Connectivism. Article 2

Connectivism:
A Learning Theory for the Digital Age

George Siemens

Introduction

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. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).

Limitations of Behaviorism, Cognitivism, and Constructivism

A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. 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

Some questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning:

• How are learning theories impacted when knowledge is no longer acquired in the linear manner?
• What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).
• How can we continue to stay current in a rapidly evolving information ecology?
• How do learning theories address moments where performance is needed in the absence of complete understanding?
• What is the impact of networks and complexity theories on learning?
• What is the impact of chaos as a complex pattern recognition process on learning?
• With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?

Connectivism

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 driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

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.

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http://www.itdl.org/Journal/Jan_05/article01.htm