Virtual Words In Education
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jueves 26 de marzo de 2009
martes 17 de marzo de 2009
Teaching With The Web 2.0
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Teaching With The Web 2.0
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Web2.0 For Community of Practice
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Web2.0 For Community of Practice
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Community 2.0
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Community 2.0
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lunes 16 de marzo de 2009
Youth & Mobile
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Youth & Mobile
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martes 14 de octubre de 2008
Week 5: Groups vs, Networks: Collectives and Connectives
Well, as usual I'm a week behind. But last week I finally got the Daily. And I found a post from someone in Heidelberg, Germany,( far away from my rainy Bogotá) Mathias Melcher, and I felt identified with some of his ideas about "Reflecting ? So I posted a comment in his blog http://x28newblog.blog.uni-heidelberg.de/2008/10/08/cck08-week-5-reflections/#comments.
I guess it is more important to find this opportunity to make a connection, to share some feelings and ideas than to be on schedule, sit down and post a reflection. We exchanged 2 or three mails and he sent me the first Daily information about RSS... Hope my blog finally appears on Stephen's site.
About the topic of week 5 , I could say that there are two points of view based on the readings. Stephen considers networks are very different from groups and establish their characteristics http://flickr.com/photos/stephen_downes/252157734/. He foresees the network as the basis for a new type of society and human beings, a more philosophical vision. On the other hand, George sees groups as networks, he didn't believe in clear cut diferences and I would say that he has a broader perspective of "the network" as the underlying structure that provides the foundation for interaction and achievement of goals. I feel that he has a more pragmatic approach. His perspective reminded me in some way of Barry Wellman's article (1996)An electronic group is virtually a social network,
http://www.chass.utoronto.ca/~wellman/netlab/PUBLICATIONS/_frames.html,
Another aspect to take into account is the need to establish a structure of trust and solidarity and a delicate balance to acknowledge the human nature and the individual need for recognition.
The type of network that we designed depends on three aspects: level of autonomy, complexity of tasks and task specialization.
I guess it is more important to find this opportunity to make a connection, to share some feelings and ideas than to be on schedule, sit down and post a reflection. We exchanged 2 or three mails and he sent me the first Daily information about RSS... Hope my blog finally appears on Stephen's site.
About the topic of week 5 , I could say that there are two points of view based on the readings. Stephen considers networks are very different from groups and establish their characteristics http://flickr.com/photos/stephen_downes/252157734/. He foresees the network as the basis for a new type of society and human beings, a more philosophical vision. On the other hand, George sees groups as networks, he didn't believe in clear cut diferences and I would say that he has a broader perspective of "the network" as the underlying structure that provides the foundation for interaction and achievement of goals. I feel that he has a more pragmatic approach. His perspective reminded me in some way of Barry Wellman's article (1996)An electronic group is virtually a social network,
http://www.chass.utoronto.ca/~wellman/netlab/PUBLICATIONS/_frames.html,
Another aspect to take into account is the need to establish a structure of trust and solidarity and a delicate balance to acknowledge the human nature and the individual need for recognition.
The type of network that we designed depends on three aspects: level of autonomy, complexity of tasks and task specialization.
lunes 6 de octubre de 2008
Week 4: History of networked learning (sep29-Oct5)
Here I'm posting the table George included as a summary of the evolution of networked learning.( "A brief history of networked learning ". George Siemens, September 28th.,2008)
Five Stages of Network Development
One: Infrastructure
Contribution: Development of the physical structure and connection of classrooms to resources, each other, and the internet.
One: Infrastructure
Contribution: Development of the physical structure and connection of classrooms to resources, each other, and the internet.
Two : Merging with existing fields
Contribution: Adoption of principles of community from sociology and use of network elements from mathematics and physics to describe shape and structure of networks.
Three: Changing views of cognition
Contribution: Situated and distributed theories of cognition developed based on Vygotsky’s (1986) cultural-historical theories, inadequacies of established theories of cognition (which exclude acknowledgement of artefacts and cognition in distributed manner) and increased emphasis of computer networks.
Contribution: Situated and distributed theories of cognition developed based on Vygotsky’s (1986) cultural-historical theories, inadequacies of established theories of cognition (which exclude acknowledgement of artefacts and cognition in distributed manner) and increased emphasis of computer networks.
Four: Popularization
Contribution: Increased awareness of network concepts through publication of mainstream books, Linked (Barabási, 2002), Six Degrees (Watts, 2003), Rise of Network Society (Castells, 1996), social networking sites (SNS), and the development of individual’s network skills through the use of SNS.
Contribution: Increased awareness of network concepts through publication of mainstream books, Linked (Barabási, 2002), Six Degrees (Watts, 2003), Rise of Network Society (Castells, 1996), social networking sites (SNS), and the development of individual’s network skills through the use of SNS.
Five: Processes of learning, knowledge, and education.
Contribution: Integration of domains one-four in the practice of education, where learning and knowledge are seen as distributed within networks, assisted by the use of technology, analyzed with the network structure principles from related fields, and directed through growth of network awareness and skills on the part of learners. Connectivism and networked learning reside at this level.
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