Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Connectivism

Since my field of study is cognition and learning, the theory of connectivism (Siemens, 2018) was foundational to this research. Connectivism related to the role of cognition in generating connections and networks, both internally and externally to the human brain. Siemens (2012) described the principles of connectivism as a “response to a perceived increasing need to derive and express meaning, and gain and share knowledge. This is pro­moted through externalization and the recognition and interpretation of patterns are shaped by complex networks” (Tschofen & Mackness, 2012, p. 125).

          The four key principles of connectivism – autonomy, connectedness, diversity, and openness – (Siemens, 2012; Tschofen & Mackness, 2012) are supported by emerging technologies that are shaping human cognition in the way we “create, store, and distribute knowledge” (Couros, 2010, p. 114). For this research, the cognitive and metacognitive processes, the thinking about thinking with technology, and the thinking with others within connectivist structures enabled by technology as an expression of the lived experiences of teacher educators, were explored in the stories of the teacher educators' teaching and scholarship as they navigated and made sense of complex MDL and OEPr amalgamations.
 

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