Is Connectivism all about social networked learning?

Connectivism is about social networked learning as cited here.

I would like to learn from George, Stephen and you on the focus on Connectivism now: Is it on social networked learning, or on Personal Learning (i.e. Personal Learning Networks and Personal Learning Environments)?  Or is it on both?

John

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#CritLit2010 Semiotics, Semantics, Syntax and Pragmatics

In this Semiotics A primer for designers:

““Semiotics is important for designers as it allows us to understand the relationships between signs, what they stand for, and the people who must interpret them — the people we design for.” ”

Semiotics and the branch of linguistics known as Semantics have a common concern with the meaning of signs. Semantics focuses on what words mean while semiotics is concerned with how signs mean. Semiotics embraces semantics, along with the other traditional branches of linguistics as follows:

  • Semantics: the relationship of signs to what they stand for.
  • Syntactics (or syntax): the formal or structural relations between signs.
  • Pragmatics: the relation of signs to interpreters.

I found the above summary useful when designing, delivering and evaluating resources for courses.

Throughout the Course CritLit2010, I have been trying to read each post of other participants or networkers basing on those concepts, by relating to the words used by the blogger, the structural relations between those signs (pictures, videos) and words used, and how I would interpret such relations of different pictures,  videos and words.

John

#CritLit2010 Social Networked Learning

In this post of Moving the Social Networked Learning forward by George Siemens, he asks:

What is a course? What is the role of educators in social networks? How does self-paced learning with trailing social identity compare with cohort-based learning? What new tools are needed? What types of skills do educators and learners need in this environment?

What is the role of educators in social networks?

I have discussed here on the what is the role of a teacher?

How does self-paced learning with trailing social identity compare with cohort-based learning?

I have discussed here on Reflection on CCK08 experience – connections and learning.

What are the features of a blended learning model?

This blended learning model provides a comparison of the different models of learning.

What new tools are needed say in Social Networked Learning?

This use of course management systems to support e-learning provides an overview of what course management systems could offer, and the importance of a metacognitive e-learning approach when designing instruction using Course Management Systems.

This position paper sets out to inform policy makers, educators, researchers, and others of the importance of a metacognitive e-learning approach when designing instruction using Course Management Systems. Such a metacognitive approach will improve the utilization of CMSs to support learners
on their path to self-regulation. We argue that a powerful CMS incorporates features and functionalities that can provide extensive scaffolding to learners and support them in becoming self-regulated learners.

What types of skills do educators and learners need in this environment?

Jon discussed about the technology skills here for teachers.

Steve is exploring the Critical Literacy Taxonomy here, which should prove useful for developing the skills needed for educators and learners in an e-learning environment.  This could relate to the degree of expertise of educators and learners. I have also discussed the development of the taxonomy and Connectivism here.

This Information Literacy Awareness Month highlights that:

We must also learn the skills necessary to acquire, collate, and evaluate information for any situation. This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day-to-day decision making.

What are the significance and implications of self-directed learning in social networks?

This Self-directed learning provides an interesting perspective on such mode of learning.

How will web 2.0 transform learning?

See this How web 2.0 will transform learning in higher education

Thanks George for his stimulating questions raised.

What are your views on the above questions?

#CritLit2010 Self directed Learning

What are the significance and implications of self-directed learning in adult education and  social networks?

This Self-directed learning by Stephen Brookfield provides an interesting critique and various perspective on such mode of learning.

Ref: p5.

Related to Self-directed learning:

What should be the goals of a learning effort?

What resources should be used?

What methods will work best for the learner?

What criteria the success of any learning effort should be judged?

This emphasis on control – on who decides what is right and good and how these things should be pursued – is also central to notions of emancipatory adult education.

Highlander, Horton (1990) stressed that decision making was at the center of our students’ experiences.  If you want to have students control the whole process, as far as you get them to control it, then you can never, at any point, take it out of their hands.

p8: Being in control of our learning means that we make informed choices.  This means that we act reflectively in ways that further our interests…. Control that is exercised on the basis of limited information and unexamined alternatives is a distorted, mindless and illusory form of control.

In adult education programs which purport to embody the spirit of self-direction it is not unusual for learners to argue that they must have whatever they say they want – and that adult educators’ efforts must be focused on providing these wants or the spirit of self-direction is somehow being compromised.

…After all, they can argue, if adult educators tell us that adults are naturally self-directed learners (in contrast to authority-dependent children) then why bother making provisions for their education?

Won’t they self-directedly take their own initiatives in learning anyway?

I found these questions thought-provoking.  Is the provision of adult education still necessary? May be we need it, but then could we supplement and complement adult education (especially in higher education) with social networked learning?

Could we use social networks for informal education and learning?

How web 2.0 will transform learning in higher education

Is access to learning resources still a problem?

I think more adult learners could access open education resources and information more readily via the internet at this digital age as compared to the 90s.  Although there are still many articles and artifacts locked inside the library or publishers website, where fee for service or reading is required, however, adult learners could still exercise their learning options with the aid of various information web sites, social media and networks.

So, in response to Jenny’s post on Learner Autonomy and Teacher Intervention, would learner autonomy be interpreted differently for educators and learners?

Is learner autonomy important in you education?  Do you think educators should exercise control over your learning?  What sort of educators’ controls do you think would be appropriate for your learning?

John