Posts Tagged ‘Connectivsm’

CCK08 – Week 7 – Instructional desing. Which is the design of our self teaching strategy?

October 26, 2008

Learning begins with connections. We find connections in the learning process at the neural, conceptual and external/social level. So we are able to say that learning is the ability to form networks.

Through the instructional design we may work, for instance, with the sequences of content, the interactions and the space or ecology. For the design we should have in mind the context: learning needs and situation of learners

It is helpful, in this design stage to use the metaphors of chaos and complexity. Chaos metaphor helps us to be able to find in it some degree of hidden order and to be able to recognize the sensitivity to initial conditions. Complexity helps us to understand the multiple interactions of elements of a system that results in particular incomes. In brief, we should be able to design for adaptability, that is finding ways and patterns for sense making and achieve particular outcome through distributed approaches.

We may use a design model taking into account content, context and connections (concepts and others)


Tension in between traditional education practice and connectivsm vision

The following chart summarizes the tension in between the traditional education paradigm versus, what we may call a connectivsm ecology that takes profit of the web 2.0 social networking tools.

Traditional Education

Connectivism ecology

Need to reflect

Build cumulative on existing knowledge

Develop individual understanding over time

Speed and immediacy

Ability to access a vast amount of information

Individual testing

Recognition of individual contribution

User participation, mash ups, remixing and co-construction


Combining sources, cut & paste, editing on other peoples’ work


Respository of ideas and resources

Cross referencing, difficulty of identifying source of ideas

Individual to be an expert on the field

No one is an expert but part of a social network

Predicating teacher as privileged expert

User generated content, mass participation, co- construction of ideas

Subject fields static and unchanging

Subject field fragmented and diverse

Hierarchical administrative and assessment processes

Participation and negotiation

Institutional tools

Personalized tools


Whenever assessing tools in the education practice we may map themusing the following dimensions:

1.       From individual to social learning

2.       Learning through information to learning through experience

3.       Learning passively to learning actively

Engeström states on social networks:

1.       The fallacy is to think that social networks are just made up of people. They are not: social networks consist of people who are connected by a shared object.

2.       In education the primary social object is content.

3.       Education value is not in the content itself but the social interaction, which occurs around the content.

So to design in educations using social networks we must follow these five principles:

1.       Clearly define the social object your service is built around

2.       Define the verbs that users perform on the objects, so that is it clear what the site is for.

3.       Make the objects shareable

4.       Turn invitations into gifts

5.       Charge the publishers, not the spectators

When we finish our formal education, we continue to learn defining self teaching strategies. What is the design behind this strategy? The answer is connectivism. When the curricula, administrative and assessment process is gone, there it is the connections we make at the conceptual and social level. Is here where we need to find a natural way of practicing connectivism that would help us to bring to formal education the successful everyday connective learning experience.