The most important lessons #cck11

Unknown painting critical thinking

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.


7 thoughts on “The most important lessons #cck11

  1. “Does connectivism have an answer to exclusive thinking?” No it doesn’t. There’s no sense of mutual obligation when “sharing” consists of sending someone on to a network more “suitable” for “dealing” with their questions. The theory disembodies ideas and celebrates learning as a sort of individual parasite feeding on a network.

  2. Scott, thank you for this answer. Learning theories should be more human, I do agree. It is a very sad thing that learning theories are disconnected from pedagogical subjects as raising a child and education in a wider sense.
    For research one could focus on learning ‘an sich’ but a learning theory should contain more. Learning has a environment and subjects and is situated.
    Connectivism has a potential to grow to a real learning theory, it should be a more embracing theory than its predecessors.

  3. “The connectivist paradox:” great phrase from @jaapsoft (Have been using “connected autonomy” in same vein:-)) #cck11
    “Same phenom., diff. flavors? Considering Wellman’s “networked individualism” vs. “connected autonomy.” @jaapsoft: paradox, indeed! #cck11
    Tweet from : Carmen Tschofen @ctscho

  4. How does connectivism foster critical thinking? Does connectivism have an answer to exclusive thinking? -Good questions Jaap.

    I don’t know the answers. I wonder if it was just a matter of personality, as in a seeming lack of an empathetic ‘bedside manner’ that caused some pain in CCK11? Connectivism professes autonomy and critical thinking. Does it accept critique of itself? If Connectivism is the ‘Social Connected Pedagogical Model’ as Siemens defines it, then I’m thinking it must have limitations the same as any other pedagogical model, and maybe its special limitations are in that paradox you so well expressed.

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