Pro+connectivism

 [[image:connectivism.jpg]] Source: http://farm1.static.flickr.com/83/210080133_0b650f3641.jpg Connectivism :
In a nutshell, "connectivisim is an integration of several theories: chaos, network, complexity and self-organization. Learning is viewed as a process that occurs within nebulous environments of shifting core elements which is not totally under the control of the individual. Learning is now viewed as a process outside ourselves, is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowledge".

Some key points about connectivism: 1.Learning and knowledge rests in the diversity of opinions. 2. Learning is a process of connecting specialized nodes or information sources. 3. Learning may reside in non-human appliances. 4. Capacity to know more is more critical than what is currently known. 5. Nurturing and maintaining connections is needed to facilitate learning. 6. Ability to see connections between fields, ideas and concepts is a core skill. 7. Being current is the intent of all connectivist learning activities. 8. Decision making is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Siemens, George. "Connectivism: A Learning Theory for the Digital Age." 12 December 2004. 27 February 2009. []

Connectivism as a learning theory
According to Gredler (2005) a theory must have the following: clear assumptions and beliefs about the object of the theory should be highlighted; key terms should be clearly defined; there should be a developmental process where principles are derived from assumptions; and it should entail an explanation of "underlying psychological dynamics of events related to learning."

Connectivism fulfills the requirements outlined by Gredler. "It has a clear assumption and beliefs. It frames learning in the concept that the learner is connected to nodes on the network which suggests that knowledge does not reside in one location, but rather that it is a combination of information coming out of many individuals seeking answers related to a common interest and giving feedback to one another."

As Siemens states in his article, "a central tenet of most learning theories is that learning occurs within the individual." What most of these learning theories fail to address is the learning that occurs outside the individual or, as Siemens puts it, within the organization. A theory should be based on what is being learned, not the value of what is being learned. Siemens goes further in his explanation by saying, "learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring......when knowledge is abundant, the rapid evaluation of knowledge is important. In today's environment, action is often needed without personal learning, that is we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill." This is basically a new learning theory that takes into consideration the 21st Century Learner. Connectivism advances the old theories of behaviorism, cognitivism and constructivism and makes it relevant for the future of educational theory.

Siemens, George. "Connectivism: A Learning Theory for the Digital Age." 12 December 2004. 27 February 2009. http://www.elearnspace.org/Articles/connectivism.htm

Connectivism is relevant to teaching practices!
All educators value the means by which to teach effectively. Education is a life long process. The ability for students to learn is implemented at an early age by teachers who have the insight to not only educate but also to train students to understand how to educate themselves. The most effective way a teacher can educate a student to do this is through the idea of Connectivism.

With time, most everything evolves, and so it is with education. The idea of education is no longer about having students open to a certain page in their text with the goal of reciting important names and dates. The idea of education today is the process of teaching students how to learn and become self sufficient in society. Thus, Connectivism is a vital learning theory that relates to all educators. If we are to teach students how to become life long learners, we, as educators, must show them the means by which to acquire information. “When knowledge, however, is needed but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses” (Siemens, 2004).

Connectivism is relevant to teaching practices because it teaches the vital skill of acquiring information. If people could possess all that there is to know, Connectivism would not be necessary. However, only in a fantasy world can such knowledge exist. It is up to all educators to help lay the “pipe” so that the content within the pipe can flow smoothly within and sustain the student with the means to build the life long processes of learning.

Works Cited Siemens, George. “Connectivism: A Learning Theory for the Digital Age.” 12 December 2004. 25 February 2009. http://www.elearnspace.org/Articles/connectivism.htm.



Implications of Connectivism in the design of Technology Supported Learning Environments
Several factors are important for the design of technology based/supported learning environments. It is not simply enough to use technology in isolation from a network. For example, having students do computer based research through a static device such as a cd-rom encyclopedia would not fulfill the expectations or meet the criteria of Connectivism.

When designing a technology based learning environment the following elements should be included:
 * Access to a network so that students can locate the newest information.
 * Making use of the newest information in a manner so that one can realize that information and thinking is in a state of flux and change.
 * Technology based learning environments should allow for the two directional flow of information. Learners should be able to both download information and have the ability to upload new thinking back to the network.
 * It is important that learners have the ability to store their knowledge on the network so that the information can be retrieved by others.
 * Individuals should be given methods or taught the skills necessary in order to sort through the “chaos” to be able to make decisions in order to rank information in terms of importance.
 * Technology based learning networks can make use of online social networking tools such as educational blogs in order to allow for the flow of information and the exchange of information between individuals. Social networking elements of a technology supported learning environment allow individuals to exchange information with others in a manner that pushes ones thinking beyond what could be done individually.

Works Cited Siemen Goerge. Source: Wikipidia. Page originally authored by Micah Williams (2008)."ConnectivismDesign." http://design.test.olt.ubc.ca/Connectivism#How_Can_Teachers_use_Connectivism.3F

Connectivism supports our students
The role of the student in the “Connectivist Theory” has changed greatly in comparison to more traditional learning theories. The student creates varied and widespread learning networks via technology that will ultimately lead to his own success and lifelong learning. It is through these network connections that a student will access the latest knowledge. The student doesn’t just look toward the teacher as the sole possessor and disseminator of knowledge anymore. The student must instead look to his peers and the wide array of technological sources of knowledge. Knowledge in the technological era that we live in is far too fluid and changing to be able to possess all of it at once. The student must constantly network in order to attain and access the information that is needed, evaluate the information, and support his current knowledge. This is the ultimate in student centered learning. The following [|vodcast] is an excellent illustration of the student's role in connectivist learning. media type="youtube" key="XwM4ieFOotA" height="344" width="425"

Some parts of the theory are more compelling or relevant than others.

 * One of the key aspects of connectivism is that it results in self directed learning. According to this [|article] by Maurice Gibbons et. al., students spend more time out of the structured environment of the classroom than within it, and therefore, self directed learning is essential.
 * Connectivism is, in large part, dependent upon advances in and the ubiquity of technology. One would be hard pressed to argue that technology will not continue to expand its role in the classroom.
 * Connectivism stresses making connections between different fields. As a result, cross curricular activities are advanced, thus more accurately replicating real life situations where divisions between subject areas are rarely clear and distinct (as discussed in the [|PhD dissertation of Gyöngyvér Molnár]).

Works Cited Gibbons, Maurice et. al. //The Journal of Humanistic Psychology// (Spring, 1980), pp. 41-56. (online at [|Self-Directed Learning]). Molnár, Gyöngyvér. Study of Complex Problem-Solving in Real Life Problems. 2003. (available as [|PDF document]).

References:
Bessenyei,I (2008). Learning and Teaching in the Informational Society. Elearning 2.0 and Connectivism. Retrieved February 27, 2009 from []

Deubel, P. (2006). The Value of Connectivism. Retrieved February 27, 2009 from []

Gibbons, Maurice et. al. //The Journal of Humanistic Psychology// (Spring, 1980), pp. 41-56. (online at [|Self-Directed Learning]).

Molnár, Gyöngyvér. Study of Complex Problem-Solving in Real Life Problems. 2003. (available as [|PDF document]).

Reynard, R. (2008). 21st Century Teaching and Learning: Assessing New Knowledge. Retrieved February 27, 2009 from []

Siemen Goerge. Source: Wikipidia. Page originally authored by Micah Williams (2008)."ConnectivismDesign." http://design.test.olt.ubc.ca/Connectivism#How_Can_Teachers_use_Connectivism.3F

Siemens, George. "Connectivism: A Learning Theory for the Digital Age." 12 December 2004. 27 February 2009. []