{"id":223,"date":"2017-11-18T06:17:50","date_gmt":"2017-11-18T11:17:50","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=223"},"modified":"2019-02-26T09:58:12","modified_gmt":"2019-02-26T14:58:12","slug":"2-6-baglanticilik","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/2-6-baglanticilik\/","title":{"raw":"2.6 BA\u011eLANTICILIK","rendered":"2.6 BA\u011eLANTICILIK"},"content":{"raw":"<h2>2.6.1 BA\u011eLANTICILIK NED\u0130R?<\/h2>\r\nSon y\u0131llarda ortaya \u00e7\u0131kan di\u011fer bir epistemolojik duru\u015f, \u00f6zellikle de dijital toplum ile ili\u015fkili olan ba\u011flant\u0131c\u0131l\u0131kt\u0131r. Bug\u00fcn halen daha geli\u015ftirilmekte ve i\u015flenmekte olan ba\u011flant\u0131c\u0131l\u0131k, bir\u00e7ok ele\u015ftiri ve tart\u0131\u015fman\u0131n odak noktas\u0131 durumundad\u0131r.\r\n\r\nBa\u011flant\u0131c\u0131l\u0131kta, bir a\u011f\u0131 olu\u015fturan d\u00fc\u011f\u00fcmler aras\u0131ndaki toplu ba\u011flant\u0131lar sayesinde yeni bilgi formlar\u0131 ortaya \u00e7\u0131kar. Siemens\u2019e (2004) g\u00f6re bilgi, bireysel kat\u0131l\u0131mc\u0131 d\u00fczeyinin \u00e7ok \u00f6tesinde yarat\u0131l\u0131r ve s\u00fcrekli de\u011fi\u015fir, d\u00f6n\u00fc\u015f\u00fcr. A\u011flarda yer alan bilgiler herhangi bir formal \u00f6rg\u00fct taraf\u0131ndan yarat\u0131lmaz veya kontrol edilmez. Yine de \u00f6rg\u00fctlerin, s\u00fcrekli enformasyon ak\u0131\u015f\u0131n\u0131n oldu\u011fu bu d\u00fcnyaya \u2018ba\u011flanmalar\u0131\u2019 ve bundan bir anlam \u00e7\u0131karmalar\u0131 beklenir. Ba\u011flant\u0131c\u0131l\u0131kta bilgi, kaotik ve d\u00f6n\u00fc\u015f\u00fcm i\u00e7erisinde olan bir olgudur; bunun nedeni d\u00fc\u011f\u00fcmlerin durmaks\u0131z\u0131n hareketi ve birbirine ba\u011fl\u0131 olan say\u0131s\u0131z a\u011f aras\u0131nda devam eden s\u00fcrekli enformasyon ak\u0131\u015f\u0131d\u0131r.\r\n\r\nBa\u011flant\u0131c\u0131l\u0131\u011fa g\u00f6re \u0130nternet, bilginin olmazsa olmaz yap\u0131s\u0131n\u0131 de\u011fi\u015ftirir. Siemens\u2019in (2004) kelimeleriyle, \u2018boru, i\u00e7inde ta\u015f\u0131d\u0131\u011f\u0131ndan daha \u00f6nemlidir\u2019.\r\n\r\nDownes (2007) yap\u0131land\u0131rmac\u0131l\u0131k ile ba\u011flant\u0131c\u0131l\u0131k aras\u0131nda kesin bir ayr\u0131m yapar:\r\n<blockquote><em>\u2018Ba\u011flant\u0131c\u0131l\u0131kta, \u2018anlam in\u015fa etme\u2019 gibi bir s\u00f6ylem bir \u015fey ifade etmez. Ba\u011flant\u0131lar bir ili\u015fkilendirme s\u00fcreci neticesinde do\u011fal olarak ortaya \u00e7\u0131kar ve \u00f6nceden planlanm\u0131\u015f bir eylem sayesinde \u2018yap\u0131land\u0131r\u0131lmaz\u2019... Dolay\u0131s\u0131yla, ba\u011flant\u0131c\u0131l\u0131kta bilginin transferi, bilginin olu\u015fturulmas\u0131 veya bilginin in\u015fa edilmesi gibi kavramlar yoktur. Bunun yerine, \u00f6\u011frenme amac\u0131yla ger\u00e7ekle\u015ftirdi\u011fimiz etkinlikler, belli (ba\u011flant\u0131l\u0131) y\u00f6ntemlerle kendimizi ve i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z toplumu geli\u015ftirme \u00e7abalar\u0131d\u0131r.\u2019<\/em><\/blockquote>\r\n<h2>2.6.2 BA\u011eLANTICILIK VE \u00d6\u011eRENME<\/h2>\r\nSiemens\u2019e g\u00f6re (2004), ba\u011flant\u0131lar ve enformasyonun ak\u0131\u015f y\u00f6n\u00fc bireyin \u00f6tesinde var olan bilgiyi ortaya \u00e7\u0131kar\u0131r. B\u00f6ylece \u00f6\u011frenme, belirli bir enformasyon ak\u0131\u015f\u0131na eri\u015fme, ondan faydalanma ve \u00f6nemli ak\u0131\u015flar\u0131 izleme yetisine d\u00f6n\u00fc\u015f\u00fcr. Siemens \u015funu savunur:\r\n<blockquote><em>\u2018Ba\u011flant\u0131c\u0131l\u0131k, toplumda tektonik d\u00f6n\u00fc\u015f\u00fcmler oldu\u011funu kabul eden bir \u00f6\u011frenme modeli ortaya koyar. B\u00f6yle bir toplumda \u00f6\u011frenme, i\u00e7sel ve bireysel bir etkinlik de\u011fildir art\u0131k\u2026 Eyleme ge\u00e7irilebilir bilgi olarak tan\u0131mlanan \u00f6\u011frenme, bir veri taban\u0131 ya da kurum i\u00e7inde olabilir.\u2019 <\/em><\/blockquote>\r\nSiemens (2004) ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n ilkelerini \u015f\u00f6yle tan\u0131mlar:\r\n<ul>\r\n \t<li>\u00d6\u011frenme ve bilgi, fikir farkl\u0131l\u0131klar\u0131 i\u00e7erisinde var olur.<\/li>\r\n \t<li>\u00d6\u011frenme, belli d\u00fc\u011f\u00fcmleri veya enformasyon kaynaklar\u0131n\u0131 birbirine ba\u011flama s\u00fcrecidir.<\/li>\r\n \t<li>\u00d6\u011frenme, insan olmayan ayg\u0131tlarda da bulunabilir.<\/li>\r\n \t<li>Daha \u00e7ok bilme kapasitesi, an itibariyle neyin bilindi\u011finden daha \u00f6nemlidir.<\/li>\r\n \t<li>S\u00fcrekli \u00f6\u011frenmeyi kolayla\u015ft\u0131rmak i\u00e7in ba\u011flant\u0131lar\u0131n beslenmesi, geli\u015ftirilmesi ve devam\u0131n\u0131n sa\u011flanmas\u0131 gerekir.<\/li>\r\n \t<li>Alanlar, fikirler ve kavramlar aras\u0131ndaki ba\u011flant\u0131lar\u0131 g\u00f6rebilme yetisi, temel bir beceridir.<\/li>\r\n \t<li>G\u00fcncellik ve ge\u00e7erlik, yani bilginin g\u00fcncel ve do\u011fru olmas\u0131, t\u00fcm ba\u011flant\u0131c\u0131 \u00f6\u011frenme etkinliklerinin merkezinde yer al\u0131r.<\/li>\r\n \t<li>Karar verme, kendi i\u00e7inde bir \u00f6\u011frenme s\u00fcrecidir. Neyin \u00f6\u011frenilece\u011finin se\u00e7ilmesi ve gelen enformasyonun anlam\u0131, d\u00f6n\u00fc\u015f\u00fcm i\u00e7erisindeki bir ger\u00e7e\u011fin objektifinden de\u011ferlendirilir. Bug\u00fcn elimizde do\u011fru bir yan\u0131t olsa da buldu\u011fumuz bu yan\u0131t, karar\u0131 etkileyen enformasyon iklimindeki de\u011fi\u015fikliklere ba\u011fl\u0131 olarak ertesi g\u00fcn yanl\u0131\u015f olabilir.<\/li>\r\n<\/ul>\r\nDownes\u2019a (2007) g\u00f6re:\r\n<blockquote><em>\u2018ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n kalbinde, bilginin bir ba\u011flant\u0131lar a\u011f\u0131 \u00fczerinde da\u011f\u0131t\u0131ld\u0131\u011f\u0131 tezi yatar; buna g\u00f6re \u00f6\u011frenme, bu a\u011flar\u0131 yap\u0131land\u0131rma ve a\u011flar\u0131n tam i\u00e7inden ge\u00e7ebilme yetene\u011finden olu\u015fur\u2026 [Ba\u011flant\u0131c\u0131l\u0131k]<\/em>\r\n\r\n<em>(a) \u00e7e\u015fitlilik, otonomi, a\u00e7\u0131kl\u0131k ve ba\u011flant\u0131sall\u0131k olarak nitelendirdi\u011fim \u00f6zellikler \u00fczerinden \u2018ba\u015far\u0131l\u0131\u2019 a\u011flar\u0131 betimlemeye ve<\/em>\r\n\r\n<em>(b) \u00f6\u011fretmen taraf\u0131nda modelleme ve g\u00f6sterim, \u00f6\u011frenci taraf\u0131nda ise uygulama ve yans\u0131tma olarak nitelendirdi\u011fim, hem bireyin kendisi hem de toplum i\u00e7erisinde b\u00f6yle a\u011flar\u0131n olu\u015fmas\u0131na yol a\u00e7an uygulamalar\u0131 tan\u0131mlamaya <\/em>\r\n\r\n<em>\u00e7al\u0131\u015fan bir pedagojinin varl\u0131\u011f\u0131na i\u015faret eder. <\/em><\/blockquote>\r\n<h2>2.6.3 BA\u011eLANTICILI\u011eIN \u00d6\u011eRENME VE \u00d6\u011eRETME S\u00dcREC\u0130NE UYGULANMASI<\/h2>\r\nSiemens, Downes ve Cormier, \u00f6\u011frenmeye ba\u011flant\u0131c\u0131 yakla\u015f\u0131m\u0131 k\u0131smen a\u00e7\u0131klamak k\u0131smen de modellemek i\u00e7in <a href=\"http:\/\/cck11.mooc.ca\/\">Ba\u011flant\u0131c\u0131l\u0131k ve Ba\u011flant\u0131l\u0131 Bilgi 2011<\/a> adl\u0131 ilk kitlesel a\u00e7\u0131k \u00e7evrimi\u00e7i dersi (KA\u00c7D) olu\u015fturdular.\r\n\r\nSiemens ve Downes gibi ba\u011flant\u0131c\u0131lar\u0131n \u00f6\u011fretmenlerin veya e\u011fitmenlerin rol\u00fcne bak\u0131\u015f\u0131 biraz belirsizdir; \u00e7\u00fcnk\u00fc ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n odak noktas\u0131, kat\u0131l\u0131mc\u0131lar\u0131n birey olarak kendileri, a\u011flar, bilgi ak\u0131\u015f\u0131 ve bunun sonucunda ortaya \u00e7\u0131kan yeni bilgi bi\u00e7imleridir. Bir \u00f6\u011fretmenin as\u0131l g\u00f6revi, \u00f6\u011frencileri bir araya getiren ilk \u00f6\u011frenme ortam\u0131n\u0131 yaratmak ve \u2018ba\u015far\u0131l\u0131\u2019 a\u011flara ba\u011flanmalar\u0131n\u0131 sa\u011flayacak kendi ki\u015fisel \u00f6\u011frenme ortamlar\u0131n\u0131 in\u015fa etmelerinde \u00f6\u011frencilere yard\u0131m etmektir. Bu ba\u011flamda, enformasyon ak\u0131\u015f\u0131na maruz kalmak ve bireyin bu enformasyonun anlam\u0131na kendi g\u00f6r\u00fc\u015f\u00fcn\u00fc yans\u0131tmas\u0131 sayesinde, \u00f6\u011frenmenin kendili\u011finden meydana gelece\u011fi varsay\u0131lmaktad\u0131r. Bu tip bir \u00f6\u011frenme \u00e7o\u011funlukla t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n eri\u015fimine haz\u0131r ve a\u00e7\u0131k olan sosyal medya \u00fczerinden ger\u00e7ekle\u015fti\u011finden, b\u00f6yle bir \u00f6\u011frenmenin desteklenmesi i\u00e7in \u00f6rg\u00fcn e\u011fitim kurumlar\u0131na gereksinim yoktur.\r\n\r\nBa\u011flant\u0131c\u0131l\u0131\u011f\u0131n \u00f6\u011frenme ve \u00f6\u011fretmeye yakla\u015f\u0131m\u0131 ile ilgili say\u0131s\u0131z ele\u015ftiri bulunmaktad\u0131r (bkz. <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/6-4-radyo-televizyon-yayinlari-mi-iletisimsel-medya-mi\/\">B\u00f6l\u00fcm 6.4<\/a>). Uygulamalar ilerledik\u00e7e, \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n i\u015fbirli\u011fine dayal\u0131 \u00e7al\u0131\u015fmas\u0131na ve de\u011ferlendirilmesine ili\u015fkin yeni ara\u00e7lar geli\u015ftirildik\u00e7e ve alanda yeni deneyimler elde edildik\u00e7e, bu ele\u015ftirilerin bir k\u0131sm\u0131n\u0131n \u00fcstesinden gelmek m\u00fcmk\u00fcn olacakt\u0131r. \u00a0Bundan \u00e7ok daha \u00f6nemlisi; ba\u011flant\u0131c\u0131l\u0131k, \u0130nternetin ve yeni ileti\u015fim teknolojileri patlamas\u0131n\u0131n \u00f6\u011frenme \u00fczerindeki etkilerini yeniden ve radikal bir bi\u00e7imde incelemeye te\u015febb\u00fcs eden ilk kuramsal giri\u015fimdir.\r\n<div class=\"textbox exercises\">\r\n<h3 itemprop=\"educationalUse\">Etkinlik 2.6 Ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\r\n<ol>\r\n \t<li>Sizce hangi bilgi alanlar\u0131 en iyi ba\u011flant\u0131c\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\r\n \t<li>Sizce hangi bilgi alanlar\u0131n\u0131n ba\u011flant\u0131c\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\r\n \t<li>Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\r\n<\/ol>\r\nKA\u00c7D\u2019lerle ilgili <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-6-egitimde-teknoloji-kullanimi\/\">6. B\u00f6l\u00fcm<\/a>\u2019\u00fc okuduktan sonra yan\u0131tlar\u0131n\u0131z\u0131 tekrar g\u00f6zden ge\u00e7irmek isteyebilirsiniz.\r\n\r\n<\/div>\r\n<h2>KAYNAK\u00c7A<\/h2>\r\nAlDahdouh, A., Os\u00f3rio, A., Caires, S. (2015) Understanding knowledge network, learning and connectivism, <a href=\"http:\/\/www.itdl.org\/Journal\/Oct_15\/Oct15.pdf#page=7\">International Journal of Instructional Technology and Distance Learning<\/a>, Vol. 12, No.10.\r\n\r\nDownes, S. (2007)<a href=\"http:\/\/halfanhour.blogspot.co.uk\/2007\/02\/what-connectivism-is.html\"> What connectivism is<\/a> Half An Hour, February 3.\r\n\r\nDownes, S. (2014) <a href=\"http:\/\/www.downes.ca\/presentation\/336\">The MOOC of One<\/a>, Stephen\u2019s Web, March 10.\r\n\r\nSiemens, G. (2004) <a href=\"http:\/\/www.elearnspace.org\/Articles\/connectivism.htm%20\">\u2018<\/a><a href=\"http:\/\/www.elearnspace.org\/Articles\/connectivism.htm\">Connectivism: a theory for the digital ag<\/a>e\u2019 eLearningSpace, December 12.","rendered":"<h2>2.6.1 BA\u011eLANTICILIK NED\u0130R?<\/h2>\n<p>Son y\u0131llarda ortaya \u00e7\u0131kan di\u011fer bir epistemolojik duru\u015f, \u00f6zellikle de dijital toplum ile ili\u015fkili olan ba\u011flant\u0131c\u0131l\u0131kt\u0131r. Bug\u00fcn halen daha geli\u015ftirilmekte ve i\u015flenmekte olan ba\u011flant\u0131c\u0131l\u0131k, bir\u00e7ok ele\u015ftiri ve tart\u0131\u015fman\u0131n odak noktas\u0131 durumundad\u0131r.<\/p>\n<p>Ba\u011flant\u0131c\u0131l\u0131kta, bir a\u011f\u0131 olu\u015fturan d\u00fc\u011f\u00fcmler aras\u0131ndaki toplu ba\u011flant\u0131lar sayesinde yeni bilgi formlar\u0131 ortaya \u00e7\u0131kar. Siemens\u2019e (2004) g\u00f6re bilgi, bireysel kat\u0131l\u0131mc\u0131 d\u00fczeyinin \u00e7ok \u00f6tesinde yarat\u0131l\u0131r ve s\u00fcrekli de\u011fi\u015fir, d\u00f6n\u00fc\u015f\u00fcr. A\u011flarda yer alan bilgiler herhangi bir formal \u00f6rg\u00fct taraf\u0131ndan yarat\u0131lmaz veya kontrol edilmez. Yine de \u00f6rg\u00fctlerin, s\u00fcrekli enformasyon ak\u0131\u015f\u0131n\u0131n oldu\u011fu bu d\u00fcnyaya \u2018ba\u011flanmalar\u0131\u2019 ve bundan bir anlam \u00e7\u0131karmalar\u0131 beklenir. Ba\u011flant\u0131c\u0131l\u0131kta bilgi, kaotik ve d\u00f6n\u00fc\u015f\u00fcm i\u00e7erisinde olan bir olgudur; bunun nedeni d\u00fc\u011f\u00fcmlerin durmaks\u0131z\u0131n hareketi ve birbirine ba\u011fl\u0131 olan say\u0131s\u0131z a\u011f aras\u0131nda devam eden s\u00fcrekli enformasyon ak\u0131\u015f\u0131d\u0131r.<\/p>\n<p>Ba\u011flant\u0131c\u0131l\u0131\u011fa g\u00f6re \u0130nternet, bilginin olmazsa olmaz yap\u0131s\u0131n\u0131 de\u011fi\u015ftirir. Siemens\u2019in (2004) kelimeleriyle, \u2018boru, i\u00e7inde ta\u015f\u0131d\u0131\u011f\u0131ndan daha \u00f6nemlidir\u2019.<\/p>\n<p>Downes (2007) yap\u0131land\u0131rmac\u0131l\u0131k ile ba\u011flant\u0131c\u0131l\u0131k aras\u0131nda kesin bir ayr\u0131m yapar:<\/p>\n<blockquote><p><em>\u2018Ba\u011flant\u0131c\u0131l\u0131kta, \u2018anlam in\u015fa etme\u2019 gibi bir s\u00f6ylem bir \u015fey ifade etmez. Ba\u011flant\u0131lar bir ili\u015fkilendirme s\u00fcreci neticesinde do\u011fal olarak ortaya \u00e7\u0131kar ve \u00f6nceden planlanm\u0131\u015f bir eylem sayesinde \u2018yap\u0131land\u0131r\u0131lmaz\u2019&#8230; Dolay\u0131s\u0131yla, ba\u011flant\u0131c\u0131l\u0131kta bilginin transferi, bilginin olu\u015fturulmas\u0131 veya bilginin in\u015fa edilmesi gibi kavramlar yoktur. Bunun yerine, \u00f6\u011frenme amac\u0131yla ger\u00e7ekle\u015ftirdi\u011fimiz etkinlikler, belli (ba\u011flant\u0131l\u0131) y\u00f6ntemlerle kendimizi ve i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z toplumu geli\u015ftirme \u00e7abalar\u0131d\u0131r.\u2019<\/em><\/p><\/blockquote>\n<h2>2.6.2 BA\u011eLANTICILIK VE \u00d6\u011eRENME<\/h2>\n<p>Siemens\u2019e g\u00f6re (2004), ba\u011flant\u0131lar ve enformasyonun ak\u0131\u015f y\u00f6n\u00fc bireyin \u00f6tesinde var olan bilgiyi ortaya \u00e7\u0131kar\u0131r. B\u00f6ylece \u00f6\u011frenme, belirli bir enformasyon ak\u0131\u015f\u0131na eri\u015fme, ondan faydalanma ve \u00f6nemli ak\u0131\u015flar\u0131 izleme yetisine d\u00f6n\u00fc\u015f\u00fcr. Siemens \u015funu savunur:<\/p>\n<blockquote><p><em>\u2018Ba\u011flant\u0131c\u0131l\u0131k, toplumda tektonik d\u00f6n\u00fc\u015f\u00fcmler oldu\u011funu kabul eden bir \u00f6\u011frenme modeli ortaya koyar. B\u00f6yle bir toplumda \u00f6\u011frenme, i\u00e7sel ve bireysel bir etkinlik de\u011fildir art\u0131k\u2026 Eyleme ge\u00e7irilebilir bilgi olarak tan\u0131mlanan \u00f6\u011frenme, bir veri taban\u0131 ya da kurum i\u00e7inde olabilir.\u2019 <\/em><\/p><\/blockquote>\n<p>Siemens (2004) ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n ilkelerini \u015f\u00f6yle tan\u0131mlar:<\/p>\n<ul>\n<li>\u00d6\u011frenme ve bilgi, fikir farkl\u0131l\u0131klar\u0131 i\u00e7erisinde var olur.<\/li>\n<li>\u00d6\u011frenme, belli d\u00fc\u011f\u00fcmleri veya enformasyon kaynaklar\u0131n\u0131 birbirine ba\u011flama s\u00fcrecidir.<\/li>\n<li>\u00d6\u011frenme, insan olmayan ayg\u0131tlarda da bulunabilir.<\/li>\n<li>Daha \u00e7ok bilme kapasitesi, an itibariyle neyin bilindi\u011finden daha \u00f6nemlidir.<\/li>\n<li>S\u00fcrekli \u00f6\u011frenmeyi kolayla\u015ft\u0131rmak i\u00e7in ba\u011flant\u0131lar\u0131n beslenmesi, geli\u015ftirilmesi ve devam\u0131n\u0131n sa\u011flanmas\u0131 gerekir.<\/li>\n<li>Alanlar, fikirler ve kavramlar aras\u0131ndaki ba\u011flant\u0131lar\u0131 g\u00f6rebilme yetisi, temel bir beceridir.<\/li>\n<li>G\u00fcncellik ve ge\u00e7erlik, yani bilginin g\u00fcncel ve do\u011fru olmas\u0131, t\u00fcm ba\u011flant\u0131c\u0131 \u00f6\u011frenme etkinliklerinin merkezinde yer al\u0131r.<\/li>\n<li>Karar verme, kendi i\u00e7inde bir \u00f6\u011frenme s\u00fcrecidir. Neyin \u00f6\u011frenilece\u011finin se\u00e7ilmesi ve gelen enformasyonun anlam\u0131, d\u00f6n\u00fc\u015f\u00fcm i\u00e7erisindeki bir ger\u00e7e\u011fin objektifinden de\u011ferlendirilir. Bug\u00fcn elimizde do\u011fru bir yan\u0131t olsa da buldu\u011fumuz bu yan\u0131t, karar\u0131 etkileyen enformasyon iklimindeki de\u011fi\u015fikliklere ba\u011fl\u0131 olarak ertesi g\u00fcn yanl\u0131\u015f olabilir.<\/li>\n<\/ul>\n<p>Downes\u2019a (2007) g\u00f6re:<\/p>\n<blockquote><p><em>\u2018ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n kalbinde, bilginin bir ba\u011flant\u0131lar a\u011f\u0131 \u00fczerinde da\u011f\u0131t\u0131ld\u0131\u011f\u0131 tezi yatar; buna g\u00f6re \u00f6\u011frenme, bu a\u011flar\u0131 yap\u0131land\u0131rma ve a\u011flar\u0131n tam i\u00e7inden ge\u00e7ebilme yetene\u011finden olu\u015fur\u2026 [Ba\u011flant\u0131c\u0131l\u0131k]<\/em><\/p>\n<p><em>(a) \u00e7e\u015fitlilik, otonomi, a\u00e7\u0131kl\u0131k ve ba\u011flant\u0131sall\u0131k olarak nitelendirdi\u011fim \u00f6zellikler \u00fczerinden \u2018ba\u015far\u0131l\u0131\u2019 a\u011flar\u0131 betimlemeye ve<\/em><\/p>\n<p><em>(b) \u00f6\u011fretmen taraf\u0131nda modelleme ve g\u00f6sterim, \u00f6\u011frenci taraf\u0131nda ise uygulama ve yans\u0131tma olarak nitelendirdi\u011fim, hem bireyin kendisi hem de toplum i\u00e7erisinde b\u00f6yle a\u011flar\u0131n olu\u015fmas\u0131na yol a\u00e7an uygulamalar\u0131 tan\u0131mlamaya <\/em><\/p>\n<p><em>\u00e7al\u0131\u015fan bir pedagojinin varl\u0131\u011f\u0131na i\u015faret eder. <\/em><\/p><\/blockquote>\n<h2>2.6.3 BA\u011eLANTICILI\u011eIN \u00d6\u011eRENME VE \u00d6\u011eRETME S\u00dcREC\u0130NE UYGULANMASI<\/h2>\n<p>Siemens, Downes ve Cormier, \u00f6\u011frenmeye ba\u011flant\u0131c\u0131 yakla\u015f\u0131m\u0131 k\u0131smen a\u00e7\u0131klamak k\u0131smen de modellemek i\u00e7in <a href=\"http:\/\/cck11.mooc.ca\/\">Ba\u011flant\u0131c\u0131l\u0131k ve Ba\u011flant\u0131l\u0131 Bilgi 2011<\/a> adl\u0131 ilk kitlesel a\u00e7\u0131k \u00e7evrimi\u00e7i dersi (KA\u00c7D) olu\u015fturdular.<\/p>\n<p>Siemens ve Downes gibi ba\u011flant\u0131c\u0131lar\u0131n \u00f6\u011fretmenlerin veya e\u011fitmenlerin rol\u00fcne bak\u0131\u015f\u0131 biraz belirsizdir; \u00e7\u00fcnk\u00fc ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n odak noktas\u0131, kat\u0131l\u0131mc\u0131lar\u0131n birey olarak kendileri, a\u011flar, bilgi ak\u0131\u015f\u0131 ve bunun sonucunda ortaya \u00e7\u0131kan yeni bilgi bi\u00e7imleridir. Bir \u00f6\u011fretmenin as\u0131l g\u00f6revi, \u00f6\u011frencileri bir araya getiren ilk \u00f6\u011frenme ortam\u0131n\u0131 yaratmak ve \u2018ba\u015far\u0131l\u0131\u2019 a\u011flara ba\u011flanmalar\u0131n\u0131 sa\u011flayacak kendi ki\u015fisel \u00f6\u011frenme ortamlar\u0131n\u0131 in\u015fa etmelerinde \u00f6\u011frencilere yard\u0131m etmektir. Bu ba\u011flamda, enformasyon ak\u0131\u015f\u0131na maruz kalmak ve bireyin bu enformasyonun anlam\u0131na kendi g\u00f6r\u00fc\u015f\u00fcn\u00fc yans\u0131tmas\u0131 sayesinde, \u00f6\u011frenmenin kendili\u011finden meydana gelece\u011fi varsay\u0131lmaktad\u0131r. Bu tip bir \u00f6\u011frenme \u00e7o\u011funlukla t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n eri\u015fimine haz\u0131r ve a\u00e7\u0131k olan sosyal medya \u00fczerinden ger\u00e7ekle\u015fti\u011finden, b\u00f6yle bir \u00f6\u011frenmenin desteklenmesi i\u00e7in \u00f6rg\u00fcn e\u011fitim kurumlar\u0131na gereksinim yoktur.<\/p>\n<p>Ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n \u00f6\u011frenme ve \u00f6\u011fretmeye yakla\u015f\u0131m\u0131 ile ilgili say\u0131s\u0131z ele\u015ftiri bulunmaktad\u0131r (bkz. <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/6-4-radyo-televizyon-yayinlari-mi-iletisimsel-medya-mi\/\">B\u00f6l\u00fcm 6.4<\/a>). Uygulamalar ilerledik\u00e7e, \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n i\u015fbirli\u011fine dayal\u0131 \u00e7al\u0131\u015fmas\u0131na ve de\u011ferlendirilmesine ili\u015fkin yeni ara\u00e7lar geli\u015ftirildik\u00e7e ve alanda yeni deneyimler elde edildik\u00e7e, bu ele\u015ftirilerin bir k\u0131sm\u0131n\u0131n \u00fcstesinden gelmek m\u00fcmk\u00fcn olacakt\u0131r. \u00a0Bundan \u00e7ok daha \u00f6nemlisi; ba\u011flant\u0131c\u0131l\u0131k, \u0130nternetin ve yeni ileti\u015fim teknolojileri patlamas\u0131n\u0131n \u00f6\u011frenme \u00fczerindeki etkilerini yeniden ve radikal bir bi\u00e7imde incelemeye te\u015febb\u00fcs eden ilk kuramsal giri\u015fimdir.<\/p>\n<div class=\"textbox exercises\">\n<h3 itemprop=\"educationalUse\">Etkinlik 2.6 Ba\u011flant\u0131c\u0131l\u0131\u011f\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\n<ol>\n<li>Sizce hangi bilgi alanlar\u0131 en iyi ba\u011flant\u0131c\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\n<li>Sizce hangi bilgi alanlar\u0131n\u0131n ba\u011flant\u0131c\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\n<li>Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\n<\/ol>\n<p>KA\u00c7D\u2019lerle ilgili <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-6-egitimde-teknoloji-kullanimi\/\">6. B\u00f6l\u00fcm<\/a>\u2019\u00fc okuduktan sonra yan\u0131tlar\u0131n\u0131z\u0131 tekrar g\u00f6zden ge\u00e7irmek isteyebilirsiniz.<\/p>\n<\/div>\n<h2>KAYNAK\u00c7A<\/h2>\n<p>AlDahdouh, A., Os\u00f3rio, A., Caires, S. (2015) Understanding knowledge network, learning and connectivism, <a href=\"http:\/\/www.itdl.org\/Journal\/Oct_15\/Oct15.pdf#page=7\">International Journal of Instructional Technology and Distance Learning<\/a>, Vol. 12, No.10.<\/p>\n<p>Downes, S. (2007)<a href=\"http:\/\/halfanhour.blogspot.co.uk\/2007\/02\/what-connectivism-is.html\"> What connectivism is<\/a> Half An Hour, February 3.<\/p>\n<p>Downes, S. (2014) <a href=\"http:\/\/www.downes.ca\/presentation\/336\">The MOOC of One<\/a>, Stephen\u2019s Web, March 10.<\/p>\n<p>Siemens, G. (2004) <a href=\"http:\/\/www.elearnspace.org\/Articles\/connectivism.htm%20\">\u2018<\/a><a href=\"http:\/\/www.elearnspace.org\/Articles\/connectivism.htm\">Connectivism: a theory for the digital ag<\/a>e\u2019 eLearningSpace, December 12.<\/p>\n","protected":false},"author":43,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-223","chapter","type-chapter","status-publish","hentry"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/223","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/comments?post=223"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/223\/revisions"}],"predecessor-version":[{"id":1203,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/223\/revisions\/1203"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/212"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/223\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=223"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=223"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=223"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=223"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}