Week 5: Connectivism
con·nec·tiv·ism
Connectivism is a contemporary learning theory that emerged in the digital age that seeks to explain complex learning in a rapidly changing social, digital world.
Photo courtesy of Nana Dua on Unsplash
Overview of connectivism
Connectivism is a contemporary learning theory that emerged in the digital age that seeks to explain complex learning in a rapidly changing social, digital world. It posits that learning is not solely an individual, internal process but an active and connected experience within a networked environment. Learning is viewed as a process of network formation.
Connectivism recognizes the role of technology as a powerful enabler of learning. Digital tools, social media platforms, online collaboration platforms, and various technological resources facilitate networked learning experiences. In connectivism, the collective connections between all the 'nodes' in a network result in new forms of knowledge.
The Theory's Principles
-
Learning Is A Social Process: Knowledge isn't delivered to students by the teacher but is created by them through their collaboration with others.
-
Culture And Society Influence Learning: What and how we learn are affected by our community's traditions, values, and customs.
-
Decisions Change over Time: Especially in the digital world, where we receive large amounts of information at any moment.
CHAOS
Chaos is the breakdown of predictability; it states that the meaning exists – the learner's challenge is to recognize the patterns that appear to be hidden. Meaning-making and forming connections between specialized communities are important activities. Recognizing and adjusting to pattern shifts is a key learning task.
DIGITAL LITERACY
Digital literacy is navigating and utilizing digital technologies to find, evaluate, create, and communicate information effectively. An essential skill for learners is assessing the credibility and reliability of online information sources, ensuring that they can make well-informed decisions and engage in responsible digital citizenship.
KEY DATES & RESEARCHERS
2005: George Siemens and Stephen Downes first use the phrase connectivism. They believed students should gather ideas, theories, and general knowledge from different sources but combine them correctly.
2011: Siemens, Downes, and Cormier constructed the first massive open online course (MOOC), Connectivism and Connective Knowledge, to explain and partly model a connectivist approach to learning.
The implications of connectivism for instructional design
The learning landscape has been so radically changed by the advancement and prevalence of technology that existing learning theories must be revisited. The dramatic reduction in the half-life of knowledge will change the demand for traditional bachelor’s and master’s degree programs and their 2-4-year durations. With the American Society of Training and Documentation estimating that the amount of knowledge doubles every 18 months, learning programs will need to be contained within that cycle, offering alternative credentials that allow learners to complete a program with enough time to put it into practical use before it becomes obsolete.
Instructional design must acknowledge the unique circumstances when learners no longer need proficiency and expertise in a subject but merely to demonstrate digital literacy to find information from a credible source. Also, with most learning coming from informal sources outside of a classroom setting, it can no longer be assumed that learners of similar age or grade level will have the same base level of knowledge on a subject. Assessments will be increasingly valuable to create personalized learning that allows each learner to explore topics appropriately. When designing in a connected age, instructional designers must focus on technical and critical thinking skills and ensure learners are responsible contributors to the shared online learning community.
Strengths and limitations of connectivism in education
Strengths
-
Addresses the reality of the current learning landscape
-
Advocates for digital literacy
-
Empowers learners to form their own networks, knowledge, connections
-
Can level the field for underserved communities where physical access to resources can be limited
-
When students have autonomy over their learning, they are more likely to form personal connections with the knowledge
-
Provides equal opportunities for learners with accessibility concerns
Limitations
-
The entire learning process can be derailed by unreliable sources, AI hallucinations, or online bullies
-
New information and technologies are constantly available, leaving little time for internal processing or mastery of any topic
-
The constant flow of online information can affect mental health
-
Doesn’t acknowledge or encourage interaction and learning in the physical world
-
Diminishes the need for traditional institutions and accreditation, which offer valuable learning such as breadth of knowledge, personal interaction, and civil presentation of opposing views
Personal Learning Network:
The Learning Guild
The Learning Guild is a community of practice for those supporting the design, development, strategy, and management of organizational learning. As a member-driven organization, the Guild produces countless resources, all devoted to the idea that the people who know the most about making learning successful are those who produce learning every day in corporate, government, and academic settings.
The Learning Guild has a fantastic repository of research, eBooks, articles, events, and webinars. Their LinkedIn community includes 70,000 members who actively post content that is very relevant to my professional work. While new to their community, I look forward to learning from and engaging with its members. Their online resources have been extremely valuable in my instructional design journey.
