Stephen made a comment somewhere about educators being ‘process people’ . That is, “The network maps are very pretty, but how do I teach differently because of what they tell me?” Stephen mentioned this in terms of extroversion v. introversion, but I think of it more in the sense that educators are pragmatists. Many of us, though we may find the theory interesting, see it as first and foremost a means by which we improve our support of others’ learning.
I got a chance to hear most of Valdis Kreb’s session yesterday. When I tried to think of this is an educational vein, I kept coming back to the self directed learner. If you decide that you want to learn something, it’s common to locate your “local expert”on whatever it is, even if only for a recommendation on what book to read first.
Krebs showed at least one slide where the hierarchical network created by the org chart was superimposed on the network of actual member interactions. Traditional education sort of walls those two networks off from one another. Teachers who try to join the informal network are seen as usurping student space, while learners who try to insert themselves in the formal network are seen as usurping teacher authority (if it’s done without the “teachers” consent) or brown nosing (if done with said consent)
If connectivism is truly going to change anything, you have to tackle this question of what it means for educational locus of control. I just stumbled across Illich’s Deschooling Society and am starting to wonder how it might tie in to all of this.