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George Siemens es un profesor estadounidense especializado en las claves de la enseñanza en la sociedad digital. A finales de noviembre participó en el Encuentro Internacional 2012 de la Fundación Telefónica, que tuvo lugar en Lima, con una ponencia acerca de su teoría del conectivismo como forma de aprendizaje. Estas son algunas de las ideas que expuso a... Leer más » Via Mariano Fernandez S. 
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El constructivismo y el conectivismo en tecnología educativa: El aprendizaje activo, situado, auténtico, experiencial y anclado Via LGA
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Si el conectivismo fuese un árbol, sus ramas (el aspecto más visible) serían el aprendizaje informal, las redes sociales y las comunidades de aprendizaje. Pero si descendemos a las raíces, se podría observar que la clave está en los individuos. Concretamente en dos aspectos: lo que aprende la persona y lo que aporta esa misma…
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The three broad learning theories most often utilized in the creation of instructional environments are Behaviorism, Cognitivism, and Constructivism. These theories, however, were developed in a time when learning was not impacted through technology. In other words, they do not address learning that occurs outside of people, that is stored and manipulated by technology. Nowadays… Via Dr. Susan Bainbridge
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El Conectivismo es una teoría del aprendizaje promovido por Stephen Downes y George Siemens. Llamada la teoría del aprendizaje para la era digital, se trata de explicar el aprendizaje complejo en un mundo social digital en rápida evolución. En nuestro mundo tecnológico y en red, los educadores deben considerar la obra de los pensadores como…
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The primary goal of this paper is to operationalize the connectivism approach into a new learning model with additions from problem-based and contextual learning that can be effectively implemented together, to improve socioeconomically diverse learners' educational outcomes (attitude and persistence) in STEM (Science, Technology, Education and Mathematics) areas. Via THE OFFICIAL ANDREASCY, Javier Marrero Acosta, manuel area, Oskar Almazan
THE OFFICIAL ANDREASCY's curator insight,
March 4, 2017 2:03 AM
Connectivism is a learning theory introduced by George Siemens which discusses the way we learn in the digital era. This paper explores the potential of operationalizing connectivism through a new learning model adopting and adapting perspectives from problem-based learning and contextual learning. These three pillars are described to explain what and why to learn in a given context. The authors even proceed to explain how the model is adapted for a specific course design.
Really insightful and useful for educators in all levels, but mainly for Higher Education. 
Marta Torán's curator insight,
May 4, 2017 3:24 PM
Un estudio muy interesante. El futuro del aprendizaje social. Aprendizaje basado en problemas. Aprendizaje contextual. 
Oskar Almazan's curator insight,
May 6, 2017 1:48 PM
"Since learning is a social phenomenon, social technologies can help develop the capacity to learn beyond classroom boundaries. For example, social learning can help students experience the distributed nature of knowledge, discover and navigate connections of ideas, entities, and events, while nurturing and maintaining social connections (Smidt, Thornton, & Abhari, 2017). Social technologies also help students learn about diversity through social exchange and encourage students to practice respect and tolerance in diverse social settings. "
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The primary goal of this paper is to operationalize the connectivism approach into a new learning model with additions from problem-based and contextual learning that can be effectively implemented together, to improve socioeconomically diverse learners' educational outcomes (attitude and persistence) in STEM (Science, Technology, Education and Mathematics) areas. Via THE OFFICIAL ANDREASCY
THE OFFICIAL ANDREASCY's curator insight,
March 4, 2017 2:03 AM
Connectivism is a learning theory introduced by George Siemens which discusses the way we learn in the digital era. This paper explores the potential of operationalizing connectivism through a new learning model adopting and adapting perspectives from problem-based learning and contextual learning. These three pillars are described to explain what and why to learn in a given context. The authors even proceed to explain how the model is adapted for a specific course design.
Really insightful and useful for educators in all levels, but mainly for Higher Education.
Marta Torán's curator insight,
May 4, 2017 3:24 PM
Un estudio muy interesante. El futuro del aprendizaje social. Aprendizaje basado en problemas. Aprendizaje contextual.
Oskar Almazan's curator insight,
May 6, 2017 1:48 PM
"Since learning is a social phenomenon, social technologies can help develop the capacity to learn beyond classroom boundaries. For example, social learning can help students experience the distributed nature of knowledge, discover and navigate connections of ideas, entities, and events, while nurturing and maintaining social connections (Smidt, Thornton, & Abhari, 2017). Social technologies also help students learn about diversity through social exchange and encourage students to practice respect and tolerance in diverse social settings. "
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María Dolores Díaz Noguera's curator insight,
February 20, 2016 12:21 PM
Comparación de las principales teorías del aprendizaje en e-learning | @scoopit via @netlearning20 http://sco.lt/...
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En el artículo "Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico...
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Os comparto algunos vídeos del material de de la ONU Curso Que impartí en Modalidad eLearnig en la Escola d'Estiu d'Educació de Persones Adultes. Estan en Castellano. Estós hijo 4 Videos Sobre Teorías del ... Via Marta Torán, Labtic.Unipe, juandoming
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Marta Torán's curator insight,
October 30, 2014 4:07 PM
Félix Eroles comparte en su blog Personas que Aprenden vídeos sobre teorías del aprendizaje.
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José Cuerva's curator insight,
September 10, 2014 3:37 AM
In the field of online sharing and learning, the “Massive Open Online Course” (“MOOC”) has received a lot of attention. Many are enthusiastic about what elite universities such as the Massachusetts Institute of Technology and the University of Harvard are piloting. The two schools have offered joint online courses that have attracted well over 100,000 students. |
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Hoy compartimos un artículo en PDF, en base a los autores Roberto Sánchez Cabrero, Óscar Costa Román, Francisco Javier Pericacho y Lidia Mañoso Pacheco, donde destacan, la revisión d Via Ramon Aragon
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Oskar Almazan's curator insight,
December 1, 2017 4:46 PM
Características diferenciales de la teoría, Los objetivos educativos que se plantea, El rol del estudiante y el docente La interacción entre estudiantes, La relación docente-alumnos Los criterios e instrumentos de evaluación..
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The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain. Via Nik Peachey, Oskar Almazan
Nik Peachey's curator insight,
May 22, 2017 1:32 AM
Nice short article on the classroom implications of connectivism.
Oskar Almazan's curator insight,
May 23, 2017 8:28 AM
Siemens has done a good job laying out the core principles of Connectivism in his 2004 piece, "Connectivism: A Learning Theory for the Digital Age." 
Andrea Mejia Medina's curator insight,
May 23, 2017 12:28 PM
Connectivism: A Learning Theory for the Digital Age George Siemens Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42). Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life: “One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same. Technology is altering (rewiring) our brains. The tools we use define and shape our thinking. The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning. Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology. Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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The primary goal of this paper is to operationalize the connectivism approach into a new learning model with additions from problem-based and contextual learning that can be effectively implemented together, to improve socioeconomically diverse learners' educational outcomes (attitude and persistence) in STEM (Science, Technology, Education and Mathematics) areas. Via THE OFFICIAL ANDREASCY, Mark E. Deschaine, PhD, Edumorfosis, Marta Torán
THE OFFICIAL ANDREASCY's curator insight,
March 4, 2017 2:03 AM
Connectivism is a learning theory introduced by George Siemens which discusses the way we learn in the digital era. This paper explores the potential of operationalizing connectivism through a new learning model adopting and adapting perspectives from problem-based learning and contextual learning. These three pillars are described to explain what and why to learn in a given context. The authors even proceed to explain how the model is adapted for a specific course design.
Really insightful and useful for educators in all levels, but mainly for Higher Education.
Marta Torán's curator insight,
May 4, 2017 3:24 PM
Un estudio muy interesante. El futuro del aprendizaje social. Aprendizaje basado en problemas. Aprendizaje contextual.
Oskar Almazan's curator insight,
May 6, 2017 1:48 PM
"Since learning is a social phenomenon, social technologies can help develop the capacity to learn beyond classroom boundaries. For example, social learning can help students experience the distributed nature of knowledge, discover and navigate connections of ideas, entities, and events, while nurturing and maintaining social connections (Smidt, Thornton, & Abhari, 2017). Social technologies also help students learn about diversity through social exchange and encourage students to practice respect and tolerance in diverse social settings. "
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El conectivismo, cuya traducción correcta al español sería conectismo (raíz “conect-” y sufijo “-ismo”, en analogía con otras palabras como común-ismo, anarqu-ismo o liberal-ismo), es una teoría del aprendizaje para la era digital que ha sido desarrollada por George Siemens y por Stephen Downes basado en el análisis de las limitaciones del conductismo, el cognitivismo (o cognitismo) y el Constructivismo (pedagogía) (o constructismo), para explicar el efecto que la tecnología ha tenido sobre la manera en que actualmente vivimos, nos comunicamos y aprendemos.
Via Edumorfosis
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Psicóloga Social y experta en Comunidades, Social Media, Tendencia Web, Innovación Educativa. Responsable principal del blog El caparazón. Acaba de publicar su libro "Socionomía". Via Ramiro Aduviri Velasco
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En 2011 George Siemens perdía Interés en Los Medios sociales (Pérdida de interés en las redes sociales: no hay hay hay), Ahora Stephen Downes Anuncia en facebook Do Posible abandono de facebook y t ... Via juandoming
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Analisis De La transformacion Causada Por La TecnologÃa el Internet de las Cosas baño NUESTRAS PRACTICAS Como Estudiantes y Móvil, Profesores e Investigadores. Via Edumorfosis
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Conectivismo: Enfoque teóricodel Aprendizaje a Través DeReDes de Comunicación digitalGuillermo Roquet García9 de diciembre de 2012Siempre Recibo Más de lo quep ... Via Julio Hinojo Lopez
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