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.
"Connexions Digital Networks" Flickr Creative Commons Photo by cstmweb
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