The connectivist theory explores the meaning of learning outside of the traditional standards. Students are ushered through the technological wave of the future through class-room implemented networks. The theory was first introduced by George Siemens, once the Associate Director in the Learning Technologies Centre at the University of Manitoba , in his December 2004 article entitled, “Connectivism: A Learning Theory for the Digital Age,” Siemens introduces the theory stating, “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.” Siemens uses “chaos” throughout this article to described the interconnection of “everything to everything.” The theory is essentially the idea that because new elements come into play everyday of life, learning must be adaptable and ever-changing through a system of external connections internally.
The principles are connectivism from the article are listed below.
- 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.
These principle settles well with me. I am attracted to the idea of knowledge relating to life’s diversity and integrating networking and connection-building into the learning process. My first encounter with a learning circumstance similar to connectivist would be ECI 521: Teaching Literature for Young Adults (NCSU). The intense integration of technology and connections allows for a greater and more diverse assessment of knowledge. This learning trait is inherent despite it’s lack of recognition. Siemens explores this lack of acknowledgement for “external learning” the same article arguing, “A central tenet of most learning theories is that learning occurs inside a person…These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations Learning theories are concerned with the actual process of learning, not with the value of what is being learned.” Through this reflection, it can be gathered that most learning theories do not acknowledge the faster-growing theme of technology integration in the classroom.
In his 2006 book Knowing Knowledge, he states, “learning is the process of creating networks. Nodes are external entities which we can use to form a network. Or nodes may be people, organizations, libraries, web sites, books, journals, database, of any other source of information.” Here, Siemens further explains that educators and researcher should not turn a blind eye to the fact that the learning process should be inclusive of all knowledge-bases along with discretion for what is being learned. In “Connectivist: A Learning Theory for the Digital Age,” he explains this very point, “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.” His attempt with the connectivisim theory is to encourage educator is looking become the conventions and advance with the inevitable progression and expansion of learning.
This “digital age” model for learning is especially useful for the young adult generations of this time. Technology can be compared to a train speeding along its track; you can get on board with it or attempt to stop it and get ran over by it; either way, it’s coming. Siemens theory is simply integration of life into learning for more effective knowledge-sharing. It allows for a greater variety and diversity of information while also making the it available to all. It is this accessibility with technology in general that makes it so attractive, it is only appropriate to apply it as a learning tool. bookhenge
WORKS CITED
Siemens, George. “Connectivism: A Learning Theory for the Digital Age,” Dec. 12, 2004.
http://www.elearnspace.org/Articles/connectivism.htm
Siemens, Goerge. Knowing Knowledge, 2006 http://www.knowingknowledge.com
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