TASK 4 ¿Verdadero o falso?

Lee atentamente el texto "Tristán and Isolde" y marca con un V los enunciados verdaderos y con una F los falsos. Intentar encontrar los fragmentos de texto que corroboren tu respuesta.  1.     La leyenda de Tristán fue una de las historias de amor más populares durante la Edad Media._____ 2.     La leyenda es casi seguro que se originó en las tradiciones orales._____ 3.     Una princesa de Alemania, Isolda se casó con el rey Mark de Cornualles.____ 4.     En su viaje de Irlanda a Cornualles, Tristán e Isolda beben accidentalmente una poción de amor que estaba destinado a Isolda y Mark. _____ 5.     La mayoría de las versiones de la leyenda muestran a  Isolda como una dama virtuosa, a pesar de que haya tenido una relación fuera de su matrimonio con el Rey Mark. _____ 6.     Isolda es inmensamente más bella la Reina de Ginebra. _____ 7.     Isolda es muy buena tramando ardides, tanto que,  habiendo traicionado a su marido con Tristán, se atrevió a jurar en el nombre de Dios que los únicos hombres que la habían llevado en sus brazos habían sido su marido y un mendigo con el cual acababa de cruzar el río (bajo cuya apariencia se escondía Tristán) para salvarse de ser quemada con hierro. _____ 8.     Si bien Isolda demostró ser muy astuta, en ninguna de las versiones  logra salvar a Tristán por medio de pociones mágicas preparadas por ella misma. _____

Solución del verdadero o falso

1.   V La leyenda de Tristán fue una de las historias de amor más populares de dicho durante la Edad Media europea. 2.   V La leyenda es casi seguro que se originó en las tradiciones orales que fueron construidos en las tradiciones existentes de figuras, mitos y folklore. 3.   F Una princesa de Irlanda, Isolda se casó con el rey Mark de Cornualles. 4.   V En su viaje de Irlanda a Cornualles, Tristán e Isolda beben accidentalmente una poción de amor que estaba destinado a Isolda y Mark.  5.   V “Isolda se ha mostrado como una dama virtuosa”.  “La mayoría de las versiones son comprensivas con Isolda y su amante”. 6.   F “Isolda el sigue o iguala en belleza a la Reina Ginebra”. 7.   V “Ella es representada con frecuencia como una mujer muy ingeniosa. El ejemplo más conocido es cuando jura en nombre de Dios que ningún hombre la había tomado entre sus muslos exceptuando a su marido y al pobre mendigo, quién la cruzó en sus espaldas por el río. En verdad el mendigo era Tristán, que de ese modo se salvó de ser quemado por hierros”. 8.   F “En algunas versiones sólo Isolda puede salvar a Tristán de varios venenos”.

Múltiple opción

Ahora, te proponemos que marques la o las opciones correctas en cada uno de los casos:

1)  La leyenda de Tristán fue …

A.   Un mito griego

B.   Una leyenda Celta y una historia de amor de las más populares en la Edad Media

C.   Una obra de teatro de la Edad Media

2)  Además de inspirar a poetas, bardos y escritores de la leyenda se convirtió en…

A.  Un texto de la Literatura con autor anónimo

B.  Un tema popular de los artistas y artesanos

C.  Una novela famosa del siglo XX

3)  El romance de Tristán e Isolda ha tenido…

A.  Una historia larga y variada literatura

B.  Un impacto considerable en el desarrollo de la literatura occidental

C.  Muy pocos seguidores.

4)  Las primeras versiones pudieron haber derivado de…

A.   Una única composición definitiva
B.   Varias composiciones distintas

.

C.   Dos versiones originales.

5)  La leyenda de Tristán ha sido presentada…

A.  En obras musicales

B.  En obras cinematográficas

C.  En ensayos

6)  Probablemente el ejemplo más famoso de la leyenda para una audiencia moderna es…

A.  La ópera de Wagner

B.  La película del año 2006

C.  La obra de Shakespeare Romeo y Julieta

7) Cuando Tristán llega herido a Irlanda:

A-Es curado por Isolda

B-Se cura él mismo con cebo de vaca

C-Es curado por una vieja ciega

8) Tristán hirió a:

A.   Morholt

B.   un soldado llamado Arturo

C.    su  mejor amigo

9) El rey Marcos de Cornualles  es:

A.   El padre de Tristán

B.   El tío de Tristán

C.   No tenía ningún parentesco  con Tristán

10) Tristán e Isolda beben accidentalmente:

A.   Una poción de amor

B.   Una poción de invisibilidad

C.   Una poción de coraje

11) Cuando Tristán se encuentra en su lecho de muerte su esposa Isolda “la de las blancas manos”, le dice:

A.   Que resista un poco más que Isolda viene en camino

B.   Que Isolda lo odia y nunca vendrá

C.    Simplemente le dice que Isolda no vendrá

12) Isolda muere:

A.   a causa de la  gran pena que le ocasiona la noticia de la muerte de Tristán

B.    de una fuerte epidemia de cólera

C.   al caer de un caballo desbocado

13) Isolda es una dama…

A.   agresiva

B.   virtuosa

C.   bellísima

D.   manipuladora

14) En “Tristán e Isolda” el triángulo amoroso se establece entre:

A.   Tristán-Isolda- Rey Arturo

B.   Mío Cid Campeador- Isolda- Rey Mark

C.   Rey Lear- Tristán- Rey Mark

D.   Tristán –Isolda –Rey Mark

16) Isolda es tan bella como

A.   Helena de Troya

B.   La reina Ginebra

C.   La princesa Fiona

D.   Lady Macbeth

17) Gracias a su ardid Isolda se salva de

A.   ser lanzada a los tiburones

B.   la horca

C.   ser quemada con hierro caliente

D.   ser  desterrada

Solución del múltiple opción

1)  La leyenda de Tristán fue una de las historias de amor más populares de dicho durante la Edad Media europea. 2)  Además de inspirar a poetas, bardos y escritores de la leyenda se convirtió en un tema popular de los artistas y artesanos. 3)  El romance de Tristán e Isolda ha tenido una historia larga y variada literatura y ha tenido un impacto considerable en el desarrollo de la literatura occidental desde su aparición. 4)  …estas primeras versiones pudieron haber derivado de una única composición definitiva. 5)  La leyenda de Tristán ha sido presentado regularmente en obras musicales y cinematográficas. 6)  Probablemente el ejemplo más famoso de la leyenda para una audiencia moderna es la ópera "Tristán e Isolda ", del compositor alemán Richard Wagner. 7)  “Isolda y su madre  curan a Tristán.” 8)  “Tristán llega a Irlanda herido por el tío de Isolda, Morholt.” 9)  “Tristán  después vuelve  a Irlanda para ganar la mano de Isolda en matrimonio a su tío, el rey Marcos de Cornualles” . 10) “Tristán e Isolda beben accidentalmente una poción de amor…” 11)  “…pero la esposa de Tristán le dice que Isolda no está llegando, y muere”. 12)  “Isolda la justa muere de pena”. 13)  b-“Isolda ha sido presentada como una dama virtuosa”.        c- “Isolda el sigue o igual en belleza a la Reina Ginebra”.        d-“se la ha presentado como ….manipuladora y astuta”. 14) d- “A pesar de su vínculo con Mark, Isolda y Tristán no podían separarse y cometieron adulterio en secreto “. 15)  a “Ella se enamoró sin embargo del sobrino de Mark : Tristán” 16)  b  “Isolda el sigue o igual en belleza a la Reina Ginebra”. 17)  c  “Isolda se salva de ser quemada con hierros calientes”.

TASK 3 "Tristan and Isolde"

The Tristan legend was one of the most popular love stories told during the European Middle Ages. As well as inspiring poets, bards and writers the legend became a hugely popular subject of artists and craftsmen. Iconic moments such as the ‘drinking of the love potion’ and ‘the tryst under the tree’ were depicted in illuminations and murals as well as carvings, embroidery, and metal work.

Following the Arthurian revival, the legend was revisited by artists of all kinds and found itself explored in new styles such as surrealism, art deco, and the pre-Raphaelite way. Tristan and Isolde remain iconic characters in a much loved legend that continues to inspire artists and craftspeople today.

The Romance of Tristan and Isolde has had a long and varied literary history and has had a substantial impact on the development of Western literature since it first appeared.

The legend almost certainly originated in oral traditions that were built on extant traditions of figures, myths and folklore. Myths such as the Celtic "Pursuit after Diarmaid and Gráinne" and "The Wooing of Emer"; Greek "Theseus and the Labyrinth" and Persian "Wîs and Râmîn" have all influenced scenarios and themes within the Tristan legend.

These oral traditions born of local folklore and ancient myths and legends, along with subsequent dramatic embellishments, were eventually written down. Today, three early treatments of the legend have survived. However, due to their similarity, many scholars believe that these early versions may have derived from a single definitive composition hypothetically known as the "Ur Tristan", but this has been lost to us.

BACKGROUND

The original novel was written in French under the title "Le Roman de Tristan et Iseut".

It was translated into English by Hilaire Belloc.

Ever since having inspired bards and minstrels across Europe, the Tristan legend has regularly been featured in musical and cinematic works.

Probably the most famous instance of the legend to a modern audience is the opera "Tristan und Isolde" by the German composer Richard Wagner. This is one of his most highly praised works and is still popular today - being performed regularly worldwide.

Also familiar may be the 2006 film, "Tristan + Isolde" - a flashy Hollywood blockbuster starring James Franco and Sophia Myles. This is but the latest in a long line of films (both live action and animated) that have been inspired by the legend since even the earliest days of cinema.

ISOLDE THE FAIR

Isolde is the heroine of the Tristan legend and is most famous for being the star-crossed lover of Sir Tristan. A princess of Ireland, Isolde was married to King Mark of Cornwall. She fell in love however with Mark’s nephew: Tristan. Despite her bond to Mark, Isolde and Tristan could not be parted and they secretly committed adultery, resulting in a lifetime of sadness and a tragic ending.

LEGEND

As the daughter of the Irish King Anguish, she first meets Tristan when he comes to Ireland in disguise in order to be healed from a wound dealt by Isolde’s uncle, Morholt. She and her mother (also named Isolde) heal Tristan. Tristan later returns to Ireland to win Isolde’s hand in marriage to his uncle King Mark of Cornwall. O n their voyage from Ireland to Cornwall, Tristan and Isolde accidentally drink a love potion that was intended for Isolde and Mark. They fall helplessly in love and consummate their love on the journey. On her wedding night, Isolde substitutes her trusted handmaiden Brangaene in her marital bed in order to conceal her loss of virginity. She later tries to have Brangaene killed in order to hide the secret, but Brangaene is saved and the two reconcile.

After many further trysts, Mark comes to suspect the lovers and Isolde and Tristan are variously exiled and welcomed back to court in cycles. In the older version of the legend, Tristan, having been banished from King Mark’s court, marries another woman known as Isolde of the White Hands. He is mortally wounded and sends for Isolde the Fair to heal him once more. Isolde sails to Brittany, but Tristan’s wife tells him that Isolde is not coming, and Tristan dies. Isolde the fair dies of grief.

In the Prose Tristan and its derivatives, Isolde eventually flees from Mark’s court and resides happily with Tristan in Lancelot’s castle: Joyous Guard. Tristan is slain by a jealous Mark and then Isolde dies of grief.

PERSONALITY

Isolde has been recorded variously as a virtuous lady, embroiled by magic and her emotions in a tragic love triangle and a manipulative and cunning adulteress. Despite engaging in a sinful relationship however, most versions are sympathetic to her and her lover – favouring them over her ‘holy’ marriage to King Mark.

Isolde is renowned as being second -if not equal- in beauty to Queen Guinevere. She is noted also for being a healer of renown: in some versions only she can save Tristan from various poisons. She is often depicted as a quick witted woman. Her most famous example of this is when she swears upon God’s name that she had taken no man between her thighs but her husband and the poor beggar whom just carried her across the river on his back. In actuality the beggar was Tristan and Isolde was saved by God from burning irons and the suspicions of the court.

Para aprender sobre "Tristan and Isolde"

Síntesis del texto "Tristan and Isolde”

Con el objetivo de destacar los aspectos más importantes del texto “Tristan e Isolde” les presentamos ahora una breve síntesis del mismo:

·         El texto habla de la leyenda de Tristán e Isolda.

·         Fue una de las historias de amor más populares de la Edad Media europea.

·         Esta leyenda inspiró a muchos artistas (músicos, pintores, cineastas) y artesanos de a partir de aquella época y hasta la actualidad.

·         Es casi seguro que se originó en las tradiciones orales y fue construida en base a mitos y al folklore (como los célticos “Pursuit después Diarmaid y Grainne y “El cortejo de Emer”; griego como “Teseo y el laberinto” y persa “Wis y Ramin”).

·         Existen por lo menos tres versiones de la leyenda, aunque algunos críticos sostienen que todas ellas derivan de una única composición conocida como el “Ur Tristán”.

·         El ejemplo más famoso de las representaciones modernas de la historia de Tristán e Isolda es la opera de mismo nombre creada por Wagner.

·         También es muy conocida la película Hollywoodense (estrenada en el 2006 y última de una gran número de películas inspiradas en dicha leyenda)) que tienen como protagonistas a James Franco y a Sophía Myles.

·         LA LEYENDA:

o   Isolda es la hija del rey irlandés, y conoce a Tristán cuando llega a Irlanda herido. Ella junto a su madre se encargan de curarlo. Luego Tristán vuelve a Irlanda para ganar la mano de  Isolda para su tío el rey Marcos de Cornallues.

o   Tristán e Isolda beben accidentalmente una poción de amor que estaba destinada a Isolda y  a Marcos. Su  amor es consumado y Brangaene debe sustituir  a Isolda en su noche de bodas para que no se descubra que ya no es virgen. Más tarde Isolda manda asesinar a Brangaene ( para mantener oculto su engaño, pero el homicidio no llega a concretarse y Brangaene llega a convertirse en una pieza clave para ocultar los encuentros de la adultera y su amante. Con el tiempo Marcos comienza a sospechar del  engaño y Tristán es finalmente desterrado.

o   En la versión más antigua Tristán se casa con Isolda la de las blancas manos, es herido de muerte y envía a buscar a Isolda para que lo cure. Estando Isolda a punto de llegar a su encuentro, su esposa le miente diciéndole que ella no vendrá. Él muere y al llegar Isolda y enterarse de esa noticia también muere.

·         PERSONALIDAD

§  Isolda es una dama virtuosa, que es llevada, a causa del filtro de amor, a convertirse en una mujer adultera, manipuladora y astuta.

§  A pesar de haber tenido una relación pecaminosa, en la mayoría de las versiones se le brinda un trato comprensivo a ella y a su amante.

§  Es conocida por ser la mujer más bella después de Ginebra, y por sus dotes de curandera. Además es considerada ingeniosa. El ejemplo más famoso de esto es cuando jura en el nombre de dios que jamás ha estado en brazos de otro hombre que no sea su marido y el mendigo que la carga para cruzar el río. Este era Tristán disfrazado.

Tristán e Isolda: su historia en imágenes

Tristán e Isolda LA PELÍCULA online

http://www.cinetux.org/2012/03/ver-pelicula-tristan-e-isolda-online.html

"Tristan and Isolde": la ópera

Te contamos que también existe una ópera creada por el alemán de Richard Wagner llamada "Trastán and Isolde". Fue compuesta entre 1857 y 1859 y se estrenó en Múnich el 10 de junio de 1865. ¿La escuchamos?

TASK 2 Dos artículos sobre el Conectivismo

TEXTO 1

Connectivism

---

Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism:

• The integration of cognition and emotions in meaning-making is important. Thinking and emotions influence each other. A theory of learning that only considers one dimension excludes a large part of how learning happens.
• Learning has an end goal - namely the increased ability to "do something". This increased competence might be in a practical sense (i.e. developing the ability to use a new software tool or learning how to skate) or in the ability to function more effectively in a knowledge era (self-awareness, personal information management, etc.). The "whole of learning" is not only gaining skill and understanding - actuation is a needed element. Principles of motivation and rapid decision making often determine whether or not a learner will actuate known principles.
• Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.
• Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.
• The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information.
• Nurturing and maintaining connections is needed to facilitate learning. Connection making provides far greater returns on effort than simply seeking to understand a single concept.
• Learning and knowledge rest in diversity of opinions.
• Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning.
• Different approaches and personal skills are needed to learn effectively in today's society. For example, the ability to see connections between fields, ideas, and concepts is a core skill.
• Organizational and personal learning are integrated tasks. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision.
• Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning.

TEXTO 2

Emerging perspectives on learning, teaching, and technology: the connectivism.

Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman
Department of Educational Psychology and Instructional Technology, University of Georgia

Review of Connectivism

Contents  [hide] 1 Introduction 2 Half-Life of Knowledge 3 Components of Connectivism 3.1 Chaos Theory 3.2 Importance of Networks 3.3 Complexity and Self-Organization 4 Connectivism Defined 4.1 Principles of Connectivism 5 A Comparison 6 Critics of Connectivism 7 Conclusion 8 References 9 Additional Reading 10 Citation

Introduction

Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. In years past, the traditional learning paradigms of behaviorism, cognitivism, and constructivism have been the benchmarks against which the learning process has been measured. What happens, though, when you throw into the mix all the technological advancements that have come about over the last 40-50 years? These theories certainly do not become obsolete by any means, but they do need to be used in a very different way to be able to incorporate the attributes of a 21st century learning environment. In today’s technology-rich society, it has become increasingly important to learn how to learn. Vail put it simply by declaring that learning must be a way of being (1996).

If you would like a quick introduction to connectionism, try looking at networked student in plain English video.

Half-Life of Knowledge

New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history. As a result, the span of time between learning something new, being able to apply it, and finding that it is outdated and no longer useful continues to decrease. This phenomenon is what Gonzalez refers to as the "half-life" of knowledge - the time span from when knowledge is gained until it becomes obsolete (2004). Since the advent of technology, from the radio to the internet, the half-life of knowledge has decreased significantly. Gone is the era when it takes days, weeks, months, or years for something to catch on with the general population. Something that may have taken that long just ten years ago can now reach literally millions of people around the world within a matter of seconds. The link to the video below demonstrates the dramatic effect this has had on society in recent the years:

http://uk.youtube.com/watch?v=jpEnFwiqdx8&feature=related (Fisch, McLeod, & Brenman, 2008)

Taking into account the ideas presented in the video, how is the 21st century learner supposed to assimilate all this information, and make valuable use of it?

Components of Connectivism

At its core, George Siemens’ theory of connectivism is the combined effect of three different components: chaos theory, importance of networks, and the interplay of complexity and self-organization.

Chaos Theory

The idea behind Chaos Theory is that, regardless of how unrelated events may seem, when studied together, they create a pattern that can show relevance beyond the individual events themselves (Salmon, 1999, para. 5). This creates what Gleick refers to as a “sensitive dependence on initial conditions” (1987, p.8). Basically, if the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. “The ability to recognize and adjust to pattern shifts, therefore, becomes a key learning task” (Siemens, 2005, para. 18).

Importance of Networks

According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Inherent to this new viewpoint on learning is the idea that we can no longer personally experience everything there is to experience as we try to learn something new. We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para. 21).

Complexity and Self-Organization

Heylighen (2008) describes the delicate interplay between complexity and self-organization as follows: “Complexity cannot be strictly defined, only situated in between order and disorder. A complex system is typically modeled as a collection of interacting agents, representing components as diverse as people, cells or molecules. Because of the non-linearity of the interactions, the overall system evolution is to an important degree unpredictable and uncontrollable. However, the system tends to self-organize, in the sense that local interactions eventually produce global coordination and synergy. The resulting structure can in many cases be modeled as a network, with stabilized interactions functioning as links connecting the agents” (p. 1). In addition, Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions” (p.3).

Connectivism Defined

According to Siemens, “connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2005, para. 24).

Principles of Connectivism

Based on the above definition, Siemens posits the following principles of connectivism:

• Learning and knowledge rest in diversity of opinions.

• Learning is a process of connecting specialized nodes or information sources.

• Learning may reside in non-human appliances.

• Capacity to know more is more critical than what is currently known.

• 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 itself is 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 (Siemens, 2005, para. 24).

Caption: In this narrative, Bobby wants to learn how to restore a 1967 Ford Mustang. The learning theory by which he learns is Connectivism. He uses the internet to research steps in restoring the car, and discovers an entire personal learning network (PLN) through different blogs, reading others' reviews of restoration books, joining bulletin boards and forums, as well as following some of the bloggers on Twitter. He creates his own twitter to connect (follow other Mustang enthusiasts and have them follow him back) with that PLN directly, making comments about his own work he's doing and seeking advice from those in his PLN. He even joins some of the local 'meetup' groups, and attends some Mustang 'Tweetups' to meet with his PLN, all while working on his car. Through all his messaging and sharing different bookmarks, a new user (Tommy) to the PLN reads Bobby's information and is inspired to follow his desire to learn how to restore a Mustang, too. Connectivism via '67 Mustang was written, designed, and created by Three Theorists--Jennifer Lortz, Carolina Robinson and Jessica Wals (2009).

A Comparison

How does connectivism compare to other learning theories? How does it differ from established paradigms? The chart below illustrates both the similarities and differences between connectivism and three major philosophical perspectives on learning. To view this table in a Word document, click here.

(Ireland, 2007, para. 7)

Critics of Connectivism

Is Connectivism a new learning theory? As a fundamental criticism of connectivism, some argue that it is a pedagogical view, not a learning theory. An outspoken critic of the theory, Pløn Verhagen, Professor of Educational Design at the University of Twente believes connectivism to be relevant on a curricular level as it speaks to what people should learn and the skills they should develop. To be relevant at the theoretical level, connectivism should explore the processes of how people learn. Verhagen does not believe the latter to be the case (Verhagen, 2006). Other critics have been less austere. Invited by George Siemens to present at to the Connectivism Online Conference in February, 2007, Bill Kerr offered limited support for connectivism. According to Kerr, connectivism fails to qualify as a theory based on three criteria. They are:

1. Connectivism does not contribute to a theory or learning reform, due to its use of "language and slogans that are sometimes ‘correct’ but are too generalized to guide new practice at the level of how learning actually happens,"

1. Connectivism does "contribute to a general world outlook," and

1. Connectivism "misrepresents the current state of established alternative learning theories such as constructivism, behaviorism and cognitivism, so this basis for a new theory is also dubious" (Kerr, 2006, para. 5-7).

Conclusion

The debate on the status of Siemens’ theory of connectivism will undoubtedly continue for some time, and the ultimate outcome remains to be seen. However, one of connectivism's defining principles states that what we consider to be right today may tomorrow be considered wrong (Siemens, 2005). So then, perhaps, "tomorrow" the debate could lead to a prevailing view that connectivism is the leading learning theory of the time.

References

Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.

Fisch, K., McLeod, S., & Brenman, J. (2008). Did you know?. Retrieved December 8, 2008, Web site: http://uk.youtube.com/watch?v=jpEnFwiqdx8&feature=related

Gleick, J. (1987). Chaos: The making of a new science. New York, NY: Penguin Books.

Gonzalez, C. (2004). The role of blended learning in the world of technology. Retrieved November 1, 2008 fromhttp://www.unt.edu/benchmarks/archives/2004/september04/eis.htm

Heylighen, F. (2008). Complexity and self-organization. Encyclopedia of Library and Information Sciences, Retrieved November 3, 2008, fromhttp://pespmc1.vub.ac.be/Papers/ELIS-complexity.pdf

Ireland, T. (2007). Situating connectivism. Retrieved November 7, 2008, from http://design.test.olt.ubc.ca/Situating_Connectivism

Kerr, B. (December 2006). A challenge to connectivism. Retrieved November 11, 2008, from http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

Rocha, L. M. (1998). Selected self-organization and the semiotics of evolutionary systems. Retrieved November 9, 2008 fromhttp://informatics.indiana.edu/rocha/ises.html

Salmon, V. (1999). Chaos in the composition classroom: Why do some classes fail to function?. Inquiry, 4, Retrieved December 1, 2008, fromhttp://www.vccaedu.org/inquiry/inquiry-fall99/i-42-salmon.html

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA: Jossey-Bass Inc.

Verhagen, P. (2006, November). Connectivism: a new learning theory?. elearning, Retrieved November 4, 2008, fromhttp://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20 a%20new%20theory.pdf

Additional Reading

What is Web2.0? Ideas technologies and implications in education http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf

Confronting the challenges of participatory culture http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Teens and social media http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf

Media multitasking among American youth: prevalence, predictors and pairings http://www.kff.org/entmedia/upload/7592.pdf

Little boxes, globalization, and networked individualism http://www.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF

What connectivism is http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

Connectivism: Learning theory or pastime of the self-amused? http://www.elearnspace.org/Articles/Connectivism_response.doc

A challenge to connectivism http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

Citation

APA Citation: Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Cuadro comparativo de los dos artículos 

	Connectivism: a learning theory for today`s learner	Connectivism
¿En dónde leer los artículos?	http://www.connectvism.ca/about.html	http://projects.coe.uga.edu/epltt/index.php?title= connectivism
¿Qué es?	Una teoría del aprendizaje para la era digital.	Una teoría basada en la idea de que las decisiones se basan en la rápida alteración fundamentos.
Diferencias	Artículo breve que presenta el concepto de Conectivismo, sus principios y algunas de sus características principales.	Extenso artículo, que, además de presentar el concepto de Conectivismo y sus principios, estudia sus componentes (teoría del caos, la importancia de las redes, y la interacción de complejidad y autoorganización), compara al Conectivismo con otras teorías del aprendizaje, expone las críticas hechas a dicha teoría,  y recomienda lecturas adicionales sobre el tema.
Características principales	La integración de la cognición y las emociones es importante en el significado de las decisiones. El objetivo final del aprendizaje es el aumento de la capacidad de "hacer algo". El aprendizaje es un proceso de conexión de nodos especializados o fuentes de información. Este puede residir en dispositivos no humanos (una comunidad, una red o base de datos). La capacidad de saber más y saber dónde encontrar la información es más importante que lo que se conoce actualmente y que conocer la información. El aprendizaje ocurre en muchas formas diferentes (cursos, correo electrónico, las comunidades, las conversaciones, buscar en la web, listas de correo, blogs de lectura, etc).  La toma de decisiones es en sí misma un proceso de aprendizaje.	La capacidad de distinguir entre la información importante y sin importancia es vital. El aprendizaje y el conocimiento descansan en la diversidad de opiniones. El aprendizaje es un proceso de unión de nodos especializados o fuentes de la información. El aprendizaje puede residir en aplicaciones no humanas. La capacidad para saber más es más importante que lo que se sabe en un determinado momento. La capacidad de ver conexiones entre campos, ideas, y conceptos es una habilidad esencial. Uno de sus grandes objetivos es la actualización constante del conocimiento.

Diferencias