Distinguishing Connectivism

I have read lots of the fantastic discussions that are going in the CCK08 course, but I needed to break away from the pack and without reference to the wealth of information, think through for myself how connectivism can be distinguished from other learning theories. I would welcome your thoughts and insights in order that I can clarify my understanding. I know that i could go and read this somewhere, but i felt i) it was beneficial for me to think it through and ii) beneficial to get some feedback. thanks in advance

Making sense of Connectivism

Connectivism would not exist without the technological development of modern communication infrastructures (physical pipes) and the advent of social software (facilitating pipes). It would also not exist if there was not a sufficient mindset of participation, externalisation and sharing from individuals. It would appear that over time that individuals in different fields, individuals with different perspectives, individuals with different goals have recognised value in the new facilitating pipes, to indeed lay the foundations for the claim that connectivism is a learning theory for the digital age. Ertmer’s and Newby’s (1993) offer “five definitive questions to distinguish learning theory”. I shall outline my own understanding of how connectivism can answer these questions

A. How does learning occur?
Learners are connected by a variety of informal/formal, weak/strong networks that signpost the Learner to sources of knowledge. Sources of knowledge may be for example an electronic document, a physical event to visit, an online discussion, an online aggregation of resources, an email, a database of information, a video or auditory resource. The network is a network of people.

B. What factors influence learning?
The factors that influence learning will be the scope and quality of the people in the networks, the ability to differentiate between valid sources of knowledge (what constitutes valid knowledge: the authority, credibility of the source, some supporting evidence), the ability to recognize links between prior knowledge or previously unconnected knowledge.

C. What is the role of memory?
Knowledge can be stored in non human appliances. Although I have probably repeated that phrase parrot fashion, the act of thinking about and addressing this issue has made it clear and apparent to me that it makes sense to store knowledge (discussions, electronic resources, communications) in a non human appliance. I finally get it! - the “learning is in the network” (I think, I need confirmation to cement my understanding, can you help?). There is too much to remember, better to remember the connections to get to the knowledge.

D. How does transfer occur?
‘Transfer refers to the application of learned knowledge in new ways or situations, as well as to how prior learning affects’ new learning Ertmer’s and Newby’s (1993). Not sure about this could it possibly be that that transfer occurs through continual connectivity, but then ultimately does this not coincide with either a constructive need to make meaning and understand. I am struggling with differentiating between a connectivism and constructivism in this regard.

E. What types of learning are best explained by this theory
Struggling with this one as well. On the one hand it correlates with the notions of linking together concepts, making sense of patterns or disorganised information, but when an individual embarks on connectivist learning are they not just connecting?

Making a Massive Open Online Course Work (for me)

Here we go with some ramblings, ideas and unrefined thoughts on participating in a massive open online course.

Logistically I think the infrastructure is in place and everything is setup nicely for whatever develops or is to come. Some people love the Daily, My favourite is the Connectivism wiki HUB page. This is my anchor, home base. The Daily email is also a valuable connector to keep you in touch with the many things that are going on.

What I Like
So what do I like about participating in this massive open online course. I like the fact that it is an experiment in determining whether such an unwieldy beast can be harnessed for effective learning purposes.

It’s Unworkable
The premise I presume from most people would be that it is unworkable! And they are right (only joking). Well maybe not. The good thing about participating is trying to fathom ways of making it work. I am not exactly sure what I hope to learn or achieve, perhaps this does not help, but here are a few unrefined thoughts on the course so far.

Emotional Connectedness
If the course is attempting to show connectivism in action, at the moment I do not think it is working. For me connectivism has an emotional quality that due to the abundance of people and information and my own external workload is currently missing. The discussions could lead to some emotional connectivity for me, but I have not got deep enough into a conversation yet. I think to get some emotional connectivity out of this course I need to start working with others on an activity, even if it is just one other person. This is a slightly eureka moment in that it has confirmed for me that activity theory and the notion of learning by doing are very important to learning. Putting the idea of working on a practical task aside I have a few other raw thoughts on ways to increase engagement and connectedness for this type of massive open online course

Strategies to improve emotional connectedness
In a massive open online course how can emotional connectedness be best facilitated.

1. People tagging with visual map to identify clusters of interest, controlled by slider to change views. Participants need a quicker method of finding out about people and if there are any mutual interests. On enrolment similar to many sites that ask you to list 5 things that you are interested in, there could be a form that identifies general interest tags, course goal tags, aspiration tags, learning needs tags, service offered tags, I need tags, work experience tag etc etc. Access to this information should be by an interactive visual ‘map’. This type of thing I’ve seen done in flash with slider controls. There was an interesting map to do with the changes in population for the worlds cities as I recall that surfaced on the web 18 months or so ago. I cannot find an example readily to hand at the moment.

2. A Game: The course could be delivered in the style of a game or a competition.

3. Synch Breakout Rooms: Use of breakout rooms for smaller groups in synchronous meetings to discuss issues, a scribe takes notes and back into the massive auditorium  for quick review of small group notes.

Well just a few ideas there. Better out here than stuck in my head. Hopefully this might trigger an insight for other colleagues on the course.

Connectivism Course: First thoughts

The course is a wonderful opportunity to interact with a passionate group of people who appreciate the potential of a connectivist mindset. So even though at present I don’t have time to fully enjoy this (yeah, yeah, yeah), I am going to have a good go.

Orientating the learner

I am very clear now that in online courses that employ ‘new’ connectivist, web 2.0 participatory techniques it pays to do as much as possible upfront to orientate the learner to what is required and what to expect.

I enjoyed George’s articulate presentation that included a talking head video introduction. This was followed by voiceover slides explaining about what to expect on the course: the hub, the daily and the moodle area as a central place for discussion. Also the initial schedule outlined the weekly schedule overview and how to participate. The approach to the course was explained to orientate the learner to what is required. The participants were reminded to use the tag CCK08 to aggregate useful resources for all those enrolled on the course. George emphasised that you will find your own comfortable way and reassured participants that it might be slightly uncomfortable in the beginning - explained that tools will be provided to help deal with all the information that will becoming your way and gave some ideas on how to start. Delivered in a conversational style, with a personal touch and emphasising support is always at hand, I felt good as a participant on this course.

Initial Introductions - things that stood out

Vance Stevens quote (we read this one Vance:-)) “the idea of distributed learning networks as opposed to communities or groups”

Jeffrey Keeler’s objectives, which made me think that it would be useful to develop some objectives of my own, rather than just considering participating a success. Here are his objectives:

To consider this course a success, I want three things to happen:

1. Learn one new instructional method for teaching and facilitating online

2. Experience one new technology that I can practically implement in my work.

3. Gain some insight that opens me to a new perspective for me to begin a new thread of research and writing

A Thing I have learnt

Recognition of the use and power of Google alerts

Connectivism Course - Pre Assignment Introduction

I am a Distance Learning Developer at De Montfort University, Leicester, England, UK. I am just about to finish my dissertation for a masters degree in the field of interactive and collaborative learning. During the course of my study have been captivated by connectivism and the use of web 2.0 tools to help make connectivism the ‘learning theory for the digital age’ :-)

Connecting, socializing, interacting, collaborating, sharing etc etc make learning enjoyable. I am participating in the course to get a deeper understanding of the theory, to learn from the experiences of others, to be enlightened as to the use of new technologies (as a by product of participating) and to explore ways to facilitate the type of learning mentioned above.

In order for this course to be successful I need to participate. Like Nancy White mentioned, due to other committments it will be a tough ask – (could have done with a month later start to finish off my dissertation), but as Nike say ‘just do it’.

My blog will outline my study over the past year or so - http://learnadoodledastic.blogspot.com/. My prime interest, because I think it is the most beneficial to negating any isolation associated with distance learning is the use of online synchronous classes, supported by social software. In my role of developer I have the opportunity to work with lecturers at my university to explore the best ways to integrate new technologies and principles of connectivism and online community into their teaching and learning.

SCORE 2.0

As i come towards the end of my period of study, I have a clear model of how I believe online learning can be successfully delivered to adult distance learners. Having worked successfully through this model with a group of eight lecturers here at my university and around twenty students in separate online courses, i hope to continue to work on the model and its application to further enhance the lot of the adult distance learner and those engaged in professional development.

There are many influences on the model. As a starting point the model embraces the “seven principles of good practice in undergraduate education” as outlined by Chickering and Gamson (1987)¹ At the heart of this teaching model is the use of an online synchronous classroom using web conferencing software, supported by a community orientated learning ethos that utilizes Web 2.0 technology. The underlying theory that drives the model is what can be described as constructo-connectivism, where formal learning activities are driven by a constructivist approach to teaching and learning, whilst a connectivist approach is taken in utilizing web 2.0 technology to facilitate the informal learning that occurs in the learning network and the acquisition of personal knowledge management skills which are invaluable in the digital era of the twenty first century.

To reflect the nature of this teaching model it has subsequently been named as the Synchronous Community Orientated Reflective and Experiential 2.0 model (SCORE 2.0). Conceptually the model is aligned with Race's 'ripples' model of learning² . The online synchronous classroom is at the core and is the catalyst to drive the learning. This is where the motivation (the want) is created and reinforced. From here learners participate in intersession tasks (the doing) and then go on to consider what they have learnt through further discussion in a learning network and through posting entries to a reflective blog (the digesting). Throughout the whole process due to the nature of web 2.0 technologies there is opportunity for teacher-student interaction and student-student interaction (the feedback). Note also that the online synchronous class itself is a microcosm of this model of learning. Guiding and shaping the teaching and learning strategy is the community of inquiry model by Garrison and Anderson (2003)³ with the important emphasis on teaching presence, social presence and cognitive presence.

This model of online learning has been developed for the individual lecturer or ideally a programme team that enjoys building rapport with students and values dialogue with students. There are two very simple aims 1) to invigorate the process of online distance learning, making it an enjoyable, engaging and motivating experience and ii) to maximize the learning. Developed with adult distance learners in mind, the model has the potential to be used effectively for staff development purposes both on and off line.

1. Chickering, Arthur and Stephen C. Ehrmann (1996) Implementing the Seven Principles: Technology as Lever AAHE Bulletin, October, pp. 3-6.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

2. Race, P. (2001) The lecturer's toolkit - A practical guide to learning, teaching and assessment (Second edition) London: Kogan Page.

http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4d.htm

3. Garrison, D. R. and Anderson, Terry (2003) E-Learning in the 21st Century: a framework for research and practice London: RoutledgeFalmer.

Higher Education, Work based learning and Web 2.0

After reading David Gray’s (2001)[i] “A Briefing on Work Based Learning” this document picks up on the main points that characterize work based learning (WBL) and briefly explores their relationship with higher education and web 2.0 technology.

Work based learning and its value

Three common understandings of the term work based learning are:

• Learning for work e.g. work placements on a sandwich degree programme (may be referred to as work placed learning)
• Learning at Work e.g. in house training or personal development programme
• Learning through work with formal accreditation

Understanding 1 (even though it as a long history at higher education level) and understanding 2 are not usually assessed or accredited. For higher education (in consultation with employer organizations and the employee) the newer understanding 3 brings with it the role of providing academic rigor by way of i) defining appropriate learning outcomes, ii) effective teaching and learning strategies and iii) valid and reliable assessment.

If these three elements are met then the work based learner will more likely be in a position to reap the satisfying rewards of self fulfillment and self development which will be important in motivating them during the period of a course. For work based learning to be of value to an employer organization, then at the end of the learning process, amongst other things they may like to see that the learner has i) acquired specific skills ii) demonstrated general problem solving skills iii) demonstrated ability to be creative in generating ideas, in addition to iv) a mechanism to identify what level of skills and ability an individual has achieved. With the advent of e-learning in general and web 2.0 technology in particular, Higher education is in a position to take advantage of the ease of use and flexibility of 21^st century learning tools to i) improve communication between all three parties ii) provide opportunities for learners to present and externalize their knowledge iii) engender a dialogic framework that can easily elicit feedback from tutors, employers and the wider world and iv) foster the development of a learners own personal learning environment and personal knowledge management skills to enhance their development as a lifelong learner.

This last point may have additional resonance with employer organizations that have a mindset of a learning organization, as they will be looking to go beyond isolated programmes of learning and look to embed systems which encourage learning and will benefit the whole organization as an ongoing way of being. This sort of organization will ideally have structures in place that encourage individual participation, create opportunities for interaction and create mechanisms to share ideas so that a culture of learning from each other ensues.

Differences between WBL and classroom learning

David Gray refers to Raelin (2000) who argues that work based learning is different to classroom learning in a number of important ways:

1. Work based learning is centered around reflection on work practices
2. Work based learning views learning as arising from action and problem solving within a working environment.
3. Work based learning requires not only the acquisition of knowledge but the acquisition of meta-competence – learning to learn.

For these reasons and the fact that the adult learner is perceived to be self-directed, has personal experience and motivation to bring to the table of learning assessment methods for work based learning need to be reflected in a student-centered, problem-based approach rather than formal examinations that characterize traditional assessment methods. With this in mind assessment methods could include:

• Self and peer assessment
• Assignments and projects
• Portfolio building
• Presentations
• Practical assessment of professional competence in the workplace
  

In addition it’s important to note that “the link between a learner’s objectives and the outputs of learning can be bridged through the use of learning contracts”. Gray (2001)1

With employers having an investment in the learning of work based learners and the benefits that this will offer in the future this further “underlines the need for developing the higher level skills of analysis, evaluation and synthesis as well as the ability to be an independent learner”. Gray (2001)1

WBL and Web 2.0

Web 2.0 technology sits nicely within a student centered, problem based approach learning and the socio-constructivist approach that this implies. There are many web 2.0 technologies that can become home for student developed resources; The staple web 2.0 tools will be Blogs for reflection, wikis for collaboration and resource management and e-portfolios for presentation of knowledge, ideas and the products of the learning process. Also in this connectivist age in addition to their own Personal Learning Networks, there should also be a role for an institution or employer initiated web 2.0 based learning network which can help to facilitate the informal and incidental learning that can be so useful.

---

[1] Gray, D (2001) A Briefing on Work Based Learning LTSN generic centre Learning and Teaching Support Network

More of my Blogging

During the course of my study I have also been contributing to the DMU pathfinder blog. The pathfinder research project of which I am a participant is investigating the use of web 2.0 technology throughout the institution. I have made 20 contributions to this blog. My contributions can be found here http://dmupathfinder.blogspot.com/search/label/SM . I have included a list of my blog titles and categorised them in the list below for your reference.

Inspiration

· Another Digital Resource

· Cool CatTeacher Blog

· Passion Based Learning

· Staff Engagment - show them this!! - Thanks Nick Allsop

· Students 2.0

Web 2.0 Tools

· 90 days free use of online Survey Software

· Betty Collis Seminar - "Wikis: Flavour of the month or the tool that can change learning

· Google Calendar

· Reasons to use Ning

· Social Bookmarking - Are you doing it, if not why not?

· YouTube

Web 2.0 Learning and Education

· Bob, weave and procrastinate, but you can't hide

· Britt Watwood's Posts - - College 2.0

· Burnout

· Give me a 'learning' network anyday

· Learnadoodledastic: Community Building, Learning Networks and all that Jazz

· mobilicious

· The most influential blog of the year - Edublog Awards 2007

· Web2.0: Security, Privacy, Safety & Legalities

Research

· Facebook Research

Razzle Dazzle: Converting VHS Video to Digital Format

Converting VHS video recordings to a digital format is made easy using the Dazzle video capture device and the bundled Pinnacle V11 software, which is easily obtainable from Maplins the excellent electronics specialists store. In addition to this hardware/software combination you will need a SCART socket with composite video 3 Pin (yellow, red and white, known as 3 Phono (RCA)) male plugs which will connect with the dazzle hardware.

So to recap, what you need to capture the video in a digital format is

1. Video cassette player connected to a TV with a SCART Socket,
2. Dazzle video capture device with Pinacle V11 Video editing Software £49.99
3. SCART socket lead with composite video 3 Pin (yellow, red and white, known as 3 Phono (RCA)) male plugs at the other end of the lead £9.99

(I actually paid £39.99 for the hardware/software combination with a months free trial of the software.I'll need to pay another £20 for a full upgrade.)

You have all you need now to convert VHS Video to a digital format of your choice. The issue now becomes to what digital format and level of quality do you convert the video. Initially i tried to save approx two and half hours into an AVI format in DVD format. I could not quite manage this as i ran out of disk space at 25GB at about the 2 hour mark. I was hoping to edit the end product into manageable chunks at my leisure in front of the computer. In the end i decided to work through the video in real time and saved it to file in chunks of 10, 15 or 20 mins.

I decided in the end to save in an MPEG format at CD ROM quality to save disk space and to make them as easily transferable as possible on a memory stick or CD ROM. Not quite sure what this means for transfer to DVD (Does it need to be in VOB Format? (i think so, but will look into this).

Conversion
The conversion quality options that are available are to DVD, SCVD and CD. The CD quality seemed adequate to me and during the conversion process for all formats i never noticed and it was not indicated at the end that any frames were dropped during the conversion process. In terms of disk space usage i noted that the following disk storage space was used:

Disk Storage space per 1 Minute of video captured:

• AVI to DVD: 70MB
• MPG to DVD: 46 MB
• MPG to SCVD: 19 MB
• MPG to CD: 10 MB

For completeness i will look at the other AVI conversions another time and as it stands i am only left with CD Quality originals and i am not sure if they can be transferred onto DVD (I suspect not).

I shall investigate more, when i have time to get the best balance between disk storage and quality of conversion.

Links
Pinnacle V11 + Dazzle Video Creator Combo Pack
Maplins Search for DazzleSCART to 3 Phono Plugs

Video: Clive Thompson on blogging « Reportr.net

If you have ever wondered "what is the point of blogging", like i did early on in my blogging escapades then this short video clip summarizes nicely why it is good to blog and just gives a rather all round enlightened view of how blogging fits into one's life.

Video: Clive Thompson on blogging « Reportr.net

Live Synchronous Classes: Pencils, Paper and Planning for differing levels of ability

The planning of interactive live online synchronous classes in a web based classroom is challenging. One has to have a good knowledge of the tools and the environment, an appreciation of effective instructional design and an appreciation of the subject matter.

in order for a planned session to be useful to others, the plan in the form of a leader guide, should be comprehensive and clear to enable many teachers to use the guide to deliver a lesson. This can be a time consuming process, usually done initially in powerpoint. As you build the slides appropriate notes can be added.

This short blog is a note to self - to say, that as a starting point the plan should be mapped out using pencil on A3 paper. This will be the quickest way to kick start your plan, finding content to suit your teaching and learning objectives will figure in the decisions made. So plans will need to be adjusted according to the content that is available.

How the sessions are conducted will vary with the level of ability and what you hope to achieve. The areas of concern to me are education, learning technology, web design and multimedia. In these fields often Introductory sessions may veer more towards brainstorming of ideas, demonstration and short bursts (5-10 mins) of student self study with sunbequent clarifications.

For intermediate and advanced lessons different strategies will be required which may involve more online discussion between participants, more pre-lesson work in order to facilitate the discussion, more input from participants in terms of recanting their experiences and stories, more in-depth problem solving tasks and more creative tasks.