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首页> 外文期刊>International Review of Research in Open and Distributed Learning >Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
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Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

机译：对话与连接主义：一种理解和促进对话丰富的网络学习的新方法

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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.
机译：连通主义为数字时代提供了一种学习理论，通常被认为与传统的行为主义，认知主义和建构主义方法形成对比。本文将通过论证和论证该理论如何从社会建构主义的观点以及对对话的关注中受益，来提供这一理论的原始而重要的发展。同样，我认为我们需要询问网络社交媒体从本质上来说是否是对话的新格局，因此应在此前提下，通过将对话视为发展和利用学习联系的主要手段来构想和研究网络社交媒体。该论点的一个关键杠杆是，与我们评估和发展与人和资源的联系有关，对互联网越来越重要的要求越来越重要。开放的，参与性的和社交网络实际上需要更加强调通过对话和话语实现的更高阶的认知和社交能力。或者，正如Siemens（2004）暗示的那样，在他重新思考学习的基本戒律的呼吁中，我们需要将重点转移到促进灵活学习的核心评估技能上，例如，这将使我们能够在学习过程中激活所需的知识。指出我们需要它。因此，需要重新定向教育经验，以确保我们在学习者中发展“思考，推理和分析”的能力。在考虑如何实现这些目标时，本文将从对话的角度审视连接主义的原则。根据对话的辩证和对话维度，提出一些社会建构主义的方法，可以作为实现连接主义学习对话的杠杆;演示对话游戏如何将讨论的理论与网络对话过程的设计和执行联系起来;并考虑这项工作对设计和提供社会技术学习的更广泛意义。

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