Connectivism
Overview
Connectivism is a learning theory developed by George Siemens and Stephen Downes as a response to changes in learning habits due to the use of Internet technologies to share information. The learning emphasizes learning as the ability to find information, see connections and make decisions rather than collecting knowledge items. Learner’s knowledge flows from one learner to another through the creation of networks. With that learning is not limited to humans, as other mediums can create connections and networks.
Connectivism is a learning theory developed by George Siemens and Stephen Downes as a response to changes in learning habits due to the use of Internet technologies to share information. The learning emphasizes learning as the ability to find information, see connections and make decisions rather than collecting knowledge items. Learner’s knowledge flows from one learner to another through the creation of networks. With that learning is not limited to humans, as other mediums can create connections and networks.
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Guidelines for Use
Guideline 1 - Community, Diversity and Openness
Learning is the ability to connect different knowledge and grow networks. Therefore a diverse open community, including organizations or Internet resources, is needed to provide learners the opportunity to access various knowledge sets and contribute to others. Provide students with resources and encourage students to find resources from a variety of locations and disciplines, such as blogs, journal articles, videos, reports, data sets, social media posts, museum databases, libraries or directly reach out to other people in various fields.
Guideline 2 - Finding vs. Knowing
Teaching students the skills to locate and identify credible, and quality information allows learners to continue learning independently rather than learning a series of facts. For example, include lessons identifying if a piece of writing is a personal opinion or widely accepted fact.
Guideline 3 - Independence and Participation
To create connections between information sets and to contribute back to those information sets, learners must be active, independent participants. One way to encourage student participation is to include online discussions, student blog posts, or social media posts.
Guideline 4 - Flexibility and Tracking
Due to student involvement in growing content and sharing information, a course plan must be flexible to adjust to learners content sharing as well as track shared content. One way to do this is through the use of tags in shared information to sort and connect posts, as well as evaluating students based on contribution rather than specific content retention.
Guideline 5 - Connection
Connectivism requires students to be connected to one another, and have interaction with both each other and content. Without connection to others new knowledge formed by others experiences cannot be shared. Online communities and networks are a great way to form a social connection between participants allowing information flow.
Guideline 1 - Community, Diversity and Openness
Learning is the ability to connect different knowledge and grow networks. Therefore a diverse open community, including organizations or Internet resources, is needed to provide learners the opportunity to access various knowledge sets and contribute to others. Provide students with resources and encourage students to find resources from a variety of locations and disciplines, such as blogs, journal articles, videos, reports, data sets, social media posts, museum databases, libraries or directly reach out to other people in various fields.
Guideline 2 - Finding vs. Knowing
Teaching students the skills to locate and identify credible, and quality information allows learners to continue learning independently rather than learning a series of facts. For example, include lessons identifying if a piece of writing is a personal opinion or widely accepted fact.
Guideline 3 - Independence and Participation
To create connections between information sets and to contribute back to those information sets, learners must be active, independent participants. One way to encourage student participation is to include online discussions, student blog posts, or social media posts.
Guideline 4 - Flexibility and Tracking
Due to student involvement in growing content and sharing information, a course plan must be flexible to adjust to learners content sharing as well as track shared content. One way to do this is through the use of tags in shared information to sort and connect posts, as well as evaluating students based on contribution rather than specific content retention.
Guideline 5 - Connection
Connectivism requires students to be connected to one another, and have interaction with both each other and content. Without connection to others new knowledge formed by others experiences cannot be shared. Online communities and networks are a great way to form a social connection between participants allowing information flow.
Good Examples of Use
Example 1- Wiki
Providing the ability to be updated and expanded by multiple users, Wiki's allow learners to grow a network of knowledge through the creation of new pages and linking new or existing pages. The most well-known wiki is Wikipedia.
Example 2- Twitter
Twitter is a popular social media where users to connect with others, share ideas. The hashtag systems allows users to connect their knowledge to a greater network and look for new connections.
Example 1- Wiki
Providing the ability to be updated and expanded by multiple users, Wiki's allow learners to grow a network of knowledge through the creation of new pages and linking new or existing pages. The most well-known wiki is Wikipedia.
Example 2- Twitter
Twitter is a popular social media where users to connect with others, share ideas. The hashtag systems allows users to connect their knowledge to a greater network and look for new connections.
Helpful Resources
Resource 1 - Overview of Connectivism
Resource 2 - Students and Connectivism
Resource 2 - Criticism of Connectivism
Resource 1 - Overview of Connectivism
- A 3-minute interview clip of George Siemens, a pioneer of Connectivism, explaining the origins and concept of Connectivism.
Resource 2 - Students and Connectivism
- A 3-minute video explaining how a student could use Connectivism to enhance understanding, engagement, and connection to course content.
Resource 2 - Criticism of Connectivism
- This paper provides some criticisms of Connectivism.
Research
Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. doi:10.3109/0142159X.2016.1173661
krist2366. (2015), Connectivism (Siemens, Downes), in Learning Theories. Retrieved from https://www.learning-theories.com/connectivism-siemens-downes.html
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Author
Submitted by Ellen Hrinivich
Contact Info: e[email protected]
Bio: Mas Master of Education Student at UOIT, B.Sc. 2014 University of Western Ontario, Occasional secondary school teacher, Illustrator, and former design researcher.
Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. doi:10.3109/0142159X.2016.1173661
krist2366. (2015), Connectivism (Siemens, Downes), in Learning Theories. Retrieved from https://www.learning-theories.com/connectivism-siemens-downes.html
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Author
Submitted by Ellen Hrinivich
Contact Info: e[email protected]
Bio: Mas Master of Education Student at UOIT, B.Sc. 2014 University of Western Ontario, Occasional secondary school teacher, Illustrator, and former design researcher.