Analysis of the Implications of Connectivism Theory on the Elements of Curriculum

Transcription

1 Higher Education Letter Vol. 10, No. 37, Spring #$ 1396 Analysis of the Implications of Connectivism Theory on the Elements of Curriculum 96/03/26 : ()* Sadegh Hamedinasab Mohsen Ayati Abstract: This research looks for analysing connectivism theory and its implications on the elements of curriculum. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. The analysis of literature and documents related to connectivism theory approach was reflective and due to the comprehensiveness and relevance more radical elements of the curriculum in terms of connectivism theory on the basis of Miller characteristics were extracted curriculum elements. Based on this theory curriculum, goals are flexible, productive, interactive, divergent and valuable. Students are aware and up to date, independent and in the centre of the learning process. The teacher with ongoing presence in the learning process is responsible for creating an ecosystem. Learning- teaching methods are technological, process-oriented, indirect and is based on educational factors communication. Connectivism environment is open, flexible, collaborative and technological. Evaluation methods are process-oriented, perpetual and non-linear, and despite the rapid assessment, assessment error is low and its accuracy is high. Keywords: Connectivism theory, Curriculum, Network, Ecology. 96/01/23 :./+, /3 1(/(0 1(2- () *+),- :4+567 (3 3($8 9(:; (-3<5(67-34 ((=2 - *+((),((-./((- (( - "-34?" 1 C( "B-8? 3" -A- 13(4 (6./(- ( (- B(DE- ( (-3<5(67- (34 F673 B-8? J((3E,((- - (( K((=HL7 ((AG7 HI((7 3(H= 3(4 J(6E ( 3 3$8 1 <+ (34,(- ((M N(- 3(. O-3P- H(S7 (- 3T()Q(RS- 3 Q-- ( (< ( *(-./- - -3<- ( (HS./(- 13=<( (8-3M A(23 KU? J(H; Y(? 13=<( (8-3M V-( WX 13=<( ( 1(./(- V(/(? =U?3=Z L8-3M -8M ( -3(<5(67- F=(L./(- ( K(- 1(./(- (-8M 2([ \(RS8 /- R;3=Z ][= L8-3M =- (2 =(- 1(R; C3 =- /^ 3-3< :+58 9: V/? _6 (hamedi_s@birjand.ac.ir :Y? 8?) 83= ][- 1A G[- 83= ][- 8@- =37 VH _[- =37 VH 3< =[-

2 (<=1 ; G?8 < b-- 8 K_ - H 3 N c d) -3M - 8=*=),==67 ) 882-3M - /=37 =HS7 1/=SM H 18= 34.( ,- / VG?- 4 /=37 =HS7 8-3M *- f A= 8 2-7$ /=:P *8 f 1X 34.(1386 /3g)) 82 #P[ 3=<-3M /-? 2 - [8= 53 1K=HL7 3=?7 g-- - =87 1-G 3 3 J3E *- h 8S./- 3 ) ,=8i.8 13=< _ - M3< BI[ 1^ - N T)*i ; 13_M 5R;.( L3) f M 13=< - 8 3=7 B 13=< 134 3G8 1A3 HP k 13=</ B 13=< 13=<=:7 / =< 134, /- -T.882 K X-3E E 13=<=: X-3E 18-13=< 34 i 2 =82 -» 2 (2011) J=H H_3.( =< [=<) 3$8,= (@ WM 13=<) ) 2 - = 1-34 /E,= /=SR^ V C (<=h=)) 567-,=-^ fg 4 3= 13=< - - 8= :P.«/ *U S7 K -3< -3</;8-3<M 134 (2004) o F=L G- phz- 2 8? 13=< C= 34 18M 3=qI7 /L7 13=< S7 34,- 8i3 1. Mugisha & Mugimu 2. Bleakley, Bligh & Brown 3. Uncertainty 4. Artefacts mediating learning

3 133 < ]i 18M T< /?= E. M3] -3^ $-./- -,M3< 567- f^ 13=< 2 /-,- 13=< 134 3[= M- 2-3M- 13=< 34,-.=) /- -3^ 2 13M - *- -3) 134 V7 (2006) o8,==s7 *=) ]-, T<- 3=] =HS7 1V4 C- - 1=? 3dX X F-3 2 7$.- -; s-./ *i B6R - /=37 1WM./- - B-3==t7 /38- =G 3: 2 /- - B =? 82 3= BDE- * L7 i *- p?2 = 2 1-< u32 3G7 T< 1K? 1*i <v) D7 - _.(1393 -) / =< 34 b-- /- VG- 3: BDE- *-,==67./- (2005) o8 O < -7 pz 13=< 134 QD;3 2 /- -3< B-=- - _ v) 1V4 1 *=) B6R 13=< /M - K6^ *- BDE- G8-7 -3< 1= =:7 2 /- /=S^-,- g -3<567-23L3=,-38 V- 34,-.(1393 -) -- 3==t7 X /3 1= =< ] 0 =S^ 734 -,M3< 4 o_?8 B3)) 3 N8 w3i ;8p: B34 34 u x 34 u 1=y- 6 gd2 5 B3 8H2x 1. Lave & Wenger 2.Vygotsky et al 3. Churchlands 4. Papert & Minsky 5. McClelland & Rumelhart 6. Clark 7. Spivey & Mor 8. Mc Luhan

4 (<=1 ; ) _6 34 <=h=)-3m?= _7 <=h=).( c d) ^ 13=< $3 K_ 8-3M B$ =G 3: 13=< -3< J6E F M 13=< 1 _6 { <A V4 13=< /- «1 1-_6 13=<» 3] 76./- V4,- o8.(1393 -A=H *-3M H= d) /- =h=) =? =~ 82 }3R 2 - A ; 13=< *P3q- E - 3=< 2 /- V/? /U7 =HS7 V4 =~,-38 u(2006 o8) _H - U M - 1 3c2-X 2 /- /? G- A= /=37 X-3E 1-3<567- C^-. p - p=237,3[= VG- 13=< 1F=L X-3E (/- ; ) 1V4 3 13=< 1V/? X-3E }DR$- (/- }3R < 34 2) 373?< 37C =2 2 L- V,- /- US =37 -.( ) /- 3] = - 5,=7 B=-./ =) -3< < M3< ;3 (2011).882 M3S - 1N :P 13=< F=L - 1_6-3<567- F=L 2 8M [+) (2015) /=?2h7,=8h 1<+ 13=< 8-3M 13=< F=L 1-A- u3:8 i - ][ H F=L,- 2 = G=,- /- K=_[7 H - F=L 7-1-SR A= (2014),- 3 D. 3G8 H - *-AM- - V8 13=< 1 X-3E < Networked Learning 2. Ecology 3. Learning Ecology Design 4. Nardi 5. Elliott & Martin 6. Techakosit & Wannapiroon 7. Hung

5 135 Q,D 3?< V/? 13=< 1 /- 32./- 32 }3R V8 3) }D$- 8-3M 1-3 H [=) x (2015) 1 DP] k=_=-32 =H2,=8h 18[=),k8) b-- 1G N ND <567- C8 HS *U A- 1G N ND2 ƒ, = G=,-./- 13=< - =- 13=< - 1 2; H - 1G N ND A= (2013) *+) k. *-AM- 3=] *- 2 o7-3<567-1-a < F=L * /6c k -3<567-1 x=8_7,- 3 D =- 1-3 (2015) 3 H=),= -3=-.82-3M < /38-,-,= ]?6 2 = G=, ; 4 G8 -; G8? [=) / =< - =- 1 13=< 1-3 =- 48 VZ- 76-3<567-1*+) - - = 3 Q-- -L 2 /-,-,=6 3 18M 2 /-,- /=37 *i.- 34G7 3 _8) 882 7DE- S = 1/=XD$ 1-3 u8 /=- 18M - -T.(2007 1= N- *- 3_H 3 18M 3=qI = =- Q-- -L - 18M /X.8? 3 1. Kultawanich, Koraneekij and Songkhla 2. Trnova and Trna 3. Admiraal, Huismanand Pilli 4. Peer assessment 5. Self-assessment 6. Dynarski et al

6 (<=1 ; 136 /- p?2-3- 3,= 3) 1-3 ]8.( /<) -L Q $ x3 -T< 1-882,==S7 3q- =- 13=< 1 K 9; 134 x N- 3 -; -; 13=< 8-3M -3< /;8-3<M B34 2,- 7,=8h 882 M- r7-18m 1R- -3M =< 7-3< =7 < - \HP 1*+) 3 u/- =G 3: 13=< 3-3< $8 1/ U=UL7 - -3< /0 2 /-,- U,- Q -T /- [VG- 13=< 1 HS *- Q--) 3H= 3 3$8.,==67 (=- 1 5B5* 2005 o8 O H= G?8 K_,= < U" V (2005) A-,=- U - K6^ - U 8i3 6-. b-- 1) "E67- *-" 34 3[8 /38- BL$ 1 3 "E67- *- - E67- *- 2 A-.- K_ - -3<567-8/M3S -3<567- o b-- -3< /- V0 =G 3:./- =G 3: =< 34 SM) KU u2010 o8) L =7 = o (119 u1395, -pe X,-./ M 3=qI7 /L7 13=< 2 -M3< K_ K_ - 13=< 567- < ]]i 18M 3=;- 1 2 /-./- 13=< X 1*-3< p 1 1. Voogt

7 137 =HS7 C^ ; v) -3< /- US (2005) k- 118M S 82 F-3 /=37-3<567- S7 ;3i 2 ; : 1 E= 13=< - -3< _ 8^ BE67-13=< 6 3G8 :/- K }3 3H^ k8) K ;3i,- 18-3M K - K=HL7 : 2 6- K=HL7 (1 2 82,==S7 K=HL7,-./]? 13=<2 B 1-= 3G7 ]i 136 S7 K X-3E 8-3M : 3 _6 V/? S7 X-3E (2 _6 13=<./- «4 1 <» 13=< 2 13=< S7 7 /- _6 x. -7 S 1= V/? H= 9P- 2 /- 1; S7 _6 V/? *- C8 - S : 5 ^6R- 13=< *- (3 7 :P *- 3 :P B = -3M- ^6R- 13=< 3H^,-.82?3 - *- /= _6 =G, K F=L = S7 2 8? 1B V/? r6r- - V- - =?= : 6?= 3 - (4 K -,-.- - B-3==t7 = V- E *- 13_ *- *-AM- 1 Kc /=UM = 7 V/? [P3q- (\- (s -3M- B; *-AM- 13=< /==2 1U Connectivism Development Cycle (CDC). 2. Analysis and Validation 3. Ecology and network design and fostering 4. Going live 5. Adaptive learning and knowledge cycle 6. System review and evaluation 7. The effectiveness of the ecology

8 (<=1 ; 138 9P- 1-T<3q- 1U7- *-AM- 3 *2 K=6^ /[< -7 B-3==t7 /=M3~ *-AM- V/? 3=<./- F-3 r6r- ƒ 3=qI7 /L7 13=< *- 1;3i 1S7 : 2 *P3q- 1ƒ (5 13=< - Q 3?< 1-3 V0 S M W- N3 18M.(2006 o8) /- 3:8 - _6 E :(:== ) I=/< G6H G G4 3$ ? 13$8 3< u < : K=_[7 K_ < 2 =d7 (2008) o ^ ] - 3< 3M [- 6: 1H K=6^ - u3=] ; 3M -3 _6 x Y= K$- 3<... /s 37=y2 f- -3M- (/ :8,= =- 3] 3< A7 ) / :8 137 A 1_6-7 A= _6 - _6 x 3< - 1-G 18= 2 8? 3<,= 1=) A= K_ -,= =) 567-» (2008) A- 34-.( c d) -3M - /X 3==t7 - /X 3==t7 2 7$ /- _6 x.«3g8 V 5 s $- - U=H7-3<567- : L= 13=< 34,- J6E./- 8 -; 11Y7 7 <=h=) 6 _6 H$- 3$8 2 { 1-1F=L 2 /- 18-3M,= S,- 13=<.8?= 3M =;- G 1. Return on investment 2. Impacting factors 3. Node 4. Connection 5. Chaos 6. Network 7. Complexity 8. Selforganization theories

9 139 *-3M 18_-) /- A23 BE67- BDE- 9; 1G $- (2004) o8.(1389 1G 134 $-. -3<567- ;8/M3S 6 /- 3U? 8 1< *- 13=< :- -B6-3<567- /- 7DE- C8 9; 13< 567- J3E - _6 K=_[7 8-3M 13=< 3U??-3=Z B-A=G7 /-,_ *- /- 3U? _6 *-,?- 1-3 U -7 3< 8-7 K=?7 18M H= 13=<,?- /- 1A=i [= x = U 8=,= -7 8? ][= 8-3M V7 Q 36S *- [- / M d B h sp- /- 13=< 8-3M x ; 13=<=:7 /-3<567-1/=SM 3==t7 X /=S^- x h - 1 BDE- 18S M3< /-,_ -3M - / s- x 3-2X (2004 o8) UH7 FHZ =:7 3 3qƒ BDE- <3< 3E; - 1-_6 HS 1]- :6H <=1@ 6H M8E :P 13=< F=L - 1- ]-,-./M3< 34-3<567-1] ,37-7 HS ]-,-. b-- 1-M3X - -B6 2 /- M3<-3^ 7 - ; 1-M3X S7 _ D HL S )i 3=Z )i C8 1-T<[ - 1_6 </< 1r7- b 1* L 882=7 C- =G 3:7 1-T<g M3X =),- J3E 1-_6 HS 1]-.( N2) 8 K_ - ; o7 8-3M - /X / 1]- 1-_6 HS 1]- - V- ; 132 A= 3 3H?2. b-- -3< 13=< 1F=L - /X / _6 *- 1. Networked Teacher 2. Couros 3. Drexler 4. Networked Student

10 (<=1 ; /- b-- -3< 34 6=[) ]-,- 2 8i3 6-1X - -3<567- X-3E 1]- - _A,3[= X,- M3S -3<567-1]- - *- 1]- o8 2 :- -B6 2 /- ƒ 3,8i H$- 1ƒ i K * K 1 x=2 - F- (1./- ND2 * M 1V=) o-382b : BE67- @h /=SM : 3 BDE- /3 (3 K - - C8 3] 1G? [+) 12 3 C8. _ g-3-? D K :RSS 4 (4./- - 1_6 3] - 1-T<[ 13=< H$- ƒ i J3E - -7 *- ]-,- d) 82 V-^- -3< F=L ( 1/0-3< xy7 K=HL7 U,- 2-2 G -,37p8 "-34?" =2 -T /- 3 1F=L = sg7 - JUL 1-;3./- SR,- 1-3,- 6 SR ^D 1U- 1Q3X,-,-./- 32 = ? sp G 1 B3=: 3][+) x 2 /- [+) J=H7 K=HL7-3M.(1991 B3) 82-13] ^ 1. Academic Social Contacts 2. Synchronous Communication 3. Information Management 4. Really Simple Syndication

11 141 AG7 1 C B-8? 3 -A dX SR BDE-./- M3< VG- ( ) HI7 - - BDE-,- K=HL x 3 : 13=< 1-13=<Cd x 13 13=< 1S 118=?U7 3.- H S- _H 34 -./- F7 3 3$8 3 3$8 7 shr 3 x 1<+ - p87 3 3$8,= V- V 3$8 3,-./- pep 1<+ <- LM) - 1 = 3 3H= $8 18=?U7 U,-,-.( =<Cd 3H= 3$8,- /=S K= 2-3i /- 7-3<@?- ;8-3< - d -3<M T.(1392 1L3) / $8-13M 1- B34 13 /- 13=< 34 x -3< , sii,- 3 3$8 1<+ 3=< -3^ rm 1Q 2 u=37 1@ :- -B6 3H= $8 2 3=< /6? UH7 82 M3S - < H2 13=</ - UH7 /- 37KS8 *- < ;3 SM *- < HS 2 /- V< 2 8-3M /6? 13=< shr F=L < ;3 2 13=< F=L /6? UH7 2 HS *U /-,==S7 *=) -? F=L 3] ;3 /- \RS8 13=< 882K=?7 HS 3] ;3 1 *U < - 1-S7 =S @ 3 ;3 2 ; =- /6? UH7 /- 1L3) 3=< 3 L3[7 - 3] ;3 -=_7 1. Creswell

12 (<=1 ; $8-3< /0 U -- -T.(7-6 : F=L 13=< 1 HS *- Q--) 3H=. 3 (=- 1 #=P[7 2 1=6 1 1] < :H<=1 N+ 34 1_6.( _-) /- 3 /=SR^ V 8=*=) 3=?7 ]- ([) VA./- 1 x=7a 1WM VA V =6-3<567x 2 8/M3S 1<+ \=$7 1-3 /- 8=< }DR$- M3<2 1 J6E (;) -3<; 8/M3S KU -3<;?).(1387 -@-) /- (1387 G4<9P) 0D Q R HE :1 L+O 0D R R; H?H /P / -3<A237 H=L7 _=_ /23X /=6c7 3T) Q R R;3=Z UM- 88_ = X- [ A237 V _H ; /23X 3c_ 6-13T) QRS- K_ g3[ ^D Q 8i x =< 1V/? K_ - _6 x \HP 13< =6?7 v x 8 Q C^-.3=<,= 567- f 3G8 - ^D Q. 8M 13=< 32 #P[ - _6 x 13< 13=<K_ - K6^ /- V0 2 8? 13=< - C^- g3[ 1. Modeling 2. Simulation 3. Uncertainty

13 143 Q-- /-, 6 13=<K_ X,-. #P[ 3 F7 _6 Q 2 Q,-,37 - _. - A= 1-[8=*=) =;- - $; 7 1-A- 2 /-,- /- A= -3< ; - R- 7-3^ Q-- 1<+ ] 8[=) d) :/- K }3-3< K$-,- 7 :/- 3T)QRS- -3< Q-- (1 *- C8 /- 3U? 8 1< *- 13=< 2-3<567-3] 76 6 R;,==S7 *=) - Q S ==t7 X F-3 J=6R7 B-3==t7 G- -7 Q-- [- 2,- 7./- HS7 - -3< Q-- (2 2 [- C8 -T /-3<567-1/=SM V7 Q 36S *- 1*+) 1M,3; 3 J6R8 - K^ 3=< =;- 36S /q \HP 1@ -7 Q-- G= 7,=8h. *- B-3==t7 3 J6R8 [- 1-T<Q,-38 Q--,-38./- 7DE- 13< 567-8= 13=< _6 K=_[7 2,-. M3< 34 *- C8 1-_6 BE67-,M3<34 34 _8-7./- -3<- -3< Q-- (3 /- 3? 13=< 1-3 = BE67-1-] 13=< -3<567-3./- - B x = U 8=,= -7 -T,==S7 *=) 6^ *- 3 :L L -7 Q-- N-,-. 7DE <- Q-- (2006) 8=,-./- - -3< Q-- (4 C3 B-3==t /- 7=:7 M g -3< =Z BDE-,= A7-7 G=. / V- E BDEx ;1; 13=<=:7./- 7=X 86,- 3./- 13=< 8-3M D =S Q-- G8 - G8 - Q-- 1. Marhan

14 (<=1 ; }D$- / -7 G- 13=< 1@ K=?7 ]P).882-3M 3==t7./- 13=< 8-3M A23-3< =< :<=1@ ; 13=< ; 13=< 8-3M 3 UHR 382 * ) 82 P7- - ; 13=< x6 3=< =:7 S7 - BDE- C8,= /=M3~ 3=<-3M.( D 1]- #=P[7 p= ]- BDE-,-38 FH? 2 /- 3=<-3M 13d 1B H- 53 7DE- 1B (2015 Z3M KU u2006) o8,=8h.(2005 o8) 1 A <567-13=< *- /=UM d /3 /- 73)N-X \~ < *- -,==S7 ]]i - < - 1WM K_?- *- /=SR^ V 3T) ] /2[ 1-3 /=Y? 3T),- KU?,- o - *- *U ] 8[=) N-, ,D 1WM :/- K }3-3< : < =G 3: J=6R7 1-3 *- BDE- * WM /38- =G 3: _8- /- - L7 i *- p?2 = /- 32 3==t7 82 3= *- C V0 1B 18M V< A= *- /s - - 3=4 B *- 2 /- V0.82 p?2 - f8 C8 - ]),= G? 1 D - 1_6 K=-. - -,D 1-P2 34 _8-7 :/- KU? ; 13=< L /- C7 \HP C8,= *- -3<567- KU? SM E 2 *- -T./?= $; 1. Esther del Moral, Cernea & Lourdes Villalustre

15 145 /3 SR Q-- 3] B6.882 /- 13=< 8-3M _ *- C8-13=< 1-3 *- (3 /M - K6^ *- BDE- G8-7 -3<567- B-=- C3 =- X *- 13=< 1G? V]8 *- N-,- 3./- -;3 $; /=- - U /L$ K6^ /- V0 C8.82 1]- :82 /3 - ; BDE- *- (4 *- 1]- 1ƒ - _ /3 1-_6 *- p=237 ; 8S @- *- N-,- 3./- BDE- b-- -3) =- - C =) 3 [+) =) =?./- A=]-3*i -3<567-13=< HS *U 3 :M8E 13=< 882K=? L - U < \3S7 *- ; 2G - - /- 13,==S7 K6^ - 1-L *-,-38 u[2 *i - 8 < -T./- C7 =G 3: 4 g37-) /- \3S7 8= /- 1-_6 13=< 1F=L HS *U _M- - 7 K=6^ - *U HS 1-3 (2010) o8,=8h.(2015 BDE- g-- 8- u\hp 1 C uv=) 13=< 8-3M V- WX 1 13d *- 1?3 u=h=) 34 HS *U ] 8[=) N-,-3.33 *- :/- K }3-3< Critical friend 2. Co-traveler 3. Anderson & Dron 4. Ozturk

16 (<=1 ; DE- C8 13=< 8-3M ; V- (1 *- U- HS *U 2 8 3_ QD;3 7 /?= *- 8U- M3$ HS *U -3< /- V- E HS 2 - B3d /- C7 \HP C8 *- _8-3 * M - )i 3=Z )i C *- C ; 118= N- 34 :82 *- 13=< 1-3 V/? JH; HS (2 s-t 1g3L - 3) 2 M- r7- /? 13=< -3< =< F=L 2 /-,- 3 =~ N-,- 3. 3=< * Z 1-$ H=M o_ Kc g3l \HP 1g3L - ; 13=< x * *- #=P[7 1 HS (3 G8- -3< ^ BDE- G- 3: *- 13=< /M - K6^ *- BDE- 8 #=P[7 3-3 *- 3=]-3M - *- G8-1 BDE- #=P[ BDE- 1?3 3 D A= * : =< 1-L VA B$ HS (4 1/=SM *- 2^ * M 18M H 1-AM-V3 - - HS u g P 13=<. B6 1-8i 1-L - - =7 /;8 *- -3< :5 F M 13=< /- C7 18M -3M- - 1-_6 1-_6 34,- 13=< 3] B6 u/- _6,- = 8? -s =h=) 1F=L 13=< 1F=L./- N-,- d) - K=HU7 _=_ < =< 1 (2012) Trnova &Trna

17 B=3G7 67 [2 +)V-^ ^ ( 1),= 1_ 1]? S7 [2 O; - *- B p?2 1_ 3< ,=8h.32 }3R - *-,= =7 2 7_ =<3 (2013) - 4 1=6 1* i 1b ] 8[=) N-, }3R 13=< 8-3M : -;3 3 1<+ - /- V0 13=<,- 7 :/-, 118M =< 1-1 K=?7 18M H= 13=< 2-3< K$- BDE- 118M *-,=8h =< 1 =$7,- 38 u882 BE _6 3< 1 D /s Kc -A i 1b-- - H2 E b 7 :/- K =< _6 /_6 13=<K_ ,- 13=< _8- N ND2 8-3M 2X } -T 7DE- 13< 13=< 1-3 *- 2 8S,- -3<567- ND2 O; X -3^ [2 *- HS S C :LG= /- L8-3M 13=< /- 1A=i [=,?- 1-3 U <567- K$-,- _H /?= *- 13[ *- U- Trna & Trnova 2. Use of comics 3. Multimedia presentations 4. Use of simulation experiments

18 (<=1 ; HS 2 /- V0 N-,- 3./- G= - 13=< 8-3M... HY? KX M[2-13=< 8-3=] 34 - L8-3M U- 3_7 1] =U?3=Z 13=< < *- 13=< 2-3<567- K$-,- 7./ N- 3 2 : HS U?.82 *- - pr - 6- GX - -38P 8 =U? 3 86 /- =U?3=Z 136- L3=< -3U- 3_7 1]-,=8h ]-,- - HS,= 1_ HS *- A= *- 382;./- ; 13=< Y? KU? *- - -3^ BE _6 *-AM P - ; 2 - B3d -T 1F=L ) 1=6 1 X-3E L 13<.882-3M - HY? KX B837 Q[2- /$3M 1G 1V4 X-3E 1-3< :H<=1 S53 A =< 1F=L X-3E /- ; V,-. }3R 13=< 1V/? X-3E /- }3R < 3:L8 1<+ /- 3] = - 373?< 37C =2 2 L- (2013) 3D =,-.( ) - -3<567- F=L 3 }3 - -3<567- F=L 1<+ - M3<3 F=L,- 13=< 1.- _6 ; 3? 3==t7 *-AM- 2[ 1-A- N- 3 13=< /- 13=< S 11_ - =7 *- - C8 /3 1-A- 3=< B$ 3<2./- _6 < f87 KU? b-- /- ) 1_6 - *- /?= -3M sii -3<567- F=L V/? ] 8[=) N-, M - KX - 2 :/- -;3 3 1<+ - 13=< 34 _8-7 :/- \RS8 ; =< F=L (1? -7-3<567- F=L - 8 1< *- -3<567-

19 149 i 13=< F=L 2 - B3d -T.,==S7 *=) - \RS8 3=Z N- 3 *- 2 f8 1g3L - - O; i.82 - g3l - ; H 118= -3< :- _6 ; 13=< F=L (2 3-2X. 3==t7 X /=S^- x h - BDE- 18S BDE- <3< 3E; /-,_ -3M - / s- x 3==t7 8= 13=< F=L 2 /- V0 -T. UH7 FHZ =:7 3 3qƒ -3M DE- 13<,= :/- *- /3 1-A- K -8M -3<567-13=< F=L (3 F=L -T. 8-7 K=?7 18M H= 13=< -3< _6 D /s 8-8M, 1-A- N- 3 13=< 1-A- 1-3M K=- - H=M b 11 Kc 1-8i - - 8Z R=L *- /3. -3M... 7_2,[==- 13=< -3< :/- 2[ -3<567-13=< F=L (4 1W-,- HS *- *- *- -T /- 1-_6 3=Z )i C8 *- H2 E HS HS S F=L,- 13=< ^ KU BE _6 )i N- 3 13=< F=L,- /- 13=< S 11_ - M3<3.3=< B$ 3<2 *-AM- 2[ 1-A- 3i 3i i - =- $- (2011) 1 0- :5H< \HP 1 =- 2 <,- 1G i -; KI7 /$3M -3 3=< B$ 2 8 ; u1-3<567- F=L = ,=8h. - (2015) 1 H=),= -3=-,=8h./- 32 8[=) - 3 7$ ; 1. Orlando 2. Text Feedback 3. Voice Feedback

20 (<=1 ; = ~- -3< =- /2[ - 3=Z 1; 86,-3 /- 3=Z -3<567- /38- = =< < ; 2 G8? < [=) /0,-,= ]?6 2 = G=,- 1 13=< 1-3 =- 48 -; G8? 1 K=HL7 d fg. - 13=< - =- G8- =- 1-3< F673 S C8 1-L ; 1-)2 *G8 2[ *G8 - =- 1<+ ] 8[=) N-,- -3<567- :/- K }3-3< _8-7 :LG= /- L8-3M =- /- 1A=i [=,?- 1-3 U -7-3<567- _H /?= *- U- 3 =2I7-3<567- o7 1.? B3d,-38 u/- 37 =G 3: 13=< 8-3M - -. *- 13=< 8-3M 3 13[= =2I7-2 =- / /6c < 2[ - G8? 2 ) 8./- <+,- JUL7 ƒ 7 :3=< B$ C3 A= =- C3 v) 6^ (2? D - -13=< 1-3 *- 2 1-_6 *- 1] _6 3] - 1-T<[ _ S 2 /- s _ A-, =< u82 s K /3 p C3 ; 4-8 v) S3 *- =H_7 3<- 86 7$ 8 1;,D 1@ - 2 =$7 -T -. - s 3 1. Admiraal, Huismanand Pilli 2. Peer Assessment 3. Self-Assessment

21 151-3< :/- =- /^ 2 =- 1R; (3 13=< 882/U7 882K=?7, 118M - -, , 1 x2 13=< 1 6Z - P= 18M,DM,D =- 1 0S N- =L:7 1R; =- /^ 1-AM-V3 1@ -. *2 M3<3-3< :/- ][= R; 3=Z 18-3M =- (4,- 13=< 1-L 8-3M /- <=h=) _6 s _H /?= ND2 sii 6^,==S7 *=) =< K_ f8 13< - K_[ 34,- 13=<.3=< B$ R;?= -7 C67 -T.8? ][= 8-3M,?- 13=< -3<567-34,=8h - A= HS./?= L SRU *- 13=<... /s D K=- - 1_6 Kc s 1-A =- - *- 13=< 8-3M

22 (<=1 ; 152 A (1) T6H -3< $8 1<+ $D; E (1) K_ E 3 3$8 [ K_ 2 34 _H /?= R; K_ 3$8 JUL7 -T< 3q- 3]_ 3 KU.- -3^ KU BE _6 3 3$8-3<567-

23 153 5U50 3 3$8 9:; -3< /0 12- *+),- Q 3$ /0-3< K=HL7 AG7./- K=HL7 AG7, <+./; _ 3 ::P7 B=- -[) - u/ / /- -;3 3 BSR X. L B=- M /- C7 S 1_6 -3< =< ; 13M 3:L8 1<+ A= 3 3$ ,- =I7.8? - -3<- 3T)QRS- - Q-- -3< L K=HL d M v x 8 Q 2 -3< S C8 - K_ - _6 x \HP 13< =6?7 32 #P[ - _6 x 13<,= 567- f / Q, _6 8M 13=< R;3=Z 3=4 <+ A 1WM /- VA V =6-3<567- -T.(1387 -@-) /- 13T) 88_ = UM-./?= 6^,==S7 *=) - 34,- 3 Q /- 13=< 8-3M A23-3< *- 34,- * T.3=< =:7 ; 13=<./- -;3 / BDE- #=P[7-7 - /- KU? < 3D u2005 o8) 1*+) M,- =I7 /- 13=< 8-3M A23-3< *- /3 /- -3<567- F=L - \~ H- #=P[ $8 O-3P- 1L / HS 34,- _8-7./- ]- 34 HS T /- 13=< 882K=?7 3 - *- C8 /- *- 13=< 882K=?7 3=< -3-3<567-13=< 8-3M ; V- WX HS 1-3

24 (<=1 ; 154 *+) M,- =I7.82 JH; =< 34 2 (2015 u2010 o8) 1-3^ =< -3< @32 F M 13=< 1-_6 34,- 13=< 3] B6./- _ < =< ,- =I7./- -3U- 3_7 1] =U? 3=Z L8-3M 18M,- 2 ( u ) 1*+) M = o u/- 1=6 1* 1-8i 1b-- 7_2 11_ [2 O; - *- B 3< 1V/? X-3E 13=< 1F=L X-3E 3:L8 V/? 13=< }3R 13=< 2[ \RS8-3<567- F=L /?= ; /- *- /3 1-A- K -8M F=L X-3E (2010) 13 M,- =I7.- * V/? }DR$- -3<; =< 1 373?< 37C V,- 2 /- U-, <567- F=L 2 (2013) 3D 32-3-,=8h./- f87 KU? b-- /?= -3M sii -3<567-13=<./- _6 1< ; 86,-3 /- 3=Z -3< =- < /2[ - 3=Z /- R; 3=Z ][= C3 L8-3M -3< =- 2 32,= M,- /^ 2 34,- =- 1R; 1. Trnova & Trna

25 155 = ~- -3< =- (2015) H=) /2[ - 3=Z 1; 86,-3 /- 3=Z -3< d,=8h.3=< < *G8 G8- -; G8? - 34,- =- =- 1<+ -, M3S ; 1-)2.-;3 34,- 1G? -3< H2E @-3< ^3-7 BDE- 13=<=:7 P7- -7 / BDE- b-- V]8,=8h =< UR8 / -T./- ICT AG \RS8 R=L 1-3M 58-3< V0 2 - B3d,d 1 1-A<3 882 P7- B?ƒ =- _8-7. 8, 118M *P3q- /; 1-3 N 2 8[=) /- L8-3M 34, ) G8? -; 1 - *P3q- o7 1s2,7 /=37 2 /- V0,=8h. G8-2 8G8] 1-1-L

26 (<=1 ; 156 V E67- *-) -3< /M3S U.(1388),=?X 18_- H o-382,=i Do-382,=- 8/M3S N- 3 ( C7 *-.@-3- /S8$ H x=3_- HH-,= :-3<567-.(1389) 1 = 1G *-3M u,=?x 18_- -33 (15)5 =37 8@- u13=< 134 3]? /^.64 K ;8/M3S < =37 1=) 6 3.(1387) H -@- =HS7?HM 132.-$ 8/M3S N- U.N /=37 ][- /=37 1-3)34 1*i = (1386) 3SL /3g) H:M 1< 34.(1394) =, D= -pe u1 SM).83= ][- B-[- :83=.13=< X-3E 1] ii.(1392) 86 13c?= d (29) 6 1 8_7-3<567- K=HL7.(1393) L -A=H *-3M udl H= u?= d 1V/? X-3E 1]- b-- -3< =2 1-L (5) 1 _=3_- 13=< ][- HG 32-3< (1392) L c u?= d = ][- p2 X-3E 8H:M -3< :13=< *-.(1393)?= (4 3) 1 BE67- fde- BSR 8 --3)34? :?HM *+).(1991). B / :@-37.@-_ 1L3 L 37 u 3 :@-37. 1A3 - = $-.(1388) 2 <- LM.3=7 B-[-./ :@-37. 1A3 BU.(1395),?X _H

27 157 3_ <34 L 1L3.1d B-[- :[.--[i :@-37.1L3 L 37 u 3 3H=./ Admiraal, W.; Huisman, B. & Pilli, O. (2015). Assessment in massive open online courses, Journal of e-learning, 13 (4), Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators. Retrieved from the Society for the Teaching of Psychology web site: Bleakley, A.; Bligh, J. & Brown, J. (2011). Medical education for the future: Identity, power and location. Dordrecht: Springer. Couros, A. (2008). What Does The Network Mean To You? Open Thinking [Internet]. [Retrieved 2016 November 26]. Available From: Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson Education International. Downes, S. (2008). Types of knowledge and Connective Knowledge. Stephens Web. Retrieved November 1, 2016, from Dynarski, M.; Agodini, R.; Heaviside, S.; Novak, T.; Carey, N.; Campuzano, L. et al. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. Washington D.C.: U.S. Department of Education, Institute of Education Sciences. Elliott, R. & Martin, S. (2011). Connectives' Role as a Learning Theory and its Application in the Classroom, Boise State University, Retrieved November 1, 2016, from searchpaperedtech504.pdf. Esther Del Moral, M.; Cernea, A. & Villalustre, L. (2013). Connectivist learning objects and learning styles. Interdisciplinary Journal of E-Learning and Learning Objects, 9, Foroughi, A. (2015). The theory of connectivism: Can it explain and guide learning in the digital age? Journal of Higher Education Theory and Practice, 15 (5), Hung, N. M. (2014). Using ideas from connectivism for designing new learning models in Vietnam. International Journal of Information and Education Technology, 4 (1),

28 (<=1 ; 158 Kultawanich, K.; Koraneekij, P. & Songkhla, J. N. (2015). A proposed model of connectivism learning using cloud-based virtual classroom to enhance information literacy and information literacy self-efficacy for undergraduate students. Social and Behavioural Sciences, 191, Marhan, A. (2006). Connectivism: Concepts and Principles for emerging Learning Networks, the 1st International Conference on Virtual Learning. Faculty of Mathematics and Computer Science, Bucharest, Mugisha, W. R. & Mugimu, C. B. (2015). Application of learning theories in curriculum development and implementation of the MLT diploma programme in Uganda. British Journal of Education, Society & Behavioural Science, 5 (3), Nardi, B. & O day (2010). Information ecologies: Using technology with the heart. American Library. Orlando, J. (2011). How to effectively assess online learning, a Magna Publications White Paper. Ozturk, H, T. (2015). Examining value Change in MOOCs in the scope of connectivism and open educational resources movement. International Review of Research in Open and Distributed Learning, 16 (5), Siemens, G. (2004). A learning theory for the digital age. Elearnspace Everything Learning, 1-8. Siemens, G. (2005). Connectivism: Learning as networkcreation. ASTD Learning News, 10 (1). Siemens, G. (2006). Knowing knowledge. Vancouver, Bc: Lulu. Retrieved from Siemens, G. (2010). Teaching in social and technological networks. Retrieved on 27 May 2017 from Techakosit, S. & Wannapiroon, P. (2015). Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Social and Behavioural Sciences, 174, Trna, J. & Trnova, E. (2013). Implementation of connectivism in science teacher training. Journal of Education and Instuctional Studies in the World, 3 (1), Trnova, E. & Trna, J. (2012). Connectivism in science and technology education with emphasis on international cooperation. Journal of Social Sciences, USA, New York, Science Publications, 8 (4), Voogt, J. (2008). IT and curriculum processes: dilemmas and challenges. In International Handbook of Information Technology in Primary and Secondary Education (eds J. Voogt & G. Knezek), pp Springer, New York, NY.