This blog post relates to my study of CCK11. Continuing my readings of the course with Stephen Downes blog post entitled What Connectivism is Not, I have come across the following passage, which I find incredibly fascinating. There is no reason for the *delivery* of instruction (whatever form it may take) to be conjoined with... 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 →
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 →
Improving university teaching, learning theory, and curriculum design
(Update: This post I wrote two years ago when studying instructional (curriculum) design. It seems quite relevant to my current study of CCK11, so I thought I would add this reference so that it may be included in the 2011 MOOC offering.) I read this article by David Jones some time ago, and have been... Continue Reading →
Damo's World 