Knowledge and how it is constructed during the distributed learning process: a re-examination.
For adolescents to think about knowledge in a thoughtful way, four conditions should be in place (Bransford et al. 1999; Caine and Caine 1997; Jensen, 1998; Perkins 1992)
1. The knowledge needs to be substantive and considered “worthy” of adolescent thought
2. Adolescents should be expected to think critically about the knowledge they are acquiring
3. Adolescents need an opportunity to construct and understanding of the knowledge in collaboration with others, including the teacher
4. The classroom climate should be conducive to intellectual, social and emotional growth
Upon reflection, what I would like to critically examine is whether knowledge could be acquired or not. Under connectivism, knowledge is distributed across the network and learning refers to the connections that are formed through the navigation of information over the networks.
So item 2 would need to be revised as: Adolescents should be expected to think critically about the information and distributed knowledge over the networks.
Item 3 could also need to be revised, as self organised learning, self-determined learning, and peer-to-peer learning with Web 2.0 tools is ubiquitous, even without the presence of a “teacher”. So item 3 would become: Adolescents need an opportunity to construct and traverse across the networks, explore and recognise the patterns (knowledge) upon reflections, with oneself and others. Repurposing, remixing, recreation and redistribution of distributed “information and knowledge” would be part of the basis of connective knowledge and learning under a connectivist approach
Item 4 also need to be revised to: The “social classroom”, social groups and or networks or social/learning communities should be conducive to intellectual, social and emotional growth.
Knowledge is related to pattern and learning is related to recognition.
Can you recognise the following patterns?