Category Archives: CCK08

Before I put this unique course aside, I want to mention some workflow-related things, reflect about the proof of concept to crossbreed topic coverage and free-ranging methods, and marvel at the magic to model and demonstrate diversity all alone.
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I think the most urgent research need in Connectivism is not to gain still more insights but to develop a conceptual arsenal, or toolbox, for expressing and proving these findings.
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As my final presentation, I uploaded a 2 minute Flash file (no audio, 4.5 MB). It answers the question “How has this course influenced my view of the process of learning” and is a reduced, visually enhanced version of my yesterday’s posting about the relationship between conceptual and social/ external connections.
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The most intriguing question of this course was the relationship of the social/ external and the conceptual level of connectivism. It becomes apparent in Fuzzy categories, Structural preferences, Echo and resonating, and Knowledge residing externally.
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Why is it so difficult to change the practice of education? Because learning mechanisms involve subtle differences that are at odds with the binary thinking in terms of either correct or incorrect of education leaders.
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I am still struggling with the role of openness in connectivism. Is it a prescriptive, integral part of the theory? There are many possible reasons why people would prefer some privacy zone for their learning. And I do not yet understand how this would prevent growing connectivist connections on the conceptual level.
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