We have talked about Connectivisum as a principle that this course responds to. Module One Handbook discusses this and it is worth going back to again and again when you are in other Modules (we see the handbooks as working documents you access across the whole course – not manuals for what to do in the moment.)
Hopefully you have also read Knowing Knowledgeby George Siemans– the recommended reading at the start of the course.
Here are two (over)views on connectivism:
One of the things we value is Learning Autonomy and Connectedness which we feel are key concepts learnt when we carry out the activity of being an artist. (So you already know about these in the arts setting).
We also value Diversity, Openness (which can be present by their absence in the arts setting!)
We know of things but when do we identify what we know as learning. Each Module you have to ask yourself how to make ‘things happening’ into learning. At one level you have to decide for yourself what the value of learning is to you. We insist that learning is more than just being told exactly about it and doing exactly it. In learning there is something about truth, belief, being gullible, being wrong, and for me most importantly kindness. (Kindnessis a massive idea. For me not a neo-liberal act, but being willing to… be brave and respectful, learning while not contributing to the lack of opportunity for others to do the same). I will write a separate blog on truth and kindness later this term.
In his book Seimens talks about Learning Domains
In this course, we create the situation for all four of the domains he discusses in this course. But it is the combination of the four that is the Learning Environment of MAPP. The dance, the music, the play, the yoga class are made of a combination of elements and so is the learning environment of MAPP.
Transmission Learning- The learner is brought into a system through lectures and exposed to ‘facts’. The Unihub and Module Handbooks do this.
Emergence Learning– involves greater emphasis on the learner’s cognition and reflection. What you do with the UniHub and Handbooks and Blogs, and Skypes and conversations with your Supervisor.
Acquisition Domain– learning is exploratory and inquiry-based. This has to be self-directed (because it is your practice not anyone else’s) but self-directed does not mean alone you need to remain connected through sharing ideas (on blogs, in Skype discussions etc…). You explore this domain through looking at what you have done in the past (and writing AOLs about it), looking at your current practice and how the course and ideas you encounter connect with it, through carrying out a project based inquiry. Sometimes you are considering all three at once (if you are in Module Three for instance).
Accretion Learning– is continuous, the learner forages for knowledge when and where it is needed – Real life and ongoing. This is shared through your blog – which is why your blog is so important to keep contributing to and why commenting on others people’s blogs is so helpful to them.
Across all this ‘relevance’is crucial to look at critically. This returns us to thinking about what truth, deception, distraction and fact mean to you/do to you.
Lastly feedback (to each other on blogs and back and forth with your Supervisor) becomes a conversation - ongoing and not as set of instructions to get an 'A'. Go back to 'The Test' in my blog on September 16th 2019 for John Green to explain that again...
Looking forward to your comments...
Lastly feedback (to each other on blogs and back and forth with your Supervisor) becomes a conversation - ongoing and not as set of instructions to get an 'A'. Go back to 'The Test' in my blog on September 16th 2019 for John Green to explain that again...
Looking forward to your comments...
