This blog post relates to my study of CCK11, and is inspired by a blog post from a fellow classmate, Skip titled Are we dumbing down? Is multitasking taking away of our ability our ability [sic] to absorb? While Skip I believe is referring to the distraction of back-channels during an online live web-conference when... Continue Reading →
If infants and animals can do it, does that make it simple?
This blog post relates to my study of CCK11 and is in response to a statement made by Stephen Downes in his blog post entitled What Connectivism Is. The statement by Stephen in response to a criticism of Connectivism by Tony Forster: Tony continues, "Connectivism should still address the hard struggle within of deep thinking,... Continue Reading →
Initial thoughts on connectivism
I am currently doing George Siemens' Connectivism and Connective Knowledge 2011 (CCK11) course. At the moment, I am reading his article, Connectivism: A Learning Theory for the Digital Age. Some very abstract ideas to grapple with, and so I am writing down my thoughts as I process this in mind and try to make sense... Continue Reading →
Concept Map for Emerging Technologies for Learning
As part of my studies of Emerging Technology for Learning, I am required to develop a concept map of the course, which is illustrated below. I was attempting to identify abstractions, themes, symmetry and an attractive arrangement for my concept map. I gave up in the end after a few different versions, as it just... Continue Reading →
My Personal Learning Environment
I have been assigned the task of mapping out my personal learning environment. So using the IMHC Concept Mapping Tool, I have created the following map. I have to say that I am not really happy with this map. The thing with concept mapping is it is difficult to know when to stop, as you... Continue Reading →
Metacognition as a concept map
So I have been recently introduced to Concept Mapping using the CmapTools developed by IHMC. Thinking I should give this a go to see if it assists with understanding the big picture of complex concepts, I put it into action. I have developed a concept map for metacognition, a topic of discussion in a course... Continue Reading →
Socialisation as information objects – the totem pole
As part of my studies in Instructional Design with the University of Manitoba, I have been asked to reflect on George Siemen's blog article entitled Socialization as information objects and comment on the views of the model discussed. This is part 2 of my reflections. After reading George's articles, I can see how his learner-centred... Continue Reading →
Socialisation as information objects – what about diverse ways of learning
As part of my studies in Instructional Design with the University of Manitoba, I have been asked to reflect on George Siemen's blog article entitled Socialization as information objects and comment on the views of the model discussed. This is part 1 of my reflections. George discusses two examples of courses that have shifted from... Continue Reading →
Connectivism and the importance of context – an example
I have just read a post by George Siemens where he answers the question: "What is the unique idea in Connectivism?" My article is related to my participation in my University of Manitoba studies of Instructional Design. One aspect that George has highlighted in response to the question is the following: 4. Context. While other... Continue Reading →
Philosophies of Technology – Technological determinism
This post forms part of a series, where I am attempting to identify my philosophies around teaching and technology, and reflect on the impact it has on my instructional design, as detailed in my initial post. This third part of the series is focused on the philosophy of technological determinism. Kanuka's (2008) summary for a... Continue Reading →
Damo's World 