connectivist student behavior

source: wikipedia
John B. Watson source: wikipedia

Scott Johnson commented (thank you) on the tool guide for teachers and mentioned Susan M. Land And Michael J. Hannafin list of student centered learning.

“TABLE i. Traditional Instruction versus SCLEs Instruction Student-Centered Learning Environments
transmission, acquisition      interpretation, construction
mastery, performance           meaning making
external reality                        internal reality
dualism, absolutism

cultural relativism, perspectival
abstract, symbolic                 contextualized, authentic, experiential
individually interpreted        socially negotiated, co-constructed
mind-centered                       community-based, culturally mediated

etc.   ”

But this is a constructivist list of student centered learning. I like the non-behavioristic approach of the list, and I am not happy with the constructivist view.  Do we need  a list of student behavior in learning?
Could we find a list of connectivist student centered learning?

What about this little list of student behavior in connectivism?

relating to
create patterns
display patterns
maneuver around networks
forming connections
extending cognitive ability
using tools to distribute knowledge
be aware of context
share knowledge
make sense
make meaning
make Coherence
filter the chaos
being current
celebrating diversity
search for a spectrum of points of view
improve capacity to know
nurture connections
maintain connections
be able to see connections

What is your view on connectivist student behavior?
Could you comment on this list and add items or improve items?

John Broadus Watson (January 9, 1878 – September 25, 1958) was an American psychologist who established the psychological school of behaviorism. (Wikipedia)


2 thoughts on “connectivist student behavior

  1. Hi Jaap, my list does assume that there still remains a student / teacher relationship in the student centred environment. Assuming that behaviours in a relationship need to be named, the list I gave is lighter and less restrictive, but it still reflects a power balance that puts control in the teacher role.

    Will have to think about the connectivist list. While I prefer it to my list the worry is in my view that George assumes students to be fully aware and adept sense makers. This may be too ideal for me–even if I do think it’s cooler than my list:-)

    How we make meaning as an institutional process (rules of conduct, theories, projections onto others) as differs with how we do it in our individual brains is the difficult break that connectivism makes with tradition for me. And why it is so important to figure out.

    More later.

  2. Have a number of thoughts on the connectivist student but one thing nags at me: Who knows what you know and can verify it? Without teacher, a cohort of fellow students who follow you through school and some form of certificate or diploma, what witness do you have of your learning. A photo of the inside of your brain is possible with MRI scanner but even then who says that bright spot indicates knowledge of Anthropology over an appreciation of Asparagus?

    This comes up because as a self-directed learner without many confirmed-by-others certificates a very large part of my time seemed to be spent explaining myself. As a social being making claims to qualifications it might be possible that instructivism is as much an inquiry into your knowing as much as it is thought of as a teaching philosophy?

    To me connectivism feels like reflection as it might look if it were an external process where discovery of self is embedded in acting in the world. This differs from behaviourism because it makes no claim on predictable response–you may be deliberate in where you are going yet know nothing (nor desire to know) what you will say about what is there once you are there?

    This seems too philosophical for a process of inquiry into the world? It could be that getting past the tangle of half thoughts and abandoned realizations inside my brain is so tiring I never reach the outside.

    All this started with my request to my former employer for confirmation that I had worked for them. Because I was such an autonomous agent no one there can attest to my skills or accomplishments. The price of being diverse may turn out to be being unknowable.

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