Connected learning: what do our widening social networks mean for the future of learning?

Albion, Peter (2011) Connected learning: what do our widening social networks mean for the future of learning? In: Language, culture and social connectedness. Cambridge Scholars Publishing, Newcastle upon Tyne, United Kingdom, pp. 89-100. ISBN 978-1-4438-2992-2

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Abstract

Humans learn through interaction with their environment. The most important components of the environment for learning are other humans and their artefacts. Historically learning has been seen as acquiring knowledge and storing it away for future use. However, more recent views have suggested that learning is more about making connections and that, in a world where information is constantly changing and increasing, capacity to learn through making and using connections to other people may be more important than what we actually know. Where once our social connections, and access to learning, were limited by capacity to travel for direct contact or by the speed with which correspondence could be exchanged, modern information and communication technology enables essentially instant communication with people anywhere on the planet. This chapter explores some implications of these changes for how educators approach the facilitation of learning in an age of global information networks.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 6. 2 print copies held USQ Library at 379.1202 Lan. All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
Depositing User: Assoc Prof Peter Albion
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 02 Feb 2012 02:06
Last Modified: 03 Jul 2013 01:01
Uncontrolled Keywords: learning; social networks; connectivism; constructivism
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
08 Information and Computing Sciences > 0806 Information Systems > 080606 Global Information Systems
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/20583

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