How you evaluate a course content or a textbook or any multimedia source for teaching, according connectivism theory?
Teaching and learning of Diplomas requires a ‘connectivist’ or ‘boundary crossing’ perspective. This perspective focuses on the learning that extends beyond particular experiences and situations: learning which comes from a re-application of what was learnt in one context to another context and a corresponding capability to work and learn across and between contexts
Source - Julian Stanley and Trisha Fettes, Theory, policy and practice: The Diploma and its Pedagogy. CEI, University of Warwick, Mar'2010.
Der Hosseini
You may examine these resources
Siemens, G. Connectivism: A Learning Theory for the Digital Age. 2005.
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.
van Pløn Verhagen, Bijdrage. Connectivism: a new learning theory?” University of Twente, November 11, 2006.
best
I recommend "The Saturated Self", from Kenneth Gergen. It talks about socio-constructionism, a concept very related with connectivism, I think.
On of the core concept of Connectivism is "massiveness". In the other words, there should be no single point or single resource that handle the course content. "The content is just a node in the network and learners are mainly not interested in putting it inside their minds" (AlDahdouh et al., 2015, p.16).
AlDahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. INSTRUCTIONAL TECHNOLOGY, 3.
http://www.itdl.org/Journal/Oct_15/Oct15.pdf#page=7
Have you looked at this discussion?
https://www.researchgate.net/post/How_can_we_best_measure_the_effectiveness_of_our_instructional_material
- Badges
- Science method
- Similar topics
- Teaching