What then are the principles of connectivism?
Posted: Tue Jan 07, 2025 4:02 am
As for evaluation , one of the principles of connectivism is to add to the “traditional evaluation” how the individual contributes knowledge or community learning. That is, not only what he or she has been able to absorb but also what he or she is able to contribute to transform.
Thus, this type of assessment no longer only involves a contribution of academic knowledge but also values.
How would connectivism help improve teaching?
It would help a lot because when a subject starts again, it restarts. In some cases, such as eLearning systems or online learning processes, it is even literal: the students restart, the contributions to the forums restart, etc. And this is really a bit absurd.
If you teach the subject within the bahrain phone data scope of connectivism, the subject gains experience. That is, if a student has acquired a certain amount of experience, why can't that experience be used in the next course with new students? In this way, subsequent learning can be improved.
The educational model does not promote educational innovation; it does not promote teachers giving up their vacation hours and using their own resources to innovate.
What is the relationship between connectivism and ICT?
In this case, ICTs are a facilitator. If a student is reviewing something on the subway and suddenly comments that he has understood something very well, he is already transmitting to other classmates who are taking the course that he has understood it.
In this case, let's say, the impact is immediate with technology. If this relationship did not exist, it is most likely that this student would go home and the next day go to university without saying anything.
So what technology will allow is that feedback can be given immediately at any time, and it is important that feedback be as immediate as possible .
What challenges must education face if it wants to achieve the connectivist model?
If we want to achieve the connectivist model, the most important challenge we have to achieve is to change habits. The big problem we have is that the educational model, the way we do things, generates habits that, for both teachers and students, are not usually participatory.
If you use an active methodology, the student follows this active methodology and participates, but if you don't use an active methodology, he decides to be passive. And the same goes for the teachers. They are used to the passive habits of the students and this means that the model continues as it is.
The big challenge , therefore, is to get both students and teachers to actively participate . If we are talking about a class without technology, for example, active students would ask more questions and if they do not agree with a vision, they would propose another one.
This is the habit that must be made to come out naturally.
Thus, this type of assessment no longer only involves a contribution of academic knowledge but also values.
How would connectivism help improve teaching?
It would help a lot because when a subject starts again, it restarts. In some cases, such as eLearning systems or online learning processes, it is even literal: the students restart, the contributions to the forums restart, etc. And this is really a bit absurd.
If you teach the subject within the bahrain phone data scope of connectivism, the subject gains experience. That is, if a student has acquired a certain amount of experience, why can't that experience be used in the next course with new students? In this way, subsequent learning can be improved.
The educational model does not promote educational innovation; it does not promote teachers giving up their vacation hours and using their own resources to innovate.
What is the relationship between connectivism and ICT?
In this case, ICTs are a facilitator. If a student is reviewing something on the subway and suddenly comments that he has understood something very well, he is already transmitting to other classmates who are taking the course that he has understood it.
In this case, let's say, the impact is immediate with technology. If this relationship did not exist, it is most likely that this student would go home and the next day go to university without saying anything.
So what technology will allow is that feedback can be given immediately at any time, and it is important that feedback be as immediate as possible .
What challenges must education face if it wants to achieve the connectivist model?
If we want to achieve the connectivist model, the most important challenge we have to achieve is to change habits. The big problem we have is that the educational model, the way we do things, generates habits that, for both teachers and students, are not usually participatory.
If you use an active methodology, the student follows this active methodology and participates, but if you don't use an active methodology, he decides to be passive. And the same goes for the teachers. They are used to the passive habits of the students and this means that the model continues as it is.
The big challenge , therefore, is to get both students and teachers to actively participate . If we are talking about a class without technology, for example, active students would ask more questions and if they do not agree with a vision, they would propose another one.
This is the habit that must be made to come out naturally.