In 2004 I worked in a iEARN project with 9 year old students at a primary school. A tweet from Leila Nachawati makes me remember that great experience and made me notice that it was already a connectivist learning process, but without todays tools. And those problems we had then where the ones we are still trying to solve now:
-how to work on the differences (the project was to connect with students from schools in differents countries or cities, sometimes this was difficult: they had so different lifes that didn´t understand each other)
-how to work with less control over the learning process (kids got nervous at the beginning, they had to make decisions. I got nervous about this too! What were they going to say to other students, would they behave, be nice, show respect, say interesting things??? etc)
-what was going to be the project about? The main idea was them to connect. They did that. But for what?
Great conference (given on 2007 by Kevin Kelly) about the progress of new technologies. Internet is a great machine and as we can´t imagine our lifes without language (another machine Kelly says) we wont be able to imagine ourselves without Internet (we can´t already).
He describes three fases of the web 1. connection from computer to computer
2. connection from page to page
3. connections between ideas (now!)
The machine will get more personalized and the price for that will be transparency.
«The one», there is a unity emerging. We are in the machine, the one is us.
Trust the machine!
Complete conference on TED Talks
(via Gus Goncalves)
A participation in the moodel forum, course CCK09
Re: connectivism for dummies
by Inger Carin Grøndal – Thursday, 24 September 2009, 12:44 AM
|About the teachable moment and groupthink
Thanks, combined you made me think about two ways to do this in the classroom (there are plenty of other ways, but these are connected to using ICT in the classroom). The first one is using response groups and roles in a discussion. That is, you encourage students to take on roles and positions that are not theirs. For example, discussing the concept of learning from the point of view of Piaget, Skinner or someone else. That also encourages thinking outside the box.
The second idea is for the use of Twitter. I’m planning a seminar about using Twitter in the classroom, and one of the things I am planning is for the students to find people to follow who are relevant for their fields. Well, the second task must be for the students to find people to follow who strongly disagree with their views. The simple task to start with, is of course to find people who disagree political, by for example follow someone from a different party, and then move on to your subject field.
My point is not to wait for the teachable moment, but to create them yourself. Encourage students to see another points of view than the ones they stand for.
mary, te morís!
From learning by doing to doing by learning – from intuition to innovation, Irmeli Aro