1. A critique of “ Connectivism and Dimensions of Individual Experience ” by Carmen Tschofen and Jenny Mackness MARIAN TAUDIN-CHABOT, MARTIN MCKENNA, AARON JOHANNES MDDE601, ASSIGNMENT 2, FEB 2012
8. The text: “ Connectivism and Dimensions of Individual Experience ” Successful networks have 4 properties: Autonomy, connectedness, diversity and openness. This article examines a place for the individual in Connectivism. (p. 124, Tschofen & Mackness, 2012)
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14. critique This perspective is somewhat challenging to follow – especially for those unfamiliar with psychological theories – but it offers some unique insights into the Connectivist world.
20. To see connectivism in historical context you may want to check out this video….
21. Interestingly, Connectivism as a learning theory is a perspective on a wider movement of global Change… connectivist theory is already being used in practice by change agents outside of education Thank you! Your thoughts on this are appreciated.
22. References Boukobza, Philippe. March 12, 2008. “ Connectivism: A Learning Theory for the Digital Age. ” From his blog, “ Visual Mapping. ” Retrieved from http://www.visual-mapping.com/2008/03/connectivism-learning-theory-for.html Cormier, Dave. Writer and narrator; Gillis, Neal; Video. Dec 8, 2010. “ What is a MOOC? ” Retrieved from http://www.youtube.com/watch?v=eW3gMGqcZQc Downes,S. February 3, 2007. “ What Connectivism Is. ” From his blog, “ Half an hour. ” Retrieved from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html Johnson, Steve. “Where Good Ideas Come From.” Uploaded by Riverhead Books on Sep 17, 2010. Youtube video of RSA graphic documentation of Johnson’s text, Where Good Ideas Come From: The Natural History of Innovation . Retrieved from http://www.youtube.com/watch?v=NugRZGDbPFU&feature=related
23. References Seimens, George. Undated. “ Connectivism: A Learning Theory for Today ’ s Learner. ” From his blog, “ About. ” Retrieved from http://www.connectivism.ca/about.html Seimens, George. “ Sensemaking artifacts , ” December 14th, 2011. Retrieved from http://www.connectivism.ca/ Tschofen, C., & Mackness, J. (2012). “ Connectivism and Dimensions of Individual Experience. ” The International Review Of Research In Open And Distance Learning, 13 (1), 124-143. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1143
Editor's Notes
This perspective is somewhat challenging to follow – especially for those not familiar with psychological theories – but it offers some unique insights into the Connectivist world. For example, the authors find that autonomy is both the impetus for getting involved in a MOOC and also behind what is seen as a negative force in connectivity – lurking: “We suggest that thinking about networked autonomy in terms of choice and control offers the active “what” of learning; thinking about autonomy in terms of self underlies the motivational “why” in accepting or engaging (or not) with those choices” (p. 130)
They demonstrate how the MOOC creates an environment where there is an “apparent paradox of simultaneously pursuing connectedness and interactivity while at the same time offering the potential to support the individual and that which is ‘personal’ (p. 134) The author’s development of the themes of both the inspiration of Connectivism and the and also the conflict within MOOCs is interesting and informative.
MOOCs and the theory of Connectivism are both relatively new to the world of on-line learning. They are growing in numbers, and with I tunes University, it is quite likely they will continue to grow exponentially. However, the author’s of this paper write about them as if their whole audience is familiar with this new phenomena. This paper would, perhaps, benefit from a greater explanation of both MOOCS and Connectivism at the beginning Much of the commentary is unclear to the neophyte, which limits the effectiveness of this paper; it seems to speak to a very small ‘inside’ group of people. An example of the narrowness of the references can be seen in this reference: “The presence of a ‘troll’ in the CCK08 forums, for example, evoked varying expressions of anger and discomfort among some learners and was considered a determining factor in participation levels in that environment (Mackness, MaK, &Williams in this paper, p 132). There is no explanation of what a ‘troll’ is or even what ‘CCK08’ is.
MOOCs are still very new, and many potential users have not yet become familiar with them.
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