User Tools

Site Tools


learning_paradigms:connectivism

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
learning_paradigms:connectivism [2011/06/29 16:17]
jpetrovic [About connectivism]
learning_paradigms:connectivism [2023/06/19 18:03] (current)
Line 3: Line 3:
 ===== About connectivism ===== ===== About connectivism =====
  
-Connectivism((Not to be confused with [[learning_theories:​connectionism]].)) is a new learning paradigm ​and a learning theory introduced in **2004** by [[http://​www.educause.edu/​Community/​MemDir/​Profiles/​GeorgeSiemens/​57433|George Siemens]](([[http://​www.elearnspace.org/​Articles/​connectivism.htm|Siemens,​ G. Connectivism:​ a learning theory for the digital age. Elearnspace. 2004.]])). This theory attempts to approach learning and knowledge in context of technological development during the last few decades, since the impact of technological achievements on learning and knowledge cannot be ignored. +Connectivism((Not to be confused with [[learning_theories:​connectionism]].)) is a new learning paradigm ​or a learning theory introduced in **2004** by [[http://​www.educause.edu/​Community/​MemDir/​Profiles/​GeorgeSiemens/​57433|George Siemens]](([[http://​www.elearnspace.org/​Articles/​connectivism.htm|Siemens,​ G. Connectivism:​ a learning theory for the digital age. Elearnspace. 2004.]])). This theory attempts to approach learning and knowledge in context of technological development during the last few decades, since the impact of technological achievements on learning and knowledge cannot be ignored.
- +
-Motivation for introduction of connectivism comes from notion that learning theories in frames of [[learning_paradigms:​behaviorism]],​ [[learning_paradigms:​cognitivism]],​ [[learning_paradigms:​constructivism]] and [[learning_paradigms:​humanism]] promote the understanding that learning occurs only inside a person. According to Siemens,  +
- +
-  * "//​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... We can no longer personally experience and acquire learning that we need to act. We derive our competence from **forming connections**.//​(([[http://​devrijeruimte.org/​content/​artikelen/​Connectivism.pdf|Siemens,​ G. Connectivism:​ A Learning Theory for the Digital Age. 2005.]]))"​+
  
 Siemens'​ connectivism incorporates ideas from: Siemens'​ connectivism incorporates ideas from:
Line 15: Line 11:
   * **Networks** - Network models were acquired because of their applicability and simplicity. Networks are sets of relations between elements which integrate those elements into a whole.   * **Networks** - Network models were acquired because of their applicability and simplicity. Networks are sets of relations between elements which integrate those elements into a whole.
  
-Connectivism ​integrates these principles. Learning ​is defined ​as **actionable knowledge** which can reside in a person but also outside one, for example in a database or an organization. The process of learning is focused not on acquiring more knowledge into or from each of such information sources, but on **connecting** them **and maintaining those connections**. Connection forming is important since the body of **knowledge is nowadays rapidly changing** and the common approach of a structured course in which packed knowledge is transferred to students is not efficient anymore. It serves institutions,​ but not students.+Motivation for introduction of connectivism comes from notion that learning theories in frames of [[learning_paradigms:​behaviorism]],​ [[learning_paradigms:​cognitivism]],​ [[learning_paradigms:​constructivism]] and [[learning_paradigms:​humanism]] promote the understanding that learning occurs only inside a person. According to Siemens,  
 + 
 +  * "//​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... We can no longer personally experience and acquire learning that we need to act. We derive our competence from **forming connections**.//​(([[http://​devrijeruimte.org/​content/​artikelen/​Connectivism.pdf|Siemens,​ G. Connectivism:​ A Learning ​Theory for the Digital Age. 2005.]]))"​ 
 + 
 +Siemens defines learning ​as **actionable knowledge** which can reside in a person but also outside one, for example in a database or an organization. The process of learning is focused not on acquiring more knowledge into or from each of such information sources, but on **connecting** them **and maintaining those connections**. Connection forming is important since the body of **knowledge is nowadays rapidly changing** and the common approach of a structured course in which packed knowledge is transferred to students is not efficient anymore. It serves institutions,​ but not students.
  
 Connections are formed between nodes, but also between networks of nodes. Nodes can represent virtually anything, like a community or an individual, and the stronger the connection is, the faster information will flow between the nodes. Aggregated nodes form the network, but the network itself can only have limited influence on the nodes. According to Siemens(([[http://​www.astd.org/​LC/​2005/​1105_seimens.htm|Siemens,​ G. Connectivism:​ Learning as Network-Creation - ASTD. 2005.]])), elements and characteristics of a network include: Connections are formed between nodes, but also between networks of nodes. Nodes can represent virtually anything, like a community or an individual, and the stronger the connection is, the faster information will flow between the nodes. Aggregated nodes form the network, but the network itself can only have limited influence on the nodes. According to Siemens(([[http://​www.astd.org/​LC/​2005/​1105_seimens.htm|Siemens,​ G. Connectivism:​ Learning as Network-Creation - ASTD. 2005.]])), elements and characteristics of a network include:
Line 28: Line 28:
 Connections between the nodes can depend on various factors which make them stronger or weaker(([[http://​www.astd.org/​LC/​2005/​1105_seimens.htm|Siemens,​ G. Connectivism:​ Learning as Network-Creation - ASTD. 2005.]])): motivation (impacts individuals determination to foster deeper connections),​ emotions (affect our evaluation of nodes and allow existence of contradictory perspectives),​ exposure (nodes grow and develop through forming connections to other nodes), patterning (recognizing the nature of different sources of information),​ logic and experience. Connections between the nodes can depend on various factors which make them stronger or weaker(([[http://​www.astd.org/​LC/​2005/​1105_seimens.htm|Siemens,​ G. Connectivism:​ Learning as Network-Creation - ASTD. 2005.]])): motivation (impacts individuals determination to foster deeper connections),​ emotions (affect our evaluation of nodes and allow existence of contradictory perspectives),​ exposure (nodes grow and develop through forming connections to other nodes), patterning (recognizing the nature of different sources of information),​ logic and experience.
  
 +For an practical example of learning from perspective of connectivism see [[http://​projects.coe.uga.edu/​epltt/​index.php?​title=Connectivism#​Principles_of_Connectivism|this example]].
  
 ===== Keywords and most important names: ===== ===== Keywords and most important names: =====
Line 38: Line 38:
 ===== Criticisms ===== ===== Criticisms =====
  
-Connectivism is criticized for being more a pedagogical approach and a model rather than learning theory, since it doesn'​t really attempt to explain processes of how people learn.(([[http://​www.surfspace.nl/​nl/​Redactieomgeving/​Publicaties/​Documents/​Connectivism%20a%20new%20theory.pdf|van Pløn Verhagen, Bijdrage. Connectivism:​ a new learning theory?” University of Twente, November 11, 2006.]])) It also describes learning as //​actionable knowledge// emphasizing only the result, not the process of learning.+Connectivism is criticized for being more **a pedagogical approach** and a model rather than learning theory, since it doesn'​t really attempt to explain processes of how people learn.(([[http://​www.surfspace.nl/​nl/​Redactieomgeving/​Publicaties/​Documents/​Connectivism%20a%20new%20theory.pdf|van Pløn Verhagen, Bijdrage. Connectivism:​ a new learning theory?” University of Twente, November 11, 2006.]])) It also describes learning as //​actionable knowledge// emphasizing only the result, not the process of learning.
  
 Lack of references to previous related works makes connectivisms contributions hard to identify. Some authors notice a number of connectivist ideas already present in earlier theories.(([[http://​www.eric.ed.gov/​PDFS/​EJ815759.pdf|Kop,​ Rita, and Adrian Hill. Connectivism:​ Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]])) Lack of references to previous related works makes connectivisms contributions hard to identify. Some authors notice a number of connectivist ideas already present in earlier theories.(([[http://​www.eric.ed.gov/​PDFS/​EJ815759.pdf|Kop,​ Rita, and Adrian Hill. Connectivism:​ Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]]))
learning_paradigms/connectivism.1309357033.txt.gz · Last modified: 2023/06/19 17:49 (external edit)