning as a two-way process. Instead of presenting content/information/knowledge in a linear sequential manner, learners can be provided with a rich array of tools and information sources to use in creating their own learning pathways.
When I asked George to review the Staff Development Plan I submitted to our Technology Integration Committee (and administration), he responded with an incisive review that he said I might share. In my next post I will place this review in the context of what I consider to be a great divide between those who see learning as presenting information and those who perceive education as navigating the information flow. Stay tuned.
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"Connexions Digital Networks" Flickr Creative Commons Photo by cstmweb
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