day 5 - Connectivism - A Learning Theory For the digital age:
It has been said that connectivism is a learning theory for the digital age. Learning has changed over the last several decades but most theories have not evolved with the change in technology.
The theories of behaviourism, cognitivism, and constructivism provide an effective view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena.
Below are key principles that make up the core of connectivism giving it strength and validity as it's own learning theory for the digital learner:
The theories of behaviourism, cognitivism, and constructivism provide an effective view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena.
Below are key principles that make up the core of connectivism giving it strength and validity as it's own learning theory for the digital learner:
- 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.
Teemu Arina discuss his definition of connectivism
connections in connectivism:
Steven Downes
Central to learning in a network are connections. Connections are in essence everything we know, think, believe or imagine. (Downes, 2011) Connections are strengthened or weakened based on:
1. Motivation 5. Logic
2. Emotions 6. Experience
3. Exposure
4. Patterning
Below is a link to a pdf that you can download that furthers the idea of connections in connectivism. To download click on the Download File.
1. Motivation 5. Logic
2. Emotions 6. Experience
3. Exposure
4. Patterning
Below is a link to a pdf that you can download that furthers the idea of connections in connectivism. To download click on the Download File.
Connetions In Connetivism.pdf | |
File Size: | 93 kb |
File Type: |
learning in connectivism:
Learning consists of several key principles:
- Learning exists in diversity of opinions.
- Learning may reside in technology and other non-human sources.
- Learning relies on making connections between nodes, forming networks.
- Continuous learning is achieved through maintenance and formation of connections
- The ability to see patterns, connections and evaluate information and experiences are core skills.
- Currency is the purpose of connectivist activities.
- Decision-making is a learning process. Choosing what to learn and creating meaning is part of a shifting reality. What is important and a good interpretation now, might not be in the future.
- Knowledge is not transmitted, or acquired. Neither is it created from scratch, rather it is repurposed (a mash-up of other ideas).
- Learning is a cyclic process. Individual knowledge is a network, which influences and contributes to other networks. These networks then influence the individual’s network, which changes the individual’s knowledge. Take a website, a person creates a website, which other people read and comment on. The person then forms interpretations of the comments, connects it to their knowledge base and adapts their personal knowledge base incorporating these new ideas. The person may modify their website and the process begins again.
the role of the educator:
The digital age has impacted the role of the educator. Schools and educators are no longer the centers of learning. With the internet, learners can interact with and learn from content, peers, and researchers. Thus their role needs to change. Instead of controlling a classroom, educators will shape and influence networks.
They will do this by:
- Amplification. Reiterating or stressing important concepts or ideas.
- Curating. Rather than provide knowledge, the educator includes important concepts in dialogues (digital or otherwise) with students. As learners make their own connections, frequent contact with these concepts will begin to resonate.
- Wayfinding and socially-driven sensemaking. Helping learners make connections and recognize patterns between prior and current knowledge and newtworks. attention to important topics.
- Aggregation. Helping to consolidate resources in a central location
- Filtering. Help learners filter resourses through selection of course readings, summarizing blog posts etc.
- Modelling. Similar to behaviourist concepts
- Persistent Presence. Be constantly present, have an online presence
limitations of connectivism:
There is debate amongst theorists whether Connectivism is truly a learning theory or a pedagogical theory. Others argue that it merely an extension of constructivism in order to accommodate changes in technology and learning. This debate is one that will continue as Connectivsim becomes more visible.
Another limitation is that Connectivism does not address the influence of power relations. It assumes that all aspects of a network either within an individual or within an external network are equal. What happens for example in an employment situation when a boss overpowers an employee and makes a decision that limits the employee's ability to research and create meaning and explore ideas in one particular direction.(Kop and Hill, 2008)
Connectivism presumes an ideal world where all learning is self-directed. Many institutions and educators still promote traditional methods of learning which focus on repetition and regurgitation of knowledge. It does not address how to bridge the gap between these two methods.
Conncetivism lends itself to the interpretation that educators are not integral to learning. If an educator is not accessible, then information can be obtained from other sources such as peers, websites, and videos. Yet society still has rules, regulations, mores, values, and cultural norms which dictate right and wrong. Without feedback, it is easy for learners to go down the wrong path, so to speak. Connectivism does not address issues of learning to identify information accuracy, relevancy or appropriacy. (Kop and Hill, 2008)
Another limitation is that Connectivism does not address the influence of power relations. It assumes that all aspects of a network either within an individual or within an external network are equal. What happens for example in an employment situation when a boss overpowers an employee and makes a decision that limits the employee's ability to research and create meaning and explore ideas in one particular direction.(Kop and Hill, 2008)
Connectivism presumes an ideal world where all learning is self-directed. Many institutions and educators still promote traditional methods of learning which focus on repetition and regurgitation of knowledge. It does not address how to bridge the gap between these two methods.
Conncetivism lends itself to the interpretation that educators are not integral to learning. If an educator is not accessible, then information can be obtained from other sources such as peers, websites, and videos. Yet society still has rules, regulations, mores, values, and cultural norms which dictate right and wrong. Without feedback, it is easy for learners to go down the wrong path, so to speak. Connectivism does not address issues of learning to identify information accuracy, relevancy or appropriacy. (Kop and Hill, 2008)
thought questions:
1. What sets apart connectivism from theories like behaviourism, cognitivism, and constructivism?
2. It has been said that connectivism is a learning theory for the digital age. Discuss.
2. It has been said that connectivism is a learning theory for the digital age. Discuss.
key words:
1. Connectivism
2. Digital Age
3. Learning Theory
4. Digital Learner
2. Digital Age
3. Learning Theory
4. Digital Learner
references:
Downes, S. (2011) 'Connectivism' and Connective Knowledge.
Retrieved from http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distance Learning, 9(3).
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1137
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
Siemens, G. (2005, August 10). Connectivism: Learning as Network Creation. e-Learning Space.org website. http://www.elearnspace.org/Articles/networks.htm
Siemens G. (n.d.) Teaching in Social and Technological Networks
Retrieved from http://www.connectivism.ca/?p=220
Retrieved from http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distance Learning, 9(3).
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1137
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
Siemens, G. (2005, August 10). Connectivism: Learning as Network Creation. e-Learning Space.org website. http://www.elearnspace.org/Articles/networks.htm
Siemens G. (n.d.) Teaching in Social and Technological Networks
Retrieved from http://www.connectivism.ca/?p=220
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