Connectivism: Difference between revisions
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Quotes from [http://www.itdl.org/Journal/Jan_05/article01.htm Siemens (2004)] | Quotes from [http://www.itdl.org/Journal/Jan_05/article01.htm Siemens (2004)] | ||
{{quotationbox|text=Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. | |||
{{quotationbox|Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. | |||
Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. | Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. | ||
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* Decision-making is itself 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. | * Decision-making is itself 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. | ||
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According to Goldie and Scott (2016), Connectivism is one of the most prominent of the network learning theories that have been developed for e-learning environments. It first appeared in Siemens (2005 Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: | |||
http://www.itdl.org/Journal/Jan_05/article01.htm | |||
. [Google Scholar]) on-line publication “Connectivism: A learning theory for the digital age”, ideas which have been developed by Downes (2005 Downes S. 2005. An introduction to connective knowledge. Stephen’s Web; [cited 2015 Aug]. Available from: | |||
http://www.downes.ca/cgi-bib/page.cgi?post =33034 | |||
. [Google Scholar], 2006 Downes S. 2006. Learning networks and connective knowledge; [cited 2015 Aug]. Available from: | |||
http://itforum.coe.uga.edu/paper92/paper92.htlm | |||
. [Google Scholar], 2012 Downes S. 2012. Connectivism and connective knowledge. Essays on meaning and learning networks; [cited 2015 Aug]. Available from: | |||
http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf | |||
. [Google Scholar]). It is beginning to be recognized by medical educators (Sandars & Haythornthwaite 2007 Sandars J, Haythornthwaite C. 2007. New horizons in medical education: ecological and Web 2.0 perspectives. Med Teach. 29:307–310.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]; Sandars & Morrison 2007 Sandars J, Morrison C. 2007. What is the net generation? The challenge for future medical education. Med Teach. 29:85–88.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]; Lau 2011 Lau VKH. 2011. Computer-based teaching module design: principles derived from learning theories. Med Educ. 48:247–254.[Crossref], [Web of Science ®], , [Google Scholar]; Mehta et al. 2013 Mehta N, Hull A, Young J, Stoller J. 2013. Just imagine: new paradigms for medical education. Acad Med. 88:1418–1423.[Crossref], [PubMed], [Web of Science ®], , [Google Scholar]; Downes 2015 Downes S. 2015. e-learning symposium plenary. Glasgow: AMEE. [Google Scholar]; Flynn et al. 2015 Flynn L, Jalali A, Moreau KA. 2015. Learning theory and its application to the use of social media in medical education. Postgrad Med J. 91:556–560.[Crossref], [PubMed], [Web of Science ®], , [Google Scholar]) due to its claim to provide a lens through which teaching and learning using digital technologies can be better understood and managed. | |||
== Links == | == Links == | ||
Revision as of 09:35, 26 April 2019
Introduction
Connectivism is a kind of learning theory that was created by George Siemens. It also can be understood as educational theory or view or global strategy.
Connectivism was a core principle used for designing the first MOOCs (unlike the "modern" versions that come out of elite universities and rather represent in our opinion a propaganda purpose)
Quotes from Siemens (2004)
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.
Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
Principles of connectivism:
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself 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.
According to Goldie and Scott (2016), Connectivism is one of the most prominent of the network learning theories that have been developed for e-learning environments. It first appeared in Siemens (2005 Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: http://www.itdl.org/Journal/Jan_05/article01.htm . [Google Scholar]) on-line publication “Connectivism: A learning theory for the digital age”, ideas which have been developed by Downes (2005 Downes S. 2005. An introduction to connective knowledge. Stephen’s Web; [cited 2015 Aug]. Available from: http://www.downes.ca/cgi-bib/page.cgi?post =33034 . [Google Scholar], 2006 Downes S. 2006. Learning networks and connective knowledge; [cited 2015 Aug]. Available from: http://itforum.coe.uga.edu/paper92/paper92.htlm . [Google Scholar], 2012 Downes S. 2012. Connectivism and connective knowledge. Essays on meaning and learning networks; [cited 2015 Aug]. Available from: http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf . [Google Scholar]). It is beginning to be recognized by medical educators (Sandars & Haythornthwaite 2007 Sandars J, Haythornthwaite C. 2007. New horizons in medical education: ecological and Web 2.0 perspectives. Med Teach. 29:307–310.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]; Sandars & Morrison 2007 Sandars J, Morrison C. 2007. What is the net generation? The challenge for future medical education. Med Teach. 29:85–88.[Taylor & Francis Online], [Web of Science ®], , [Google Scholar]; Lau 2011 Lau VKH. 2011. Computer-based teaching module design: principles derived from learning theories. Med Educ. 48:247–254.[Crossref], [Web of Science ®], , [Google Scholar]; Mehta et al. 2013 Mehta N, Hull A, Young J, Stoller J. 2013. Just imagine: new paradigms for medical education. Acad Med. 88:1418–1423.[Crossref], [PubMed], [Web of Science ®], , [Google Scholar]; Downes 2015 Downes S. 2015. e-learning symposium plenary. Glasgow: AMEE. [Google Scholar]; Flynn et al. 2015 Flynn L, Jalali A, Moreau KA. 2015. Learning theory and its application to the use of social media in medical education. Postgrad Med J. 91:556–560.[Crossref], [PubMed], [Web of Science ®], , [Google Scholar]) due to its claim to provide a lens through which teaching and learning using digital technologies can be better understood and managed.
Links
- Downes, S. (2005, December 12). An introduction to connective knowledge. HTML
- Downes, S. (2006). Learning networks and connective knowledge, HTML
- Verhagen, P. (2006). Connectivism: A new learning theory? PDF (retrieved March 2011).
- Connectivism (Wikipedia)
- Blogs, collections
- Connectivism. The blog by George Siemens
Bibliography
- Downes, Stephen (2012). Connectivism and Connective Knowledge, Essays on meaning and learning networks, National Research Council Canada ISBN 978-1-105-77846-9 PDF (free 600p. e-book), Version 1.0 – May 19, 2012, retrieved nov 2012.
- Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661
- Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved 13:44, 9 March 2011 (CET) from http://www.itdl.org/Journal/Jan_05/article01.htm
- Siemens, G. , Connectivism: A Learning Theory for the Digital Age, retrieved 13:44, 9 March 2011 (CET) from http://www.elearnspace.org/Articles/connectivism.htm (reprint of above)
- Siemens, G. (2005). Meaning making, learning, subjectivity. Retrieved 13:44, 9 March 2011 (CET) from http://connectivism.ca/blog/2005/12/meaning_making_learning_subjec.html
- Siemens, G. (2006). Knowing Knowledge PDF,
- Mohamed Amine Chatti, Matthias Jarke, Christoph Quix (2010). Connectivism: the network metaphor of learning, Int. J. of Learning Technology, 2010 Vol.5, No.1, pp.80 - 99 (Abstract)