Studiebot antwoord

Vraag gesteld door: Gisella van Dun - 1 jaar geleden

Vertaal de volgende tekst in de standaard Nederlandse taal: Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning
activities.
Decision-making is itself a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality. While
there is a right answer now, it may be wrong tomorrow due to alterations in the
information climate affecting the decision.
Connectivism also addresses the challenges that many corporations face in knowledge
management activities. Knowledge that resides in a database needs to be connected
with the right people in the right context in order to be classified as learning.
Behaviorism, cognitivism, and constructivism do not attempt to address the challenges
of organizational knowledge and transference.
Information flow within an organization is an important element in organizational
effectiveness. In a knowledge economy, the flow of information is the equivalent of the
oil pipe in an industrial economy. Creating, preserving, and utilizing information flow
should be a key organizational activity. Knowledge flow can be likened to a river that
meanders through the ecology of an organization. In certain areas, the river pools and
in other areas it ebbs. The health of the learning ecology of the organization depends on
effective nurturing of information flow.
Social network analysis is an additional element in understanding learning models in a
digital era. Art Kleiner (2002) explores Karen Stephensons quantum theory of trust
which explains not just how to recognize the collective cognitive capability of an
organization, but how to cultivate and increase it. Within social networks, hubs are
well-connected people who are able to foster and maintain knowledge flow. Their
interdependence results in effective knowledge flow, enabling the personal
understanding of the state of activities organizationally.
The starting point of connectivism is the individual. Personal knowledge is comprised of
a network, which feeds into organizations and institutions, which in turn feed back into
the network, and then continue to provide learning to individual. This cycle of knowledge
development (personal to network to organization) allows learners to remain current in
their field through the connections they have formed.
Landauer and Dumais (1997) explore the phenomenon that people have much more
knowledge than appears to be present in the information to which they have been
exposed. They provide a connectivist focus in stating the simple notion that some
domains of knowledge contain vast numbers of weak interrelations that, if properly
exploited, can greatly amplify learning by a process of inference. The value of pattern
recognition and connecting our own small worlds of knowledge are apparent in the
exponential impact provided to our personal learning.
John Seely Brown presents an interesting notion that the internet leverages the small
efforts of many with the large efforts of few. The central premise is that connections
created with unusual nodes supports and intensifies existing large effort activities.
Brown provides the example of a Maricopa County Community College system project
that links senior citizens with elementary school students in a mentor program. The
children listen to these grandparents better than they do their own parents, the
mentoring really helps the teachersthe small efforts of the many- the seniors
complement the large efforts of the few the teachers. (2002). This amplification of

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