The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. More...

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. More...

This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. More...

This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. More...

Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning. More...

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. More...

Special Issue - Connectivism: Design and Delivery of Social Networked Learning

Table of Contents

Editorial

Research Articles

Full Issue

IRRODL Volume 12, Number 3; Special Issue: Design and Delivery of Social Networked Learning

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Le 9 décembre 2015, la CP-CNU a voté un moratoire sur la mise en place du suivi de carrière des enseignants-chercheurs prévu par le décret du 2 septembre 2014.
À la suite de cette décision, les membres de 38 des 52 sections du CNU ont exprimé un avis défavorable à la généralisation de ce suivi de carrière pour cette année.
En raison de ces prises de position et conformément à nos échanges avec la CPU et la DGRH, la procédure généralisée de suivi de carrière ne sera pas appliquée en 2016.
Les sections du CNU qui le souhaitent pourront prolonger ou commencer l’expérimentation de ce dispositif.
Ce report nous permet de poursuivre le travail sur les modalités de la mise en œuvre générale du suivi de carrière.
Lors de l’assemblée plénière du 9 juin 2016, le bureau de la CP-CNU soumettra à ses membres des propositions concrètes concernant ce dispositif. Voir l'article...