Connection not Content

A Blog for MOOCs and Other Animals

Posts Tagged ‘cck11

#CCK11 Any Questions? (part 2)

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This continues my DIY questionnaire for CCK11 …..

How would you improve a MOOC such as CCK11?

Improvement for whom? This is not a straightforward question because of the extreme focus Connectivism places on learner autonomy. Improvement for me as a relatively unschooled student of education theory might well be the opposite for someone who has participated in previous CCKs and is active in research. However, bringing together a critical mass of like-minded individuals with diverse backgrounds and expertise for discussion and debate in a ‘neutral’ environment is a worthy achievement. So, building on this as a foundation I would then:

  • Be more explicit in stating aims and objectives. Make it absolutely clear that a MOOC is not a ‘course’ in any conventional sense. Take into account the actual experiences of previous MOOCers so that ‘does what it says on the tin’ resonates with a far greater number of participants in the future.
  • Provide more guidance on the role of participants in organizing their own facilities – doesn’t have to be prescriptive. Explain clearly in advance the purpose and use of any software tools and facilities provided by facilitators. Avoid using unproven software (however brilliantly conceived!) in major supporting roles.
  • Somehow designate more facilitators / assistants / curators / helpers / greeters – whatever. A significant number of CCK11 participants appear to be ‘serial MOOCers’ and some do in effect play out some of these roles very well. It’s only human for a new participant to appreciate a friendly welcome and a modicum of structure rather than confusion and chaos. This doesn’t have to be ‘spoon-feeding’ – just a little holding of hands! A suggestion: encourage all participants to state in their introductory statements how they might assist others (eg language translation). This could help prevent the loss of so many initial registrants.

These points are not intended as criticisms of the facilitators. I’m very aware that at least some imply additional resources that may simply not be available. Being old and cynical, my feeling is that learner autonomy is something of an ideal that does not usually happen by itself but requires considerable nurturing in terms of social attitudes as well as familiarization with any technology.

What would you like to say to the CCK11 facilitators?

Thank you! Your efforts are much appreciated. The Daily Newsletter and the weekly Elluminate sessions are crucial in maintaining focus and momentum and must involve considerable behind-the-scenes work. My impression is that your direct involvement in CCK11 discussion is perhaps  less than for previous CCKs. Clearly your time is limited and in a free and open course you have every right to set your involvement at whatever level you wish. However, the fact remains that Connectivism is heavily grounded in your own work (as the readings reflect) and your elucidation and interpretation is greatly valued by participants. Maybe widening the scope of the course so that Connectivism is situated more neutrally with other approaches to networked learning might help? Perhaps other key figures could then be persuaded to take up some of the administrative burden including facilitator and other roles as I’ve suggested above.

What would you like to say to other CCK11 participants?

Thank you too! I’ve enjoyed interacting with you. I’ve not been able to communicate much on the finer points of learning theory etc. but I do appreciate the atmosphere of tolerance and give and take that pervades CCK11. If this is a result of participants’ education – then I’m all for education!

So many of you have contributed to my knowledge and understanding in one way or another and I’m reluctant to mention names but I will say this. If, for my sins, I was forced to assess the contributions of fellow participants then, although I’d probably mark down the out-and-out lurkers, I would not necessarily mark up those who happen to have blogged, Facebooked, tweeted or whatever, with the greatest frequency. In my estimation some of the most thoughtful and illuminating contributions have originated from those who have been more backward in coming forward!

This will probably be my last post here – anyone is always very welcome to contact me via my website. Thanks again! – I’ve enjoyed your company!

Written by Gordon Lockhart

April 7, 2011 at 7:29 am

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#CCK11 Any Questions? (part 1)

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I think I commented somewhere before that  if the participants of the CCK11 MOOC are accountable for anything, it may be towards the future use of this remarkable form of networked learning. So, for the sake of future research and posterity,  I’ve followed the connectivist DIY way to create, answer and record my very own CCK11 questionnaire. I hope this is a useful exercise – if anyone else wants to base their own questionnaire on my questions I have absolutely no objections.

  • What is your background?

I’m a retired academic. I worked in an Engineering Department at Leeds University (UK) and was involved in teaching, research and administration.

  • What were your learning objectives for CCK11?

(a) Since retiring I’ve studied a number of topics via internet sources but never indulged much in networked learning. I saw CCK11 as a means of furthering my knowledge of education theory while gaining personal experience of networked learning itself.

(b) I was looking for ideas in connection with my website (iBerry, ‘The Academic Porthole’). This is a non-profit I’ve run (with a little help from my friends) for more than 11 years. Although now attracting around 1,000 page hits a day, collecting feedback and connecting with users has always been difficult and a critical mass of interested users / facilitators has never been achieved. I felt that some understanding of connectivism and its practice in a MOOC might help in addressing this issue.

  • Did you achieve these objectives?

(a) I now have reams of interesting-looking but unread references and a much better knowledge of what I should know were I inclined to study education theory seriously. On the whole, my learning has been more in the nature of RPI (Removal of Pig Ignorance) than anything else!

(b) I’ve connected with CCK11 participants in various ways – blogging, comments on blogs, FB page etc. I believe that the insights I’ve gained into social networking and interaction will certainly be useful. As an example, in contrast with my earlier blog pontifications, I was astounded and flattered by the impact my MOOC infographic made! I should make much greater use of the visual – and pontificate less!

  • What do you see as the advantages of a MOOC?

Connectivist MOOCs seem to perform well in an ‘orientation’ mode where high drop-out rates and assessment are not very relevant (I blogged on this here). With a free-wheeling approach to learner autonomy and engagement, a MOOC can provide an enjoyable introduction to a topic while side-stepping much of the angst (assignments, deadlines, exams etc) associated with formal learning.

  • What do you see as the disadvantages of a MOOC?

It’s unclear what a Connectivist MOOC can offer in roles other than orientation, particularly when learning objectives are quite specific. I doubt whether a Connectivist MOOC can ever be very effective or efficient where time is limited and mastering a skill or understanding an issue is critical. Setting learning objectives with no commitment to anyone but yourself and then interacting with like-minded interesting people with different backgrounds and learning objectives may be engaging, enjoyable and an excellent approach in some circumstances but not in others. As far as ‘deep learning’ is concerned, I think a balance must be struck between the social support offered by learning networks and the need for private study where learners reflect, practice and nurture learning as individuals, in a space of their own and without distraction. (This can be Hard Work and not such fun – as many research students find out!) The concept of isolated study sits uneasily with Connectivism where knowledge itself is somehow identified with network connections.

Written by Gordon Lockhart

April 4, 2011 at 10:17 am

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#CCK11 Nature of the MOOC – and a Challenge for 21st Century Education

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While I responded to Susan’s comment on my silly MOOC illustration I suddenly had the idea that, for me anyway, engaging with a MOOC was rather like a young student starting out on a traditional university or college course for the very first time. You meet fascinating strangers with interests quite outside your own experience. You have serious discussions about stuff you know little about. You’re bombarded with readings you skim or ignore. You make fun of the professors. You please yourself what lectures you go to and if you do go to lectures, you pay more attention to the chatter of your new friends than what the prof has to say. You commit indiscretions and blunders – you learn informally.

Some of your fellow students are bright, attractive and enjoyable to interact with – even when they talk nonsense. Others you find boring, or even upsetting and you learn to avoid them – diplomatically.  Some simply drop out never to be seen again while others lurk around making little impact although there may be good reasons for this. Quite a few are repeating the course and like to offer advice to the newbies. This happy state of affairs is usually curtailed by the intervention of real life,  probably in the form of  assignments and examinations.

There are obvious parallels here with progress through MOOCs in general and CCK11 in particular but I don’t want to push the analogy too far! It may be unclear whether pushing out the boundaries of a course into the informal social environment that normally surrounds it makes for efficient or effective deep learning but it certainly can be an enjoyable, exciting and motivating experience for those who are new to a learning topic. A MOOC seems ideal in this role of induction or orientation where formal assessment is not particularly important. Further advantages are:

  • High drop-out rates are less of a concern – some participants will dip their toes in the water only to realize they’d rather do something else!
  • A critical mass of participants with diverse academic backgrounds and expertise will be attracted if the topic is of sufficient interest and wide enough in scope.
  • The risk of domination by individuals or groups with their own agendas is reduced by encouraging participants to set up their own blogs, forums, FB pages etc.

A Challenge for 21st Century Education ?

Here’s a hypothetical example of how a MOOC might be exploited in an orientation mode. Take a topic of truly global importance such as ‘Climate Change’. This is a complex topic with wide-ranging scientific, economic and political aspects, all begging for intelligent solutions, yet locked down in controversy and suffering from ignorance and prejudice.

This is only my impression of how a MOOC for learning about Climate Change could be publicly advertised. The effort involved in setting up something like this would be considerable but the unique educative power of the MOOC with its ‘neutral’ format could be ideal in preparing the world for the big changes in lifestyle that are probably on the way!

Image based on ‘Fractal Engineering of a Globe’ by *Psycho Delia*. Text from Encyclopedia of Earth (Climate Change Collection)

Specimen Poster

Written by Gordon Lockhart

March 19, 2011 at 12:49 pm

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#CCK11: Man! This MOOC is Something Else!

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This MOOC is Something Else!

Based on ‘la vaca de los sinvaca’ by José Bogado Creative Commons Licence
[This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.]

Me: Hey! You! Get off of my Blog !!
SixChick: Don’t hang around ’cause two’s a crowd – eh?
Me: Look SixChick I don’t have time for this – I need to do a serious blog for the MOOC. Just go away!
SC: Cool it Gordo! I’ll help you – I’m on this MOOC too y’know, as a serious Lurker!
ME: Oh really? And don’t call me Gordo!
SC: Yeah I dig it – it’s learned me lots – downloaded plenty stuff for free too. Like, man, there’s so much I’m not goin’ to get through it all before next Christmas!
ME: You don’t understand – the knowledge is in the connections and it… well, sort of grows there and then emerges.
SC: Awesome possum man! … Gee – I’d like to see that!
ME: I don’t think you can actually see it – look, it’s something I’ve come on this MOOC to find out about.
SC: Sure – but I haven’t seen the teachers!
ME: There aren’t any – just a couple of facilitators who pop in and out from time to time.
SC: Oh yeah! I heard a couple of them spouting in the Elluminate room thingy – groovy man!
ME: These sessions can be very informative but I find the text chat distracting so I usually ignore it and concentrate on the speakers – it’s only good manners!
SC: Are you for real? That’s the best part of it – I usually turn the sound off!
ME: I was distracted once by a teleological argument in text about trees, deers, angels and tomatoes (?) – too deep for me! And because of that I missed a lengthy philosophical diatribe by one of the facilitators ….
SC: What a blow! Be there or be square man!

ME: But really, you can do anything you like on a MOOC – no learning objectives!
SC: Doesn’t sound like much of a course then – I’d ask for my money back if it wasn’t free! Spicy meatballs! They just dump all their stuff on you for nothing – I just say they’re after your bread. I’ve seen how young naive teachers just outa college can take the bait with the first ‘ism doin’ the rounds – they’ll be selling them badges, T-shirts … time-shares maybe! Never trust anyone over 30 is what I always say!
ME: Yup – ad nuseam for more than 30 years! Look SixChick – I’d be off like a shot if they tried to sell me as much as a pencil sharpener. I’ve given more courses in my time than you’ve had hot dinners and I’m pretty sure these guys are on the level. They work hard to set these MOOCs up, keep them going and they believe in what they’re doing even if you don’t. They say when they don’t know and they can even disagree with each other.
SC: So they DON’T KNOW – AND they DISAGREE!! Hot diggity! Sounds like they haven’t prepared their stuff when they don’t know what they’re teachin’ – even more if they can’t agree what it is! Sometimes I wonder about you Gordo!
ME: You don’t get it do you? We’re all in it together – scores of us from different countries, backgrounds, ages and experience in all types of education. There’s little hope of teaching so many people anything very specific, let alone indoctrinating them. It’s more of an open friendly forum – up to anyone, including the facilitators to read, study, interact and collaborate with others in any way they find useful. You call me Gordo again and I’ll throw you off this blog!!

SC: And then, what about the candyasses repeating the course?
ME: I don’t follow.
SC: There’s people here must have failed the course at least twice before – all show and no go – they’ll fail again come the exams man!
ME: SixChick, there’s no exams, no failures and a MOOC never really finishes. These people just come back to join in again – and maybe help the newbies!
SC: But I’m a born rebel and I don’t agree with a lot of the stuff taught here!
ME: Nobody says you should and there’s nothing wrong with being a rebel. Many advances are down to the rebels of the past but it’s not so easy to sort out the rebels that will make it, from the cranks, quacks and scammers in the present – just look at the flame wars going on in these newsgroups you spend so much time in!
SC: Hey man, you know I’ve a PhD so I don’t have much trouble – I tell ’em as it is! And I’ve gotten a new learning theory of my own – you know this Pavlov dog thing? – well …..
ME: Don’t tell me! Just stop lurking and share it in the MOOC. You might get some help if you don’t put people’s backs up by being such a know-all. And then, OK, go off by yourself if you want, THINK, and then write it all up Einstein!
SC: So I put it out on my blog and nobody comments.
ME: You never know – but if you’re really serious submit it for peer review and publication. Review the literature so people see where you’re coming from and don’t forget to reference your sources.
SC: Ah! – I’ve been warned about that game! Peer review by academics who can’t see the wood for the trees – no way Hosay!
ME: No harm in trying – but OK, one way or another you need to open up to people who know a thing or two about what’s gone before and are well-placed to see how original your theory is – er … if it is.

SC: Hmm .. I still don’t think this MOOC is a proper course.
ME: I agree with you SixChick – it’s something else.
SC: Eh??
ME: I don’t think it should be called a course and I’ve already said so here – though nobody paid much attention!
SC: I’m not surprised man! So “The virtual proximity of a critical mass of connected learners over the same period of time seems a good starting point.” does it? Lah-di-dah to you too!
ME: All I mean is that you could take that as a basic definition for any Online Learning Event (OLE) – so then anybody can come along and bolt on whatever they like to suit themselves – you could organize an OLE on Elvis with Hell’s Angel’s facilitators running along MOOC-like lines if you wanted to!
SC: You ring my chimes man! I’d learn ’em somethin’ alright – ‘SixChick – The Sage on the Stage – with ELVIS!’.
ME: Um – don’t throw the baby out with the bath water!
SC: Tight, Gordo but ……..
ME: .. in a while crocodile!! Heh! Sorry about the intrusion everybody – pity, no time now to write the serious blog I’d planned on: ‘Connectivism, is it a Learning Theory?’ Oh well!

Written by Gordon Lockhart

March 8, 2011 at 5:53 pm

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#CCK11: A Century of Classroom Learning

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Almost exactly 100 years ago a couple of twin sisters toddled off to a school in Edinburgh for the very first time. What thoughts were in their minds on that first day and how were they welcomed by Mrs Stewart, their teacher? I’ve little idea, but both my mother and aunt seem to have enjoyed their school days and had happy memories of friends, group activities such as games and spelling bees and these good impressions stayed with them all their lives. They both became teachers, as did their two older sisters.

P6030002 DSCF2071  

Above: extract from the school records. Jan and Elsie were born on the 9th January 1906 and went to school for the first time on 1st March 1911 – almost 100 years ago.

Left: their school, still open in 2005. There would have been separate entrances for boys and girls in 1911. I think the school was only a few years old at that time.

I grew up with six teachers in my immediate family and I believe they were competent, conscientious and caring by the standards of the day although they could be disparaging about the training they received in college. College lecturers were considered inexperienced in ‘real’ teaching. It was not unusual for a new teacher to be told by senior colleagues that in order to find her feet in the real world of teaching she’d best forget everything learned in college! Good teachers were good because they had the good luck to possess the right combination of academic and leadership skills and a natural ability to develop their own highly effective teaching styles. Bad or indifferent teachers of course did not, and the harm they inflicted was amplified by being the undisputed kings in their own disconnected classroom empires.

Learning by example ?

I learned to read and write in a small country school in Scotland. My first educational memories are of slates and slate pencils; can you imagine learning to write on a heavy slate with a squeaky slate pencil? Every morning we wrote down the names of the continents and whatever arithmetic tables we were learning. Our teacher Mrs K, took 3 classes in the same room. She had a robust no-nonsense approach to education and a fierce tenacity in dealing with the less quick to learn. She would angrily stand over a weeping child at a desk until the task in hand was completed. To my everlasting shame once I even offered to watch over a small girl and stamp on her feet if she made a mistake. Mrs K did not take me up on that but what a testament to her standing as a role model!

Learning gone very wrong:

Learning Never to Knit: “I was learning to knit a dishcloth and every week the teacher pulled out what I’d knitted the week before. So it took me a year to finish it, and even then she held it up like a dead rat and refused to let me take it home. I’ve never knitted since” [‘School Days’, U3A Sources, Jan 2011 No 42]

Learning to Hate Maths: I attended a boys-only secondary school where corporal punishment was not uncommon. ‘David’, a sensitive and much-bullied lad was regularly belted by DD the maths master. DD could be engaging on maths but he had a strong sense of ‘duty’. Anyone who failed his Thursday afternoon maths tests was simply slacking and deserved to be punished. David was visibly distressed on these occasions but I clearly recall, on a quite different occasion, a more sympathetic maths teacher complimenting David on having real mathematical insight: “Would he then be taking maths further?” – “Not if I can help it!” said David.

Perhaps Mrs K and DD had behaviorist leanings but on the whole these stories illustrate fairly straightforward wrongheadedness reflecting the cultural values and practices of the day rather than something learned from training college.

But what about learning to hate maths this way?

“I still remember being in tears in elementary school when I couldn’t figure out negative numbers. The teacher thought we need to be self-directed and figure it out on our own, that a little confusion would do us good. I just came to the point of tears because it didn’t make sense, until my Mom finally found an encyclopedia that showed a very ordered way of understanding negative numbers. But the teacher wouldn’t show me anything because it was “self-directed learning” and I was too frustrated to care anymore. And I still hate Math to this day.” [Comment from ‘Matt’]

So what’s gone wrong here? Humanity bowing in blind adherence to a dogma of self-directed learning, chaos and confusion?  If nothing else it does illustrate the need for care and consideration when putting learning theories into practice – a healthy distrust of the theoreticians is maybe still not such a bad thing!

Most educators now have access to an abundance of pertinent information and a diversity of viewpoints. They must be trusted (with a Howard Rheingold ‘crap detector’ at the ready!) to maintain open and enquiring minds while using their valuable field experience to exploit and test a diversity of learning theories in a diversity of learning situations. This will apply even more as learning moves out of the classroom.

If there is a moral in all this then perhaps it’s that those in ‘teacher of teachers’ roles not only need to be properly informed by researchers and theoreticians (who can be the worst communicators of all!) but also need to practice their own arts in transmitting and demonstrating their findings as effectively and efficiently as possible to busy educators.

Written by Gordon Lockhart

February 14, 2011 at 9:37 pm

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#CCK11: Massive Open Online Learning Events – acorns to oaks?

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I had an interesting and productive exchange with Damien Clark who has coined the term ‘deliveryware’ to denote the open delivery or facilitation part of a course as opposed to its ‘content’ such as Open Courseware. This led me to think that the baggage many people associate with the word ‘Course’ in ‘MOOC’ can initially encourage false expectations followed by perceptions of lack of focus, chaos, confusion and the end of education as we know it – and consequently, high drop-out rates. Connectivism may teach the value of chaos and confusion in learning but, rightly or wrongly, that’s not everyone’s cup of tea.

What is the essence of a successful MOOC-like learning event? The virtual proximity of a critical mass of connected learners over the same period of time seems a good starting point. Perhaps a general term for online learning events might help so for want of a better description I’ll adopt, ”Massive Open Online Learning Event (MOOLE?)’ as a generic term and consider (speculate!) on the implications.

  • Massive – Current MOOCs demonstrate that connecting large numbers of learners to others with similar, though not identical, interests is crucial. (Maybe there’s also a future for the ‘OOLE’ too but drawing together a critical mass of participants seems necessary for sustained interaction, whether it’s between 10, or 1000 participants.)
  • Open – Openess almost goes without saying but in practice some restrictions, logins etc may be imposed for various reasons, good or bad. Young kids might interact with their peers in a protected environment (rather than YouTube!) and logins can be useful for confirming identity or spam protection.
  • Online – Powerful tools for communication, recording and sharing can be exploited in numerous well-known ways. (Further erosion of the boundaries between the Internet and everyday life can be expected.)
  • Learning – Open Educational Resources (OERs) are now reasonably abundant (the problem is more in finding the right ones for the job) but they usually come without the deliveryware and any means of assessment / creditation. Approaches to online education can be many and varied, and whether one particular learning theory is ‘correct’ or not is probably less important than openly experimenting with different methods of delivery in a wide variety of circumstances.
  • Event – How might a MOOLE be created? Bringing together numerous learners for the event is clearly time-critical, as is the provision of human online facilitation over a set period. Let any individual, institution or commercial body simply attempt to ‘seed’ a Learning Event by openly declaring an interest and a putative time frame. If this acorn is sufficiently well-nurtured and publicized then could an oak tree grow as symbiotic connections form between other interested parties with or without different agendas? For example, websites supportive of online learning that have problems running well-populated, subject-based discussion groups may welcome opportunities to connect their users to a wider network of peers. Similarly, public bodies representing education at various levels might be happy to cherry-pick content, live presentations and forums for their learners from various sources within the MOOLE while retaining their own deliveryware – and so on.

Topics that are reasonably well-covered by OERs (say, ‘Global Warming’, ‘Modern Physics’, ‘International Relations’ etc) could command widespread global interest and attract large numbers of participants with very different backgrounds and learning objectives. In its final, ready-to-run form, the MOOLE might develop as an ill-defined, loosely-connected network of special interest groups and individuals with numerous parallel and overlapping paths available for particular educational purposes. School groups might exploit publicly-funded ‘courses’ complete with trained facilitators who jolly kids along with engaging videos, global discussions with peers and some sensible degree of protection from complete open access. Another thread, more like current MOOCs with readings, project suggestions and open discussions, might be aimed at non-specialists wishing to progress their understanding. Experts and professionals might conduct their own seminars and forums but also be prepared to facilitate other activities for non-specialists or children.

With no inherent bias towards any particular educational level or mode of instruction, the infrastructure of the MOOLE would simply be there to be used, reused, saved, molded and extended by anyone anywhere to whatever form is desired. There would be nothing of course to stop with-profit enterprises selling their own documentation and providing services with paid facilitators operating in closed sessions but provided everything was above board (CC licenses respected etc.) this does not have to be a Bad Thing.

Fantasy or future?

DSCF2066 200 yo oak in my garden


Written by Gordon Lockhart

January 31, 2011 at 11:43 am

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#CCK11: Yet More Networks

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This was going to be a grand network of networks but my own neural network wasn’t up to making the connections, either in HTML or conceptually.

My Twitter Social Ego Networks
Twitter Social Ego Networks
Organic Networks - New Urban?
Organic Networks
Age network Biological Interactions Causing Human Aging (not very clear – but what a network!)
SENS 3 Abstract Network
Connections between Authors using the Same Word
Waldo wasn’t here.
Blog Network, September 9, 2005
Three Tier Snowball Sample of Blogs
Wordchain network for English 3-letter words
Wordchain Network for English 3-Letter Words

(All thumbnails via Flickr (CC BY 2.0) – hover mouse for attribution, click for full size.) CCK11

Written by Gordon Lockhart

January 26, 2011 at 11:41 pm

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#CCK11: Juggling with Connectivism: Week 1

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Connectivism has much to offer as a new perspective on learning and I’m pleased and excited to be one small node in the CCK11 MOOC.  However, I find some of the phraseology a little jarring and I’m unsure whether this is because some of the concepts are perhaps overstated in odd ways but are in fact straightforward and commonsensical or whether new and profoundly different meanings are intended. “Learning may reside in non-human appliances” is a good example and from tweets and Leitha Delves’ blog I know I’m not the only one having problems with this. I come to CCK11 with very little background in learning theory and was not born yesterday so I’m probably more resistant than some when it comes to accepting new ideas. Anyway, here’s where I’m coming from (and I’m no biologist either!).

Firstly, since the capability to know or understand has evolved and adapted over many millions of years as a means of survival, I’d say that knowledge, know-how, meaning, understanding etc are primarily to do with the memory, modeling and ‘programming’ functions necessary for a living organism’s success (be it hunting, fighting, socializing or complex cultural activities). Learning is then the process by which organisms acquire these skills over and above the ones they are born with. In the case of the modern human, ‘success’ depends on an extraordinarily large number of cultural skills: reading, writing, etc and education in the widest sense. This places heavy demands on the individual in time and effort as well as economic and other burdens on society. Ways and means of meeting these demands in the most effective way is the concern of educators in particular and society in general.

Secondly, I’m quite happy to apply at least some some of the attributes of learning to non-human appliances such as books or databases. It seems natural to talk about the knowledge or meaning conveyed by a book or the know-how stored in a database (containing, for example, the procedural details of a complex constructional project). A robot programmed to construct something ‘knows’ how to do it and if the robot were to adapt and improve its performance through some sort of feedback mechanism then I might reasonably call this learning and ascribe an artificial intelligence to the robot.

If this type of thing is what Connectivism means by “Learning may reside in non-human appliances” then I’m quite happy with that but for me it seems to hang together perfectly well without bringing in connections at all. Clearly, connections are at work in the human brain and the robot might be programmed by an artificial neural network but outside that an individual can learn from a book, come up with a new idea, or learn how to juggle, without obvious engagement in social or any other sort of networks. No doubt the juggler would  become a better and more knowledgeable or even expert  juggler by exploiting connections within a network of jugglers, reading juggling books, accessing databases on juggling know-how or even interacting with juggling practice robots. Although juggling knowledge can then reasonably be said to be distributed across the network I’m not sure what is achieved by stating that it literally identifies with the connections between the nodes; another example of connectivist phraseology that jars with me, but maybe I’m missing something deeper. (Then again, maybe it’s all just semantics as I’ve certainly no problem with this little video by soto_mayra!)

Although I think that connectivism has the greatest relevance to social networks the connectivist focus on the similarities between neural networks and social networks jars a little less now after reading Stephen Downes, ‘An Introduction to Connective Knowledge’. It’s fascinating, scary even, to think how a futuristic social network or society could ‘know’ in a similar way to the human brain so I’m looking forward to next week’s topic on ‘patterns of connectivity’. (I wrote a facetious piece last year about education in 2022).

And now, back to next week’s readings ……..

Written by Gordon Lockhart

January 23, 2011 at 12:35 pm

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#CCK11: More connections – and a little content on Learning Theories

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Looking forward to CCK11,  I’ve made one or two basic connections by laying down a few bookmarks in delicious, resurrecting an old twitter account and starting this blog. So far so good but where from here? I run a small, not-for-pofit education website and therefore have an interest in the workings of connectivism  where it means ‘networked learning’ but beyond that I’m not so clear about the concept and, as a retired educator with a background in engineering, not exactly up to speed when it comes to learning theories or philosophy. If there are others like me then so much the better but it’s quite possible that I’ll end up listening and lurking rather than contributing much. I’ve done some reading on learning theories though, so here’s a very initial thought – by way of content.

The Great Melting Pot of Learning Theories contains a large number of overlapping and sometimes competing theories and concepts dealing primarily in the realm of ideas or even speculation. To what extent has scientific method been applied as a means of validation? Not having surveyed the vast literature I can’t answer that but in some cases I wonder if it can be applied at all and if it can’t then how on earth do we sort out the good from the bad? In practice though, the different theories appear to be cheerfully applied by experienced educators simply according to how they best fit into different learning situations. Until a scientific basis for learning is achieved through neurology or whatever, I can’t really see an alternative to this sort of  pragmatism.

In the case of connectivism, I guess the jury may be out for some time if only because of its relative newness so every reason to maintain a healthy skepticism and an open mind. All the same,  given the rise of the MOOC, the energy and enthusiasm of those involved and the research activity following in its wake,  the MOOC itself,  and its little brother the OOC,  may be poised to provide the best fit examples yet of connectivism to real learning.

Written by Gordon Lockhart

January 12, 2011 at 3:12 pm

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#CCK11: Hello world! What’s new under the sun?

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I”ve mastered WordPress sufficiently to go public with this blog created for CCK11 and now, having made the connection, I’d better think of some content to put in – or maybe read the manual.

Anyway, YouTube videos embed without problems as I’ve proved below with this video I made last year as an experiment in using xtranormal. For some reason it seems to fit with the CCK11 theme ………..


Mary and Jon have been exploring the new Education Center.

Written by Gordon Lockhart

January 7, 2011 at 10:52 pm

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