CONNECTIVISM

We, humans have a history of transitioning from stone-age to current information age.
Along with this evolution, learning theories kept constantly improving with the advancements of
technology and (neuro) Science. Built on the previous learning models, theories like Constructivism,
Sociocultural and now Connectivism, have been proposed to take into account the evolving
technological revolution of our times. There are commonalities and overlaps between these
theories.

The foundations of Connectivism apply the principles of constructivism to informal, networked,

technology-supported arenas to serve better our current teaching-learning processes. Since
Siemens Connectivism: Learning as Network Creation (2005) and Downes An Introduction to
Connective Knowledge (2005) initially with the blogosphere in 2005 in the USA, an extended
discourse has ensued in and around the status of connectivism as a learning theory for the digital
age.

The human brain is a network of neurons and so in the connectivist model, a learning community =
a node, (part of a larger network). Siemens (2004) claims, A (digital) community is the clustering of
similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together. Nodes
arise out of the connection points that are found on a network. A network is comprised of two or
more nodes linked in order to share resources. Nodes may be of varying size and strength, depending
on the concentration of information and the number of individuals who are navigating through a
particular node (Downes, 2008).

The logic behind each connectivist strategy is agency (learner/ peer/internet), openness, connectivity,
and diversity. According to connectivism, knowledge is distributed across an information network and
can be stored in a variety of digital formats. Learning and knowledge are said to rest in diversity of
opinions (Siemens, 2008, para. 8). So we have different kinds of learning, different kinds of
knowledge management. Consequence of connective learning gives rise to digital culture,
community of learners. 'Personal knowledge management' is 'learning', 'social knowledge
management' might be 'research' or 'social learning' or something like that resembling sociocultural
theories.

Since information is constantly evolving, its validity and accuracy may change over time (shrinking
half-life periods of knowledge), depending on the discovery of new contributions pertaining to a
subject. By extension, ones understanding of a subject, ones ability to learn about the subject in
question, will also change over time.

Connectivism stresses that two important skills that contribute to learning are the ability to seek out
current information, and the ability to filter relevant information. Simply put, The capacity to know
is more critical than what is actually known (Siemens, 2008, para. 6). The ability to make decisions
on the basis of information that has been acquired is also considered integral to the learning process.

The learning process is cyclical, in that learners will connect to a network to share and find new
information, will modify their beliefs on the basis of new learning, and will then connect to a network
to share these realizations and find new information once more. Learning is considered a . . .
knowledge creation process . . . not only knowledge consumption. Ones personal learning network
is formed on the basis of how ones connection to learning communities are organized by a learner.

Learners may transverse networks through multiple knowledge domains. The peripheries of
knowledge fields are porous, permeable allowing for making the interdisciplinary
connections. Siemens asserts, The ability to see connections between fields, ideas, and concepts is
a core skill (Siemens, 2008, para. 10). The connectivist metaphor is particularly timely, since the
navigation of the Internet and the means by which information is dispersed.

How is it relevant to Teachers?

We are onto an era of participation, in information construction and exchange, of engagement, of

breaking down the screens that served someones agenda. Teachers develop appropriate
technological pedagogical content knowledge sufficient to design a course (attractive, authentic
contents in relevant contexts), create and support a connected community, (social network) - a multi
user virtual environment where autonomy, diversity and interactivity are facilitated. Technological
tools provide individualised, self-paced, self-controlled, open and limitless learning opportunities. For
example, you tube videos can be used anytime to learn hands on practical activities by modelling
others. Personally I find online educational domains like nzmaths.co.nz; the pond. VLN assisted me to
organise lessons. As a social learning network tool, I am exploring the use of Edmodo for my teaching-
learning. It enables students to connect using multiple formats, to interact with peers, teachers and
other learning environments

Connectivism differs from constructivism in claiming that knowledge is literally the set of connections,
associations formed and not constructed through interactions. It further claims that meaning
making to be a property of language and logic.

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1. The blog of George Siemens http:// www.connectivism.ca has great inspiring articles on
technology enhanced knowledge research institute (tekri). I was drawn to the article about feeding
the vampires and he discusses the cost of technologies. He warns of the technological debt of time
taken to maintain, extend, and manage old systems is too costly and unsustainable.
Consequently, I wish to use technology as a servant (service) and not the master of teaching.

Web address: https://landing.athabascau.ca/blog/view/1840009/true-costs-of-information-technologies

2. Second blog by Stephen Downes:

http://online.upaep.mx/campusvirtual/ebooks/CONECTIVEKNOWLEDGE.pdf`````

This blog gives an in-depth treatment of connectivism and connective knowledge and defends
Connectivism as a theory against critics like Tony Forster and Bill Kerr. This gives me a balanced view
challenging me to integrate aspects of various theories to address the learning need(s) of my
learners. Stimulates my reflective skills on the benefits, dangers of technology and how to manage
what I could without sacrificing quality. The article by Durak (2017) lists the limitations of Edmodo,
my chosen tool so I am conscious of these when using with my learners.

3. The NZ Ministry of Education websites like

a) E-ako Mathematics: https://nzmaths.co.nz/professional-learning-and-development

b) Assessment matters on Early childhood stages to high school level
https://education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-
Pae/ECEBk20Full.pdf

c) PhEt site has interactive simulations on different subjects like Physics, Mathematics, Chemistry,
Biology and Earth Sciences at https://phet.colorado.edu/en/simulations/category/new

Very helpful to organise interactive one on one learning or as a flipped virtual practical session.
4. Aysin Alps blog on how to successfully integrate technology (not just use a few times) into the
21st century classroom- Parts 1 and 2: Web tools by Aysin Alp (2013)

The two blogs begin with has updated details and a knowledge cycle, a framework for e-learning and
moves on how to teach with technology (video). There are lots of theoretical and practical
suggestions even to personalising the learning path of the learners. Worth a look for beginners like
me.

http://aysinalp.edublogs.org/2013/12/13/how-to-successfully-integrate-technology-into-the-21st-
century-classroom-part-1-web-tools/

5. Edmodo blog spot found in: https://www.edmodo.com/topics/7606/Edmodo-Blog