FrontPage. Created by PBworks 10 years, 5 months ago; Last edited by Emilio Quintana 8 years, 10 months ago. Revisions (). Showing the 20 most recent. SIEMENS, George (): Conectivismo: una teoría de aprendizaje para la era digital O LIVRO DE GEORGE SIEMENS “CONOCIENDO EL CONOCIMIENTO”. Learning in George Siemens November 17, Oslo, Norway 2. Me 3.

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The least woolly of the distinctions has to be the connectivist notion of knowledge and learning existing outside geoege individual human brain. It is difficult to accept that order and meaning can emerge on its own.

The nature of the ecology influences the ease, type, and health of networks created. Going to one source of information is much simpler than attempting to consume many different elements.

Filters While this process is effective on many levels, it has its challenges. People of different political stripes, for example, are able to geroge because of the common language and understanding created by centering agents.

The moment a problem takes an initial known shape, the solutions begin to flow. In this model, our primary task was to absorb or consume the structure of information created by a third party. Aggregation amplifies knowledge and learning. The connectivist perspective allows for a greater diversity of opinions, and acceptance of transience and unpredictability of knowledge.


siemena The central filtering agent is no longer the newspaper, teacher, manager, or institution. Todos os Grupos Meus grupos. They want to create the ecology in which they function and learn. When we rely on outdated knowledge due to classification in advance of all elements being knownwe encounter inaccurate information, wrong judgments, and un-acknowledged changed foundations.

A metaphor that describes the learning delivered through the network of connections and activities of a learner. The most effective model for categorization and conocimientk is the one that enables the greatest potential for connection, recombination, diversity, knowledge to speak for itself, and situations and elements to emerge according to their characteristics, not our organizational schema.

Thorough context games—as an effort to eliminate misunderstandings—are time consuming.

Centralization is not always the answer. Context games create a loose structure to a conversation, but fail to capture an conoximiento perspective. To survive, we extend ourselves through our networks: Universities transitioning to an information eraFreedman, G. Marvin Minsky presents intelligence as the function of “many little parts, each mindless by itself”.


Indeed they themselves seem stuck in a primitive pedagogy that depends on lectures which they will defend to the death. Adding or modifying nodes in that structure may lead to a ripple of changes in other parts of the network [which then represents the expression of a new structure]. We think we are making great concessions when we give individuals control and start to see them as co-creators.


A Learning Theory for the Digital Age. One of the most obvious learning ecologies is the internet itself. Content is something that is created in the process of learning, not only siiemens advance of learning.

Real things happen in the real world because we xonociendo through these networks. We are still fixated conocimientl the notion of content. The centering agents have come undone.

George Siemens, Oslo, noviembre 2009

Questions of validity and trust are answered with each information source at least until a relationship has been developed. React as the environment adjusts.

Closeness centrality – nodes with short connections – nodes best placed to monitor information flow. New information is continually being acquired. Its getting crazy out there.

Our ability to learn what we need for tomorrow is more important than what we know today”.