Connected Learning: The Design Principles

Because I like to make pretty little pictures of the things I obsess over.

 If you are interested, you can download it here as a pdf or here as a png.
Now I embarked on this as a fun way to blow off some steam after a rather intense two weeks (or was it three months?) of writing. But after I put it up on Twitter, I immediately got some loving pushback …something like this: 

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and this

//platform.twitter.com/widgets.jsYou know, I’m starting to really like these guys.  All that aside, it tipped me off that a little more explanation might be in order, so here it is.

The Connected Learning described in this infographic is Connected Learning the pedagogical framework outlined in Ito et al. 2013 and also here, on the Connected Learning Alliance website. They do not encompass my personal interpretation of connected learning in its entirety or representations of Connected Learning (note the capitalization, lower case…they are different) elsewhere.

Moreover, these are just examples; the motivation behind this infographic is to demonstrate the rich epistemological foundations for Connected Learning.  My choices are not meant to be comprehensive. They are meant to be illustrative.

Finally, as my twitter debate with the guys continues, it seems safe to say that the connections between Wenger and Shared Purpose and Papert and Production Centered are fairly non-controversial, but let’s talk about Dewey and Openly Networked for a moment.

“Openly networked” is a great opportunity to bring in the networked learning literature, connectivism, and the great web architects (like Bush and Engelbart).  I know it’s a great opportunity because I do so in Chapter 2 of my dissertation.  However, read Ito et al, 2013 and the Connected Learning Alliance website carefully.  And then pay attention to the fact that a full 1/2 of their framework is devoted to creating connections across individual, peer, and academic cultures.  And then understand that these connections demonstrate a certain type of openly networked, specifically related to crossing space, time, and semiotic domains.  And you will find, with a deep read of Dewey, that he talks about these exact same things.

And so, given that this poster is illustrative, not comprehensive; given that it is based entirely on Connected Learning the framework and not connected learning the body of literature; given that I was looking to connect to educational researchers and philosophers who have already stood the test of time; given that I have an internal motivation to show people that Connected Learning is not new, but rather a recontextualization of participatory, social, integrative, situated, social, learning; given all that,

I give you Dewey.

🙂 Stay tuned for more – about 30 pages of it.

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