ePE: Using connectivism to theorise developments in digital technology in physical education in Aotearoa/New Zealand

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dc.contributor.author Bowes, Margot en
dc.contributor.author Swanwich, C en
dc.contributor.editor Koekoek, J en
dc.contributor.editor van Hilvoorde, I en
dc.date.accessioned 2018-10-12T01:00:34Z en
dc.date.issued 2018 en
dc.identifier.citation In Digital technology in physical education: Global perspectives. Editors: Koekoek J, van Hilvoorde I. Routledge, Abingdon, Oxon, UK 2018 en
dc.identifier.isbn 9781351336970 en
dc.identifier.uri http://hdl.handle.net/2292/41142 en
dc.description.abstract Connectivism emerged out of the explosion in scholarly and popular interest in recent decades, around the issue of the relationship between digital technology and learning. One specific debate that emerged from this interest was the issue of theories of learning. The question, put simply was, ‘Are existing learning theories sufficient, or do we need new ones to explain what we now see routinely happening in classrooms’? The response to this from George Siemens and Stephen Downes, first collectively and later separately, was the development of connectivism as a new learning theory (2005), describing it as “the first learning theory for the digital age” (Siemens, 2004). It was defined thus: Connectivism is the integration of principles explored by chaos, network, and complexity and self-organisation theories. Learning is a process that occurs within nebulous environments of shifting core elements- not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organisation or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. (Siemens, 2004) From this definition there are three key concepts integral to connectivism that will be explored during this chapter; learners existing in a network, the notion of actionable knowledge, and encountering information and knowledge not for its own sake, but to enable us to learn more. en
dc.description.uri https://www.taylorfrancis.com/books/9780203704011/chapters/10.4324/9780203704011-12 en
dc.publisher Routledge en
dc.relation.ispartof Digital technology in physical education: Global perspectives en
dc.relation.ispartofseries Routledge Studies in Physical Education and Youth Sport en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://www.routledge.com/info/open_access/by_the_chapter en
dc.title ePE: Using connectivism to theorise developments in digital technology in physical education in Aotearoa/New Zealand en
dc.type Book Item en
dc.identifier.doi 10.4324/9780203704011-12 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.author-url https://books.google.co.nz/books/about/Digital_Technology_in_Physical_Education.html?id=O79aDwAAQBAJ&redir_esc=y en
pubs.place-of-publication Abingdon, Oxon, UK en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 745300 en
pubs.number 12 en
pubs.record-created-at-source-date 2018-06-22 en
pubs.online-publication-date 2018 en

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