Bağlantıcılık Açısından Öğrenme: Öğrenme Süreci, İlkeler ve Öğrenen Rolleri

Year 2023, Volume: 13 Issue: 2, 253 - 271, 31.12.2023

Büşra Türegün Çoban Şule Çeviker Ay

https://doi.org/10.55179/dusbed.1332953

Abstract

Gelişen teknoloji günlük hayatımıza her geçen gün daha fazla nüfuz etmektedir. Öğrenmenin formal ya da informal şekilde yaşam boyu devam etmesi ve teknolojiye kolay erişimle de yeni ortamlarda yeni şekillerde ve hatta kollektif şekillerde öğrenme yolları ortaya çıkmaktadır. Bu makale öğretim süreçlerini teknoloji destekli olarak yürütmek isteyen eğitimcilere bağlantıcılığı tanıtarak katkı sunmayı amaçlamaktadır. Derleme türündeki bu çalışmada, yurtdışı literatürde connectivism olarak adlandırılan bağlantıcılık bağlamında dinamik bilgi kavramı ve buna göre öğrenme süreci, ilkeleri ve öğrenen özellikleri yer almaktadır. Bağlantıcı öğrenmenin, gelişen teknolojiler ile internetin büyük bir öğrenme ortamına dönüşmesi sebebiyle ağlar üzerinde öğrenmeye dayalı kollektif bir yapısı vardır. Bağlantıcılık bilgiyi zengin, yapılandırılabilir ve anlık değişebilir yapıda görmektedir. Bilgi her an değişebilir. Bu durum öğrenmeyi bireylerin ağlar üzerinden bilgileri edindikleri ve başkalarıyla da paylaştıkları bir çeşit döngüye dönüştürür. Öğrenenler, bağlantıcı öğrenme ortamlarında aktif öğrenenlerdir, hem öğrenen hem de öğretici rollerinde olabilirler. Onlardan bilgi okuryazarlığı ve bağlantıcı öğrenmeye hazırbulunuşluk beklenmekte, özerk öğrenenler olmaları teşvik edilmektedir. Bu bağlamda öğretmenlere yöntem ve ortamlar ve öğretim tasarımının odağı konusunda öneriler getirilmektedir.

Keywords

Bağlantılı öğrenme, Bağlantıcı öğrenme süreci, Bağlantıcı öğrenmenin ilkeleri, Öğrenen rolleri

LEARNING IN PERSPECTIVE OF CONNECTIVITY: LEARNING PROCESS, PRINCIPLES AND LEARNER ROLES

Abstract

Developing technology penetrates our daily lives more and more every day. As learning continues throughout life, whether formally or informally, and with easy access to technology, new ways of learning in new environments and even collective ways emerge. This article aims to contribute by introducing connectivism to educators who want to carry out their teaching processes with technology support. This compilation study includes the concept of dynamic knowledge in the context of connectivism, which is called connectivism in the foreign literature, and the learning process, principles and learner characteristics accordingly. Connectivist learning has a collective structure based on learning on networks, as developing technologies and the internet have turned into a large learning environment. Connectivism sees information as rich, configurable and instantly changeable. Information has a dynamic structure that can change at any time. This turns learning into a kind of cycle in which individuals acquire knowledge through networks and share it with others. Learners are active learners in connectivist learning environments and can be in both learner and instructor roles. Information literacy and readiness for connectionist learning are expected from them, and they are encouraged to be autonomous learners. In this context, suggestions are made to teachers about methods and environments and the focus of instructional design.

Keywords

Connectivist learning, Process of connectivist learning, Principles of connectivist learning, Learner roles

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