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--Originally published at Rahim's Ramblings

Constructionism, constructivism, and connectivism oh my! I’m sure others can empathize with me… This is my very crude (and simply worded) attempt to understand the basics. This is by no means meant to be comprehensive. Please feel free to comment on your interpretations/my errors, and how you feel these theories overlap.

Constructivism – Constructing new concepts based on the interaction between the environment and existing knowledge. These concepts are organized within a cognitive structure which is continually being reframed and added to as you learn.

Constructionism – Effective learning is the result of constructing tangible objects.

Connectivism – Knowledge exists across a network of connections. Learning is defined by the process of creating new connections and expanding the network.

Helpful website: http://www.instructionaldesign.org/theor…

(Note: I will add to this as my understanding develops, either because I have made new networks, or because I will gain new knowledge to add to my schema)

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--Originally published at Allison Goldsberry

Siemens, in 2004, was definitely ahead of his time.

I agree the capacity to acquire knowledge is more important than what a person already knows. I also agree the ability to make connections among seemingly disparate things is also very important. Siemens is correct that connectivism serves us well in this digital era, where “John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.”

I find that in our schools we now are emphasizing these connectivist concepts when we talk about so-called “21st century skills;” things like adaptability, flexibility, collaboration, critical thinking, etc. If these things are so important, I wonder how we can best modify our instruction and assessment to actually help students obtain these skills? The Common Core is a step in the right direction, but our obsession with standardized, high stakes exams as the best one-size-fits all measuring stick of learning will not bring us in the right direction and will in fact undermine any seemingly connectivist goals.

This reading makes me feel better about the “massive” (pun intended) amount of information that is now pouring forth on our class website through our tweets and blog posts. Perhaps this is part of the connectivist learning experience, where “Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.”

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--Originally published at Rachel's Ramblings

I’ve had a genuine interest in delving more into online media – specifically, finding my voice in a blog and trying to jump into the Twitterverse. Yup. That’s been my interest for six years and counting. (One might believe that this sounds more like a wish rather than a “genuine interest” ….)

In any case, here I am – last week I rejoined Twitter, and tonight I’ve started a blog. I’m finally putting effort behind my wish / interest, in part so that I can comprehend the absolute most out of my T509: Massive class experience this fall. As a part-time student as part of HGSE’s Special Studies Program, I was thankful to be returning for my second year and able to join the brand new T509 Massive cohort. Over the years, I’ve come to understand that I’m an experiential learning. T509 provides me with the structured opportunity to learn and explore online communities through “doing things”.

Why does this T509 education matter to me? For starters, I’m curious to explore the potential possibilities that online experiences can provide in countless educational settings. I don’t think there will ever be an end to this learning – as with so many things in life, the more I learn the more questions I continue to ask. However, for the next semester, I’m committed to (at a minimum) twice-weekly putting forward ideas, questions, and other content that has inspired me. If you’d like to join the conversation, please do! Use #t509massive to participate and learn with me.


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--Originally published at My Life at Harvard

I find myself falling into a manageable routine now. I’m so happy and proud of myself for keeping up with readings, projects, and also going to the gym. For the first time in my life, I feel like I’ve actually got a handle on things. It’s a great feeling.

Today I started my new internship, and so far I really love the environment I’m in. It’s a really collaborative and creative space, and my colleagues are awesome. I also like that I’m getting to see the iterative process in action. There are some upcoming revisions in Scratch, and it’s great to see what goes on behind the scenes and the design thinking that goes into these revisions.

One of my first projects is to help standardize the current system and update existing content on the Scratch website. Once it is standardized, I will be creating new content for the website.

In my Designing for Learning by creating class, we’ve been creating design journals and physical models of constructionism. It was an interesting project assignment because our professor gave us intentionally vague instructions. The only instructions were to make visible the elements of constructionism. In some way, I feel the assignment was given so that we could engage in constructionism ourselves. We are each creating our own model of a constructionist learning environment based on our own ideas. I created tangible colored shapes out of cardboard and duct tape. To me, constructionism is all about creative experimentation. I remembered playing with colored blocks as a kid and building various things. There weren’t any instructions, and that was okay. I learned by experimenting with the different shapes.  Tomorrow we’re going to be able to explore each others’ models, and I’m interested to see how people will interpret mine.

photo 2photo 1

I just found out that I will be paired up with EdTechTeacher for my partner project in my Massive course. I’m not sure of the specifics yet, but according to the original description, I will be working with other students to create a structured self-paced online learning experience about technology for educators. Tomorrow I’m going to find out more details. I’m excited!

In my other classes, I’ve been learning how to create wire frames, prototypes, and social graphs. I don’t know if I will become a master of all of these applications by the end of this year, but I will at least have familiarity and be comfortable with using a wide range of tools. One thing I’m wondering throughout this experience is whether it’s better to specialize in one or two things, or if I am better off doing what I’m doing – learning the basics of many things, and then building specific expertise as needed.

In other news, the weather here is starting to get colder, and I’m realizing I need to shop for winter weather clothes sooner rather than later…


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--Originally published at Chris Buttimer

Agenda for today:

  1. Narrow our RQ’s
  2. Literature review resources
  3. Practice interviewing

Resources:


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--Originally published at teachnophile

Here's my third post for my T509: Masssive Learning at Scale course at HGSE. I'm practicing adding various blog elements such as tags, video, photographs, links, embedded items, and font changes. If you made it this far, here's a picture of me with some of my students after they won a debate tournament. Let's see how long this blog post stays up!

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--Originally published at teachnophile

Here's my third post for my T509: Masssive Learning at Scale course at HGSE. I'm practicing adding various blog elements such as tags, video, photographs, links, embedded items, and font changes.
If you made it this far, here's a picture of me with some of my students after they won a debate tournament. Let's see how long this blog post stays up!

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--Originally published at teachnophile

Here's my third post for my T509: Masssive Learning at Scale course at HGSE. I'm practicing adding various blog elements such as tags, video, photographs, links, embedded items, and font changes.
If you made it this far, here's a picture of me with some of my students after they won a debate tournament. Let's see how long this blog post stays up!

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--Originally published at teachnophile

Adding a document from my computer is difficult on wix because I have to upgrade to receive hosting space. So instead, here's a video that I like on an intro to blended learning:

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--Originally published at teachnophile

Adding a document from my computer is difficult on wix because I have to upgrade to receive hosting space.
So instead, here's a video that I like on an intro to blended learning: