Connectivism: A Learning Theory for the Digital Age

Keywords

Connectivism, Learning theory, Computer science, Mathematics education, Psychology

References

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Cited by

• The Ideals and Reality of Participating in a MOOCJenny Mackness, Sui Fai John Mak, Roy Williams — 2010
• Desarrollo de la materia Proyectos. Grado de Comunicación Audiovisual. Universitat de BarcelonaMarina Romeo, Montserrat Yepes i Baldó, Sílvia Burset Burillo — 2012
• Web 2.0 Technologies: A knowledge gatekeeper perspective in the educational environmentMarilyn Wells, Phillip W.J. Brook — 2008
• Designing for Learning in an Open WorldGráinne Conole — 2012
• Self-Directed Learning in the Age of Digital Networks: The Learning Patterns ofKnowledge Workers in the Knowledge EconomyMélanie L. Sisley — 2013
• Moving from Education 1.0 Through Education 2.0 Towards Education 3.0Jackie Gerstein — 2014
• Socially-Aware Informal Learning Support: Potentials and Challenges of the Social DimensionSimone Braun, Andreas Schmidt — 2006
• Understanding, reflecting and designing learning spaces of tomorrowIsa Jahnke, Peter Bergström, Krister Lindwall — 2012
• Second Language Learning in the Context of MOOCsShaoqun Wu, Alannah Fitzgerald, Ian H. Witten — 2014
• The potential of online technologies and social media in 21st century teacher professional development & practice: a mixed methods study exploring teachers’ personal, professional development and/or classroom use of online technologies in Ireland and United States of America.T. Hagan — 2013
• Personal Knowledge Management Skills Model For Expert Lifelong Learners: A Validation MethodMaria Elisabetta Cigognini, Maria Chiara Pettenati, Gisella Paoletti — 2008
• Improving e-learning 2.0-based training strategies of SMEs through communities of practiceIleana Hamburg, Steffi Engert, Anke Petschenka — 2008
• How am I using inquiry-based learning to improve my practice and to encourage higher order thinking among my students of mathematics?Caitriona Rooney — 2012
• Recursos Educacionais Abertos: Desafios para Autoria e Formação de Professores na CiberculturaTatiana Stofella Sodré Rossini, Edméa Santos — 2012
• Modelos pedagógicos e utilização das TIC no ensino superiorCarlos Morais, Luísa Miranda, Paulo Alves — 2013
• Introducing Wireless Grids Technology to the Field of TelemedicineDale W. Meyerrose — 2014
• Making Personal and Professional Learning Mobile: Blending Mobile Devices, Social Media, Social Networks, and Mobile Apps To Support PLEs, PLNs, & ProLNsMichael M. Grant, Yu‐Chang Hsu — 2014
• A Pedagogy-driven Framework for Integrating Web 2.0 tools into Educational Practices and Building Personal Learning EnvironmentsEbrahim Rahimi, Jan Berg, W.J.M. van Veen — 2014
• A literature review of the use of Web 2.0 tools in Higher EducationGráìnne Conole, Panagiota Alevizou — 2010
• Open learning resources as an opportunity for the teachers of the Net GenerationGiovanni Fulantelli, Manuel Gentile, Taibi Davide — 2009

Related papers

• The Ideals and Reality of Participating in a MOOCJenny Mackness, Sui Fai John Mak, Roy Williams — 2010
• Situated Cognition and the Culture of LearningJohn Seely Brown, Allan Collins, Paul Duguid — 1989
• MOOCs: A systematic study of the published literature 2008-2012Tharindu R. Liyanagunawardena, Andrew Adams, Shirley Williams — 2013
• MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses.C. Osvaldo Rodriguez — 2012
• Three Generations of Distance Education Pedagogy.Terry Anderson, Jon Dron — 2010
• Mind in Society: The Development of Higher Psychological ProcessesL. S. Vygotsky — 1978
• Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and PossibilityJohn Daniel — 2012
• Situated Learning: Legitimate Peripheral ParticipationMaurice Bloch, Jean Lave, Étienne Wenger — 1991
• The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online CourseRita Kop — 2011