What I want to discover in a connectivist approach to education is the subject of these last posts of CCK11.
Vinton G. Cerf writes on Internet Coce of Conduct a little article on Truth. On the problem of making a difference between truth and lies he writes: ” … Let us …. teach our children to think more deeply about what they see and hear. That, more than any electronic filter, will build a foundation upon which truth can stand. … ” .
How does connectivism foster critical thinking?
Connecting to people is a dangerous job. Humans are very prone to group pressure, and often because of that do not think critically. All sorts of trouble come to people because of uncritical following the crowd, or that one person. A very important lesson for our children is to learn to be independent, to think critical and to acquire skills to connect in a sensible and critical way.
” … Students should be encouraged to learn together “while retaining individual control over their time, space, presence, activity, identity” …” writes Debbie Kroeker. This is the connectivist paradox, connect and do not loose your autonomy. We must teach and learn to cope with these two forces of group think and be yourself. Be wise in choosing your connections.
How does connectivism prepare children to this struggle against group pressure?
An other field of concern is politics and economy ” … But how can we seriously expect that the increasing gap between the rich and the poor makes for a stable society for anyone? …” writes Leagrrl. Living together in this world is not always easy, critical thinking is necessary. Do not only connect to Our Kind Of People, do look over your own horizon. Do not exclude.
Does connectivism have an answer to exclusive thinking?
Other lessons learned: Facilitating in a M/mOOC has to be very connectivist. In my opinion facilitating must be done by participants. A bit like shared leadership, every participant is fulfilling a facilitation role or function. These functions could be encouragement, commenting, organizing, socializing, questioning, etc.