Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it...

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Autor principal:	Andrew Ravenscroft
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Theory Dialogue Design Networked Learning Pedagogy Dialogue Games Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/14275e03dc1746478349be7996635f49
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spelling	oai:doaj.org-article:14275e03dc1746478349be7996635f492021-12-02T19:25:21ZDialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning10.19173/irrodl.v12i3.9341492-3831https://doaj.org/article/14275e03dc1746478349be7996635f492011-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/934https://doaj.org/toc/1492-3831Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.Andrew RavenscroftAthabasca University PressarticleTheoryDialogueDesignNetworked LearningPedagogyDialogue GamesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory Dialogue Design Networked Learning Pedagogy Dialogue Games Special aspects of education LC8-6691
spellingShingle	Theory Dialogue Design Networked Learning Pedagogy Dialogue Games Special aspects of education LC8-6691 Andrew Ravenscroft Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
description	Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
format	article
author	Andrew Ravenscroft
author_facet	Andrew Ravenscroft
author_sort	Andrew Ravenscroft
title	Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
title_short	Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
title_full	Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
title_fullStr	Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
title_full_unstemmed	Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
title_sort	dialogue and connectivism: a new approach to understanding and promoting dialogue-rich networked learning
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/14275e03dc1746478349be7996635f49
work_keys_str_mv	AT andrewravenscroft dialogueandconnectivismanewapproachtounderstandingandpromotingdialoguerichnetworkedlearning
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Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

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