#CCK11 Connectivist Learning and its future

This post by Debbie http://rethinkinglearning.blogspot.com/2011/03/never-stop-dancing.html and this post by Jaaphttp://connectiv.wordpress.com/2011/04/01/the-most-important-lessons-cck11/ shared some common themes.
I think it is important to retain and respect individual autonomy and independent thinking, whilst connecting with networks and groups. A critical thinking mindset together with collaborative and appreciative inquiry in action sounds paradoxical in connectivist learning. So, critical thinking could reduce the falling into the trap of group think when working with groups.

Student-centred pedagogy has encouraged educators to respect and promote imaginative responses to learning. A teacher could be imaginative, but not necessarily empathic in response to students.

In current student-centred pedagogy, educators encourage students to engage in cognitive experiences such as: visualising, hypothesising, re-conceptualising, speculating, lateral thinking, creating and problem-solving. Such strategies are now orthodoxy in pedagogy, designed to develop students’ thinking abilities.

Also, in networked learning, “it is not just what we learn, but how we feel about what we learn, which counts in the long term.” So is dancing as a metaphor. It’s the feeling of learning which makes a difference from the traditional education and learning, where group learning is believed to be based on a scientific approach, and individual feelings need to be constrained to avoid intervening the group’s performance.

It is important to encourage a dynamic between thinking and feeling in order to promote learning more effectively, rather than focusing on critical thinking alone, especially in networked learning.

“Learning is an interactive experience best achieved in a climate of relatedness, care and mutual respect. Such care is offered, not imposed, and respects humans’ need for autonomy, self-determination, and challenge as well as security” Rosyln Arnold (2005) (pg 28). This could be crucial to networked learning, especially where humans are interacting with each others in communities of practice. However, there are still paradoxes in between autonomy, diversity, openness and interactivity when educators and learners are immersed in a complex, emergent learning environment (MOOC).

It would be important to reflect on the assumptions and the emergence behind connectivist learning. Some questions which need further research include:

1. How could learning be best achieved under a connectivist environment?
2. What are the pre-requisite literacies and skills for educators and learners to consider in networked learning?

Arnold, R. (2005) Empathic Intelligence.

#CCK11 Changing views and systems

I think this coming week’s topic on Changing views, changing systems would sum up WHY Connectivism is important for the present and future education and learning.


I would like to borrow the big 3 questions from here:

Relating to education and learning at present and the future:

1. What is the purpose of education for our present and future generation?

2. Tell us about one experience that changed the way you view the world (the education, learning – social and individual learning etc.)

3. If you could ask one question of a world leader (of education or learning), what would it be and to whom?

4. What is the biggest problem in education and learning facing the next generation and what should we do to solve it today?  How would we solve it in future?

I have shared some of my responses to these questions here and here and here on networked learning