Thursday, September 25, 2008

CCK08 Week 3 - Connections with Adult Learning

Week 3: Properties of Networks (September 22-28)

Elluminate Session 2: Thurs 25/9  at 8am 
I finally managed to attend a live session. I found it quite difficult to listen to what was being said and read the text comments on the chat at the same time. I also found a side conversation about the Banking Crisis in the USA between Stephen & Catherine quite distracting. Maybe there should be a seperate session for "sparring" so the rest of us can focus on the main topics of discussion. I also found when people responded to previous comments, that I had to scroll back to the original question to try & make sense of their response. There was so much going on at once, I found it difficult to take it all in. Being overwhelmed with information I found that I became a lurker and did not contribute to the discussion - which is usually not like me!
People I connected with...
  • Neil, Carol, Kerry, Cathy, Richard, Mike, Allen, Stephen (F2F via TADA)
Blogs/web pages I read or posted comments to....
Smith, M. K. (1997, 2004) 'Eduard Lindeman and the Meaning of Adult Education', the encyclopaedia of informal education. (Sourced via F2F connection with a friend at a TADA event). He commented (with amazement) that much of what Lindeman expressed in 1926 was still true today.
From my initial reading, Connectivism appears to me to be an extension of Lindeman's view of adult education. However with globalisation and access to the Internet the "smaller collective units" can now be extended to include a much wider group with increased diversity.

Quote: "Adult education specifically aims to train individuals for a more fruitful participation in those smaller collective units which do so much to mold significant experience. "(Lindeman 1926a: 38)..."This means giving more attention to small groups; it means as much decentralization, diversity and local autonomy as is consistent with order. Indeed, we may well sacrifice order, if enforced externally, for valid difference. Our hopes flow from the simple conviction that diversity is more likely to make life interesting than is conformity, and from the further conviction that active participation in interesting affairs furnishes proper stimulations for intellectual growth." (Lindeman 1926a: 89)

Another parallel with Connectivism, he does not provide a tight definition of the theory.
Quote: "In his search for a fresh understanding of adult education and Lindeman avoided presenting us with a tight definition. He considered that it might be too constraining for enquiry – a position he held throughout the rest of his life.
However, we can get a glimpse of thinking in a paper also written in 1926 where he describes adult education as: A cooperative venture in non-authoritarian, informal learning, the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life and hence elevates living itself to the level of adventurous experiment.
(Lindeman 1926b quoted by Stewart 1987: 12-13).

Resources I am interested in investigating...

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