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A connected e-learning framework for engineering education
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
In terms of educational technologies, much of the research into learning uses socio-cultural theory as the foundation of communication and interaction in online collaborative learning environments (Kanuka and Anderson, 1998; McLoughlin and Oliver, 1998). More recently, a learning theory that builds on principles of constructivism in ways consistent with emerging technologies is connectivism (Siemens, 2004). According to Siemens (2004), traditional learning theories were developed at a time when technology was not seen as fundamental for learning. Today, influenced by ubiquitous technology, we live, communicate and learn in a rapidly changing world. Accordingly, there is a need for applying theories in ways that utilize the affordances of new technologies. In connectivism, Siemens (2004) explains learning as a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. He defines learning as actionable and explicit knowledge that can only be acquired through the established connections amongst interested parties. Modern learning theories like connectivism coupled with new developments in mobile learning technologies have given rise to various digital learning frameworks with student success at the center. An example of this is connected learning, a framework that has captured the attention of educational, technical and thought leaders.
A computational framework for social-media-based business analytics and knowledge creation: empirical studies of CyTraSS
Published in Enterprise Information Systems, 2021
Wingyan Chung, Elizabeth Mustaine, Daniel Zeng
Social media has been identified as an emerging technology to facilitate knowledge management (KM) (Behringer and Sassenberg 2015) due to its wide-spread use to express emotion. A study (Nisar, Prabhakar, and Strakova 2019) finds that KM system ‘Community of Practice (CoP)’-based discussion groups (KMDG) positively affect organizational performance through embedded information and social communication and help individuals to develop a more nuanced understanding of company goals, strategy, purposes, and processes. Comparing the KM capability between blogs and Facebook, another study finds that Facebook facilitates the expression of social support among users, thereby reinforcing their motivation in KM participation (Chan et al. 2013). A large-scale web-based survey of Greek tourism professionals (n = 132) (Sigala and Chalkiti 2015) finds that employees’ creativity is positively related to their participation in social networks and their use of social media for searching information and sharing information. Related to Connectivism Learning Theory that emphasises knowledge co-creation through network exploitation, the survey’s results confirm that employee creativity (an important KM activity) is enriched by using SM to network with external communities.
Using Rhythm Network to Enhance Courses Engineering in E-Learning Environments
Published in Cybernetics and Systems, 2020
Guillaume Blot, Francis Rousseaux
Recently popularized by Stephen Downes and Georges Siemens, the theory of connectivism mainly tells that Knowledge is available through a network of connections. Learning is more a matter of drawing singular paths through the network than building Knowledge from predefined patterns (Stephen 2012). Connectivism uses the graph as a metaphor, where nodes are pieces of Knowledge. This Knowledge is spread all around us, either in individuals or in machines (any kind of Knowledge: information, facts, data or also pictures). The idea is that learners have their own trajectories through the network of resources. Stephen Downes and Georges Siemens give this statement: “Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections”.
Achieving Industry-aligned Education through Digital-Commons: A Case Study
Published in Journal of Computer Information Systems, 2023
Muralidharan Ramakrishnan, Shirley Gregor, Anup Shrestha, Jeffrey Soar
Taking inspirations from connectivism learning theory10–12 and knowledge commons theory,13,14 we questioned whether an online knowledge repository that is shared between industry practitioners and students could help to address these problems. Knowledge commons refers to sharing of all type of knowledge resources by a group of people.13 The knowledge resource includes all type of cultural and intellectual resources including but not limited to data, information, intellectual property, opensource materials.14 The digital platforms that are used to share scientific data and knowledge during the Covid pandemic are examples of knowledge commons.15,16 As we elaborate below, connectivism learning theory can be characterized as a network theory of knowledge and learning with an emphasis on the use of digital technology.17 The principles of connectivism10 guided the conceptualization of pedagogical design in this study. On the other hand, the knowledge commons theory provided a framework for the principles to design a successful commons, a shared knowledge repository between the industry practitioners and the students’ community. Creating/sharing online knowledge is a sub-type of knowledge commons theory known as a digital commons.13,18,19 We developed a purpose-built online knowledge repository – a digital commons – by collaborating with industry practitioners and the academic community. The digital commons that we developed is referred to as an “industry practice digital commons (IPDC)” as the knowledge contained in the repository captured established and emergent IS industry practices. Thus, this paper addresses the research question, “How can we design and evaluate a purpose-built digital commons that is useful and relevant to both students and industry practitioners?”