The Networked Student

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Comment by Rob Jacklin on March 27, 2009 at 4:57pm

Using the example of history (being a Social Studies teacher in my past life ;-). One of the best ways to learn history is to learn its narrative. What is the story behind people?

Now extend that to our students. How can we help our students make a connection to the story? It could be said that history bears fruit from within the context of people and their stories. Isn't that how we learn about God? We learn about God's attributes by how he interacted with the His people in scripture? Isn't that why as Lutheran Christians we are "Sola Scriptura?" We believe that God nourishes us and "connects" with us in His word?

So then it is to say that knowledge is not necessarily gained from the "teaching" of knowledge or the actual gaining of the knowledge, it's hidden within the context of the personal connections we make within a given context. Does that make sense? Every time I listen to Stephen Downes, I get more and more confused :-) He's started to make connectivism more philosophical every time I read him. Anyway....

I'm not totally sold on connectivism as a theory either, but it does help address some issues with regards to the role of technology in schools and life. Like you guys mentioned the idea of asking good questions. Could you argue that students aren't really learning from questions, but rather it's the connection they make while trying to find the answer that really generates knowledge and understanding? So which then is the Golden Ticket: the question, the answer, or the connections they had to make to get the answer? I would almost say, it's the connections. Isn't that why inquiry-based learning is superior to tradition direct instruction?

Maybe the old adage is still true: "It's not what you know, but who you know?"

This is great conversation to have!

"Postman has a great section where he contrasts information, knowledge, and wisdom." I wonder if Seimens or Downes would make a distinction between these three?

Comment by David Black on March 27, 2009 at 1:03pm

The idea you share goes along with the though that the best way to arrive at good answers is to ask good questions. I do that more with my 8th grade U.S. history students than ever before.

I'll take a look at Postman. I haven't read any of his work, I don't believe.

Comment by bdean on March 26, 2009 at 11:00pm

I love your questions, Dave. One of my favorite authors, Neil Postman, had some responses to your questions in a little book called Building a Bridge to the 18th Century. Postman isn't writing from a Christian worldview, but he does seem to have some respect for a judeo-christian perspective. Among other things, Postman argues that a curriculum today should include a course on "Asking Questions." That is his way of getting at critical thinking, but he describes it in a way that is really teaching logic, the importance of ethics, etc. He also argues for courses on / study of "how technology uses us"...a media/digital/new literacy. At the same time, Postman points out the essential role of teaching history, but things like the history of technology, alongside other topics in history. What I appreciate about Postman is that he really is arguing for many things that we see in 21st century skills lists, but also puts it in the context of a deep appreciation for history, English, philosophy, and the “religious narratives.” Despite his not necessarily being a Christian himself, he even argues for the importance of teaching the "big narratives" that can help a person find meaning and make sense of an information-overloaded world. I'm rambling now but...regarding information, Postman has a great section where he contrasts information, knowledge, and wisdom. He points out that information is hardly ever the solution in the world today...we are rarely at a shortage for it. It is knowledge and wisdom that is lacking, and those are the things that we need to help students discover. While Postman concludes that computers and technology are a danger in all of this, I take his ideas, look at some things like we see in the video, and see some great opportunities for equipping students for faith and life in the 21st century.

Comment by David Black on March 26, 2009 at 9:07am

Trying to wrap my arms around a variety of different thoughts after watching this video:

1. Connectivism appears to be a process that is essential to model real work place experiences beyond an academic curriculum. Analyzing sources, sharing information and building upon past knowledge, reseraching and organizing relevant information, and other such skills are really work place skills -- even life skills. Having the leadership and guidance of a professional educator provides students with a significant advantage in building these practical skills.

2. I still struggle with the question of "What is core knowledge in the 21st century?" Is it essential for participation in our democracy for students to know the term of office for senators, representatives, and the president, or is it enough for them to know where to look for that information? And what about faith development, knowledge of Scripture, etc? Doesn't core knowledge still play a role? Certainly connections enhance engaging learning, but what is the balance? Is there a balance? Still working through those thoughts....

Comment by bdean on March 24, 2009 at 10:21pm

I'm interested in it as a metaphor or way of thinking about digital learning. And as a methodology, I see value in it. I'm not quite ready to call it a learning theory. I'm still struggling through the implications of it being a learning theory. I see some significant worldview issues at play, like the idea that humans are simply complex machines (although I'm still not sure if that is where it leads). Siemens, the one who coined the term, refers to the idea that "learning may reside in non-human appliances."

Comment by Rob Jacklin on March 24, 2009 at 8:36pm

Great Video Bernard! Have you been doing much research on Connectivism? Great explanation of who connected learning works!

Thanks!